Submitted by Maria Dulce (mdulce@ndc.uff.br) on 2014-02-12T19:41:29Z No. of bitstreams: 1 Rocha, Luiz-Dissert-2013.pdf: 2479951 bytes, checksum: 8e34133a0eaf1ef42d84ee19fb495740 (MD5) / Made available in DSpace on 2014-02-12T19:41:29Z (GMT). No. of bitstreams: 1 Rocha, Luiz-Dissert-2013.pdf: 2479951 bytes, checksum: 8e34133a0eaf1ef42d84ee19fb495740 (MD5) Previous issue date: 2013 / sta dissertação tem um objetivo de natureza modesta: o de iluminar determinadas práticas e certas representações de uma fração do campo esportivo ainda pouco estudada: a dos presidentes de futebol. Tendo em vista o crescimento exponencial da bibliografia sociológica, antropológica e a historiografia na temática futebolística, observou-se que pouco havia sido dito acerca dos presidentes de futebol. Nesse sentido, tomando como pedra angular a metodologia da história oral, realizei um conjunto de doze entrevistas com presidentes do Clube de Regatas do Flamengo e do Fluminense Futebol Clube [entre 1975-1997] para tentar depreender as categorias fundamentais a partir das quais estes elaboravam seus discursos e construíam determinadas ideias sobre o poder e a política. Dialogando com questões nodais da antropologia política e econômica, a hipótese central construída era de que o ideário da honra e da dádiva fornecia sentido e substância às maneiras de narrar sua ascensão ao poder e de gerir os clubes. Sendo assim, esta dissertação foi dividida numa estrutura tripartite: a primeira parte destinada ao estudo das duas agremiações clubísticas aqui em questão numa perspectiva diacrônica e da formação dos grupos dirigentes enquanto entidade à parte do futebol-espetáculo; a segunda parte pretendia mergulhar nas categorias sincrônicas das entrevistas que apareciam nos discursos como constantes, a independer do tempo, do lugar e do clube; a terceira parte indagava, por sua vez, sobre as possíveis diferenças de “estilo de gestão” a partir da análise dos lugares de memória dos clubes estudados e de dois mandatos de dois presidentes-tipo ideais – Francisco Luiz Cavalcanti Horta e Márcio Baroukel de Souza Braga. (1975-1980). / This dissertation hás na objective of modest nature that is to enlighten some practices and certain representations on a fraction still unknown in sports field: the presidents of the soccer clubs. Given the exponential growth of sociological, anthropological and historical bibliography about football, it was noted that very little had been said or written over the presidents of the clubs. In this sense, taking as cornerstone methodology of oral history, conducted a series of twelve interviews with presidents Clube de Regatas Flamengo and Fluminense Futebol Clube (between 1975-1997) to try to infer the fundamental categories from which they drew up his speeches and built some ideas about power and politics. Dialoguing with nodal issues of anthropology and economic politics, the central hypothesis was that built that these key-ideas were erected on honor and gift provide meaning and substance to the ways of narrating his rise to power and manage the clubs. Thus, this dissertation was divided into a tripartite structure: the first part aimed to study the two associations in question here in a diachronic perspective and how an specific groups such as the presidents emerge as an entity side apart from the football spectacle, the second part intended to dive into categories synchronic the interviews and appeared in the speeches as constant, be independent of time, place and the club, the third party inquired in turn about possible differences in “management style” from the analysis of the memory locations of the clubs studied and two terms of two presidents ideals-type – Francisco Luiz Cavalcanti Horta and Márcio Baroukel de Souza Braga (1975-1980).

This thesis considers how the Lesbian, Gay, Bisexual and Transgendered communities of Plymouth have performed and signified their own culture and identities during the period 1950 to 2012. Its source materials were largely generated by conducting oral history interviews with members of Plymouth’s LGB and T communities. This resulted in the creation of an archive which included thirty-seven interviews conducted with twenty-four individuals. These interviews, in conjunction with other uncovered archival memorabilia, now form a specific LGBT collection with Plymouth and West Devon Record Office. This PhD thesis interrogates this newly created community archive accession, using theories of performance as a tool, to consider how differing narratives and histories have been constructed, reproduced, contested and maintained. Pride, as a political concept in LGBT culture, is linked to the belief that individuals should maintain and display a sense of dignity in relation to their sexual orientation or gender role as a response to the stigmatisation traditionally associated with being LGB or T. This study tests the relevance of the concept of pride for the lived experience of LGBT communities in Plymouth, concluding that it needs to be understood within personal narratives rather than as primarily manifested in outward-facing forms of performance (such as a parade or a public event). Particularly significant in this regard is the “coming out narrative”. The thesis identifies spaces which, for various reasons, came to be accepted as safe places to accommodate sexual and gender differences in Plymouth in the 1950s and 60s. These strongly reflect Plymouth's location as a port, in combination with the fact that it has played host to each of the armed forces. It considers the impact of international public displays of gay pride from the Stonewall riots in the US through to performances as protest employed by groups such as Outrage! and legislation as Section 28 of the Local Government Act in the UK. The thesis concludes by considering the author’s role in, and wider impact of, the “Pride in Our Past” exhibition, which took place at Plymouth City Museum and Art Gallery (April-June 2012) as part of this research project.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work shows the studies carried out about the antipode Violence x Non-Violence and its interlinks with the concepts of authoritarism, authority and liberty from the view of the teachers voice. A bibliographical research associated to the methodology of Oral History in the modality of Thematic Oral History was accomplished. The research aimed essentially to comprehend the concepts from the point of view of the teachers representations. Teachers from public and private schools at the city of Santa Maria, Rio Grande do Sul State, Brazil were interviewed. The interviews took place in two stages. In the first stage a semi-structured interview with a plan with fifteen questions was used. On the other hand, in the second stage, we hold a conversation with the teachers about their memories regarding their education while students. The Oral History considerate as the History of the Contemporaries made it possible together with the Theory of the Representations to (re)think the antipode and the concepts focusing a complex and conflictuous educational field. The teachers voices allowed an experiencing the life and a building of new nervures . Violence x Non-Violence consisted of a contraposition to be considered in the search of a Culture of Peace. Due to that, it was necessary to comprehend the polysemic character of violence, of authority and of liberty discussing the conflictuous features at school. While discussing the questions of the authority and of the authoritarism some confusion showed up due to the fact that the limit line between both is very feeble. In this way, we attempted to rethink the teacher s authority, forefront the complexity of the educational field, from the teacher s competence and generosity. Beyond the meaning of the word liberty we made an attempt to reflect about its accomplishment possibilities and (im)possibilities in the school environment. We could perceive the presence of limited liberties as well as a strong relation between liberty and responsibility. In this perspective, to be free meant to act in a situational world where each situation is a challenge and a possibility of free human action. So many reflections lead to (un)conclusions that, quoting the poet Antonio Machado, there are no roads in the sea only pathways. The authors of these Histories of the education need to enterprise in this walking on the razor s edge aiming to find possible alternatives for a more human formation for the mankind. / Este trabalho apresenta os estudos realizados sobre a antípoda Violência x Não-Violência e seus entrelaçamentos com os conceitos de autoritarismo, autoridade e liberdade a partir de falas docentes. Realizou-se uma pesquisa bibliográfica, aliada a metodologia da História Oral, na modalidade História Oral Temática. A pesquisa teve como objetivo principal compreender os conceitos a partir das representações docentes. Foram entrevistados professores de escolas públicas e particulares na cidade de Santa Maria-RS-Brasil. As entrevistas realizaram-se em duas etapas. Na primeira etapa foi realizada uma entrevista semi-estruturada com um roteiro de quinze questões. Já na segunda etapa, realizou-se uma conversa com as professoras sobre suas memórias de formação enquanto discentes. A História Oral vista como História dos Contemporâneos possibilitou juntamente com a Teoria das Representações (re)pensar a antípoda e os conceitos tendo em vista um campo educacional complexo e conflituoso. As falas docentes possibilitaram um experimentar a vida e um construir novas nervuras . Violência x Não-Violência constituiu-se numa antinomia a ser pensada na busca de uma Cultura de Paz. Diante disso, fez-se necessário compreender o caráter polissêmico da violência, da autoridade e da liberdade discutindo a conflituosidade na escola. Ao abordar a questão da autoridade e do autoritarismo algumas confusões surgiram devido ao fato de a linha que separa autoridade e autoritarismo ser muito tênue. Nesse sentido, buscou-se repensar a autoridade do professor diante da complexidade do campo educacional a partir da competência e da generosidade docente. Além do significado do termo liberdade procurou-se refletir sobre as suas possibilidades e (im)possibilidades de efetivação no âmbito escolar. Percebeu-se a presença de liberdades limitadas, bem como a forte relação estabelecida entre liberdade e responsabilidade. Nessa perspectiva, o ser livre significa poder agir no mundo em situação, sendo cada situação um desafio e uma possibilidade de ação humana livre. Tantas reflexões levaram a (in)conclusão de que, parafraseando o poeta Antonio Machado, não há caminho apenas trilhas sobre o mar. Os autores dessas histórias da educação precisam aventurar-se nesse caminhar sobre o fio da navalha buscando alternativas possíveis para uma formação humana mais humana.

This paper deals with an analysis of biographical interviews with Roma survivors of Nazi persecution. The emphasis is put on different elements that may affect narrated life histories. It views memories from the initial remembering to their new contextualization throughout the life; it draws the attention to the narrative tradition of respondent's background as well as the final narration and its specific circumstances. The analysis is framed with the Czech compensation programs for victims of war injustice. The text points out to different perspectives of history adopted by state authorities on one side and those applying on "compensation" on the other. The paper also discusses mutual misunderstanding of different perspectives of the past, of an administrator/ historian and of an eye-witness.

Among increased calls for "new narratives" of Haiti, this thesis seeks to honor Haitian traditions of intellectualism and resistance, centering on the life and legacy of martyred professor Janil Lwijis in post-earthquake student social movements. Based on oral histories with student activists at the State University of Haiti (UEH), this work explores student protest in Haiti through the voices, often at odds, of those en lutte; it explores how Janil is invoked and remembered, and argues that oral history can contribute to activist research and pose a challenge to dominant narratives. A legacy that is contested, differential claims to Janil's memory are infused with politics and history. This work seeks to understand contested claims to his memory through Marxist political economy, arguing that an interpretation of Haiti’s political economy is crucial to understanding the emergence of critical consciousness and social movements, political demands, and the symbols and meanings that characterize them.

Between 1945 and 1987, as part of its efforts to impose a Chinese identity on native-born Taiwanese and to establish and maintain hegemony, Chiang Kai-shek’s Kuomintang (KMT) government pursued a unilingual, Mandarin-only policy in education. This thesis studies the changing meaning of “becoming Taiwanese” by examining the school experiences of four generations of Taiyu speakers who went to school during the Mandarin-only era: 1) those who also went to school under the Japanese; 2) those who went to school before 1949 when Taiwan was part of KMT-controlled China; 3) those who went to school during the 1950s at the height of the implementation of KMT rule; and, 4) those who went to school when Mandarin had become the dominant language. Two data types, interviews and public documents, are analyzed using two research methods, focus group interviews as the primary one, and document analysis as the secondary one. This research found that there is no direct relationship between how people negotiated language, hegemony and Taiwanese identity. First, as KMT hegemony became more secure, people’s links to their home language became weaker, so their view of Taiwanese identity as defined by Taiyu changed. Second, as exposure to hegemonic forces deepened over time, people were less able to find cultural spaces that allowed escape from hegemonic influences, and this, along with other life-course factors such as occupation, had an impact on their contestations of language and identity. The study recognizes the role of human agency and highlights the interactive and performative aspects of identity construction. The results reflect the different possibilities of living with hegemony in different eras, and also show that Taiwanese identity is not fixed, nor is there a single, “authentic” Taiwanese identity.

During and after the Spanish Civil War, over 500,000 people left Spain; at least 200,000 would remain outside Spain for many years, some for the rest of their lives. They went to France, Mexico, Argentina, the USSR, and across the globe. These Spanish ‘republican’ refugees were also connected to those who had stayed within Spain, by familial and political ties or the bonds of friendship. In order to investigate this reality – a group of people from all kinds of political, social and economic backgrounds based in so many different geographic locations – this thesis foregrounds the role of the individual in both experiencing and constructing history, being defined and resisting definition from different entities. Consequently, it seeks to intervene in the historiography of the Spanish Civil War and republican exile by highlighting the ways in which individual experiences and narratives both strengthen and weaken categories such as: political, a-political, refugee and exile. This PhD brings together underused source materials stored in Spain and Mexico, as well as digital archives stored online; it is based on archived oral history interviews with refugees, additional oral history interviews undertaken by the author, several collections of letters, unpublished and published memoirs, and official documents. Each chapter considers a different aspect of the refugees’ experiences and how these experiences are represented in the source material: departure, separation and communication, return and home, and the memory of exile within families. How and why did people leave? How did they change their behaviour in order to adapt to or survive particular circumstances? How have the children and grandchildren of Spanish refugees reacted to family narratives and memories? Central to this analysis is the role played by factors such as gender, age, class, status, personality and political views in shaping peoples’ experiences, as well as an emphasis on ‘non-elite’ alongside ‘elite’ refugees’ experiences of displacement. The historiography of the Spanish Civil War and subsequent exile has been shaped by political and ideological debates, as well as the different national contexts refugees found themselves in. From the numbers of refugees recorded as having left Spain, to the idea that returning to Spain was a betrayal, to the memory of the exile within Spain, almost every aspect of the refugees’ experiences has been used to make or refute arguments surrounding the morality of the republican cause and the nature of the Francoist regime. At the same time, the different circumstances of refugees living in countries like France and Mexico meant that different narratives or collective memories regarding the role of refugees in their host countries are still being constructed and reconstructed. One of the central aims of this thesis is to show how these debates have obscured the richness of individual experiences; the thesis therefore argues that considering stories which do not “fit” or details which are difficult to synthesise ultimately leads us to a more profound understanding of history. Driven by an extensive use of a range of oral history interviews, the thesis will also explore how historical time is complicated by personal testimony. The events of one person’s life are carried into the present, as they continue to affect their character, state of mind and attitude to success and hardship. Personal memories and perspectives will provide a contrast to historical narratives which focus on the role of the state, military events, ideology or political parties; instead, the thesis will show how these entities and events affect people’s lives, and the lives of their children. The central argument of this thesis is that Spanish refugees were not ‘preordained’ by the ideological conflicts which were embedded in the Civil War or their displacement. Instead, refugees actively constructed their ‘self-hood’ in response to these circumstances, rather than being (wholly) defined by them.

Essa pesquisa tem como tema central a História Oral de Vida de imigrantes libaneses e seus descendentes nascidos no Brasil, bem como de brasileiras não-descendentes, que empreenderam o retorno ao Líbano, cujo fluxo foi verificado com maior intensidade ao final da década de 1980. A problemática geral dessa pesquisa é verificar e analisar a concretização do retorno, a partir da análise dos fenômenos de readaptação e adaptação, reinserção e inserção, destacando-se as dificuldades, os dilemas e os conflitos decorrentes desse ato. Mais do que a ocupação de um espaço geográfico, devemos considerar que o retorno e restabelecimento nos vilarejos de origem significam uma apropriação (ou criação) cultural do lugar (aqui entendido em sua dimensão subjetiva), construindo-se sentimentos de identidade, de pertencimento ao grupo que, por meio de suas ações, controlam e influenciam pessoas, estabelecem relações, determinam valores e normas a serem seguidas. Considerando identidade e cultura como processos dinâmicos, em constante elaboração e reelaboração, há que se verificar que a reinserção e inserção ao país implicarão renúncias, escolhas e seleções, que serão negociadas pelo migrante em relação ao grupo de origem. / This research has as central subject the Oral History of Lebanese immigrants and their descendants borned in Brazil, as well as of Brazilians not-descendants, who had undertaken the return to the Lebanon, whose flow was verified with more intensity to the end of 1980\'s. The general problematic of this research is to verify the achievement of the return, from the analysis of the phenomena of readjustment and adaptation, (re) insertion and insertion, in order to distinguish the difficulties, the dilemmas and the decurrent conflicts of this act. More than the occupation of a geographic space, we must consider that the return and reestablishment in the villages of origin mean a cultural appropriation (or creation) of the place (understood here in its subjective dimension), constructing identity feelings, belonging to the group that, by of its action, controls and influences people, establishes relations, determines values and norms to be followed. Considering identity and culture as dynamic processes, in constant elaboration and rework, it is important to verify that the (re) insertion and insertion to the country will imply resignations, choices and elections, that will be negotiated by the migrant in relation to the group of origin.

The Abstract The main focus of the diploma thesis named "GULAG as a life experience" is on the Soviet repressive system in the era of 30's to 50's of the 20th century. There are two approaches in this thesis: the first one is concerning the narrating and memory, the other point of view is the topics reflecting in the narrations. Both, oral and written stories are used, the written ones are prevailing. In the third chapter, I deal with the topic of human memory and its relation to history and telling about past. I am posing the question concerning the relation between memory and society, memory and history, how do the people conceive their narrations, what sort of language tools and schemes of telling do they use and what the differences between oral and written narrations are. This empirically focused part of the thesis is forgone by a theoretical part dealing with the mentioned topics. All is illustrated by using examples from the life stories of survivors. The other main topic is discussed in the eighth chapter, dealing with topics often appearing in the memories of the survived people. As well as in the other part I am using here the examples of the life stories for better illustration of the explained topic. The subtopics are divided into five groups: "time and space", "death and suicide", "strategies...

LEP children--Strategy (strategies) chart--Activities manual--Teacher survey.