Orientador: Heloisa da Silva / Resumo: Elaborar uma compreensão sobre as mobilizações de narrativas e suas abordagens na (e para a) formação de professores no âmbito dos subprojetos Pibid, da Unesp/Rio Claro, foi o objetivo desta pesquisa. Elegeu-se o Pibid como cenário a ser investigado por se tratar de uma política pública de formação de professores e porque se verificou, por meio de uma análise do projeto institucional da Unesp (Unesp-Pibid, 2013), que muitos de seus subprojetos apresentavam propostas de formação com abordagens narrativas. Para tanto, sob os pressupostos da História Oral na Educação Matemática, lançamos um olhar para as ideias que envolvem o trabalho com narrativas no processo de formação formal de professores, tendo como disparador de perspectivas, entrevistas realizadas com os professores coordenadores de área de seis diferentes subprojetos Pibid da Unesp/Rio Claro, a saber: Educação Física, Física, Geografia, Interdisciplinar/EJA, Matemática e Pedagogia. Por meio do estudo dessas entrevistas, buscamos compreender como as narrativas vêm sendo mobilizadas em processos formativos no âmbito do Pibid da Universidade Estadual Paulista, campus de Rio Claro. A pesquisa tende a contribuir com os trabalhos do Grupo História Oral e Educação Matemática – Ghoem, do qual o pesquisador é integrante, e com uma de suas linhas de pesquisa, intitulada História Oral, Narrativas e Formação de Professores: pesquisa e intervenção, cujo objetivo principal é o de elaborar, aplicar e analisar estratégias alternativas... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Elaborating an understanding of narrative mobilizations and their approaches to (and for) teacher training within the scope of the Unesp/Rio Claro Pibid subprojects was the objective of this research. The Pibid was chosen as the scenario to be investigated for being a public policy of teacher training and because, through an analysis of Unesp's institutional project (Unesp-Pibid, 2013), many of its subprojects presented training proposals with narrative approaches. Therefore, under the assumptions of Oral History in Mathematics Education, we take a look at the ideas that involve the work with narratives in the process of formal teacher training, taking as a perspective trigger, interviews with teachers coordinators of area of six different Pibid subprojects of Unesp/Rio Claro, namely: Physical Education, Physics, Geography, Interdisciplinary/EJA, Mathematics and Pedagogy. Through the study of these interviews, we sought to understand how the narratives have been mobilized in formative processes within the scope of the Pibid of the Universidade Estadual Paulista, campus of Rio Claro. The research tends to contribute to the work of the Group Oral History and Mathematical Education – Ghoem, of which the researcher is a member, and one of his lines of research, entitled Oral History, Narratives and Teacher Training: research and intervention, whose The main objective is to elaborate, apply and analyze alternative strategies for the formation of teachers who teach mathematics cons... (Complete abstract click electronic access below) / Doutor

This thesis examines working-class fatherhood and masculinities in post-war Scotland, the history of which is almost non-existent. Scottish working-class fathers have more commonly been associated with the ‘public sphere’ of work, politics and male leisure pursuits and presented negatively in public and official discourses of the family. Using twenty-five newly conducted oral history interviews with men who became fathers during the period 1970-1990, as well as additional source materials, this thesis explores the ways in which their everyday lives, feelings and experiences were shaped by becoming and being fathers. In examining change and continuities in both the representations and lived experiences of fatherhood during a period of important social, economic, political and demographic change, it contributes new insights to the histories of fatherhood, gender, family, and everyday lives in Scotland, and in Britain more widely. It argues that ideas and norms surrounding fatherhood changed significantly, and were highly contested, during this period. Fathers were both celebrated as ‘newly’ involved in family life, signified by rising attendance at childbirth and increased practical and visible participation in childcare, but also increasingly scrutinised and deemed to be losing their ‘traditional’ breadwinning and authoritarian roles. Although there were significant continuities, a combination of factors caused these shifts, including the changing structure and composition of the labour market, deindustrialisation, the increasing participation of mothers in employment and second-wave feminism. Shifting ideas about gender relations were also accompanied by changing understandings of parent-child relationships and child welfare, in the wake of rising divorce and the growth of one-parent families. In highlighting the complexity and diversity of fatherhood and masculinity amongst working-class men, by placing their relationships, roles, status and identities as fathers at the forefront, and by speaking to men themselves, this thesis adds an important and neglected insight to the Scottish family and provides a fresh perspective on men’s gendered identities. Fathers were central to, rather than on the margins of, family and home life, and fatherhood was, in turn central to men’s identities and everyday lives.

This thesis explores the practice of community history-making in England in the period 1970 to 2000. Community history has been seen as a radical challenge to conventional history-making, with process and participation often as important as the end product. I explore the origins and development of community history, taking History Workshop, the Federation of Worker Writers and Community Publishers, and the Oral History Society as the starting points. These movements all sought to democratise the practice of history, and to challenge ideas about who could make history, and I consider the influence of these movements on understandings and practice of community history. I examine how groups committed to democratic history-making work in practice, and the tensions that may arise in the process, through three in-depth case studies of community history groups: QueenSpark, Brighton; Bradford Heritage Recording Unit; and Living Archive, Milton Keynes. Whilst initial critiques tended to focus on the ‘value' and content of the histories produced by such groups, my findings suggest that these critiques have ignored the complicated factors at play in the making of these histories. These groups had to contend with a rapidly changing political and social climate, and balance conflicting needs. The complex mix of external and internal factors such as funding, technology, the structure and organisation of groups, personalities and interests of key ‘members', sales viability and audience expectation, has all shaped how the groups worked and crucially what histories got told and how. Fundamentally this thesis challenges conventional understandings and meanings of community history and demonstrates that definitions of community history are historically, regionally and politically contingent. In doing so it adds to the debates about the production of knowledge and intellectual authority within history making.

Coal mining communities across Britain have often been argued to have possessed powerful collective memories of past struggles, though such memories have, as yet, been little studied. This thesis is a study of the collective memory of the interwar years within the mining communities of south Wales, and explores the ways in which the great strikes and lockouts, underground accidents, the interwar depression, and clashes with police and strike-breakers were remembered by the men and women of the coalfield. Using nearly 200 oral history interviews that were recorded in the 1970s, alongside newspapers, political and trade union records, novels and other sources, this study examines collective remembering as a reciprocal interaction between the public representations of the past, and the memories and attitudes of individuals. It argues, firstly, that individual memory did not just reflect or rework discourses about past events, but was itself an important agent in shaping and creating collective understandings of that history. Those individual memories remained integral to those collective memories, rather than being subsumed within or subjugated by them. It also suggests that the relationship between individual and collective memory should not be seen as necessarily oppositional, nor as between two distinct and separate types of memory, but rather as a spectrum. Secondly, it argues that the experiences of the inter-war years were understood and remembered within a number of distinct temporalities. Strikes and protests were often recalled within a linear framework, accidents underground were understood as a cyclical experience, whilst the depression was seen as a discontinuous rupture. It thus argues that conceptions of historical time were not singular, but plural and overlapping, and were themselves shaped and transformed by historical events. It thus traces understandings of time and how these changed at a popular level, rather than an intellectual or cultural one, through examining the memories, thoughts and attitudes of the men and women of the south Wales coalfield.

Esta pesquisa buscou pensar as relações de experiência, memória e oralidade como dimensões de uma linha específica de história oral que cada vez mais se pretende autônoma e pública. Essas relações foram feitas a partir de duas formas narrativas: uma contada - construída em colaboração durante entrevistas com procedimentos dessa história oral e outra narrativa cantada - composição musical que Adálio Pereira de Oliveira, um nordestino na Amazônia, fez para contar sua história de vida. Essa linha de história oral valoriza os aspectos subjetivos das experiências narradas e possui pressupostos epistemológicos claros: a colaboração, a mediação e a dimensão pública do texto produzido. / This research intended to think about experiences and their relations, memories and orality as dimensions of a specific oral history hat becomes more autonomous and public. Those relations were maid from two narrative forms: one: spoken built on interviews with a certain oral history procedures and the other: narrative song-composed that Adálio Pereira de Oliveira, a northeastern in Amazon, made to tell his history of life. This oral history line values the subjective aspects of narrated experiences and clear epistemological beddings: common work, mediation and the public dimension of the document.

This thesis is a study of working-class women and their paid employment between the temporal limits c.1945 and c.1971. Centralising women’s experiences, three distinct methodologies – statistical analysis, archival research, and oral history – discretely delivered, explore changing patterns of women’s employment. Four case studies of northern industrial towns and cities – Glasgow, Dundee, Newcastle, and Preston – are used to test the notion of regional distinctiveness and its survival into the twentieth-century. Statistical analysis of women’s labour market participation demonstrates convergence of regional differences. Women’s participation in paid work was augmented across the country, and married women became an increasing part of the labour force. In industrial towns which historically employed large numbers of married women, such as Preston and Dundee, women’s experiences converged with those of cities, such as Newcastle and Glasgow, with strong heavy industry traditions. Economic restructuring entailed women’s concentration in service and clerical occupations, compared to manufacturing, such as textiles and ‘light’ engineering. Until 1970 at least, mothers increasingly returned to employment part-time, contrasting with previous generations of female breadwinners who worked full-time. The provision of childcare sits at the site of a series of arguments about mother’s employment, maternal deprivation, and social problems. National policy lines were rarely drawn around encouraging women into work. An archival method, exploring local authority nurseries and nursery schools, and private nurseries illustrates meagre provision. Women’s continued use of childminders and informal care evidences a demand for provision which was not adequately met by the state. Oral history interviews found few women used local authority childcare, partly because of stringent admittance criteria and the stigma attached. The fundamental argument of this thesis focuses on working-class women and situates their experiences, sense of self, and personal struggles against family and societal expectations at the core of the profound changes in women’s working lives, in contrast to government policy and market economies. Oral history is the final methodology. Original oral history research testifies to work as part of the changing nature of the female self. However, it is emphasised that despite momentous transformation in women’s lives, gendered expectations were a limiting force on women’s ability to break free from a confining domesticity and unsatisfying work.

A presente dissertação tem como objetivo geral propiciar uma reflexão sobre as mudanças na educação a partir do olhar de profissionais especializados da Rede Municipal de Ensino de São Paulo que atuaram na inclusão de alunos com surdocegueira. Os objetivos específicos eram: pontuar elementos das histórias de vida das colaboradoras que participaram da pesquisa e sobre a sua atuação profissional, principal-mente na EMEBS; problematizar as escolhas e ações durante o exercício de sua profissão, visando com-preender seu olhar sobre o objetivo da educação; analisar os relatos dessas profissionais sobre as mu-danças metodológicas, buscando reunir informações sobre esse processo. As questões que nortearam o estudo foram: Como se deu a chegada de alunos com surdocegueira nessas unidades? O que essa che-gada causa nos professores especialistas? Como compreender a educação especial em uma perspectiva inclusiva, frente a uma escola bilíngue para Surdos? Qual o papel dos profissionais envolvidos nesse processo e qual a relevância de um espaço especializado? Optou-se pela abordagem qualitativa e as fontes primárias para a realização da pesquisa foram as histórias de vida de quatro colaboradoras, todas mulheres, todas da mesma unidade educacional. A coleta foi feita por meio de entrevistas orais e os critérios utilizados para a escolha das participantes foram: profissionais que atuassem ou tivessem atu-ado nas EMEBS; que soubessem Libras; que tivessem atuado direta ou indiretamente na inclusão de alunos com surdocegueira nessas unidades; e que tivessem interesse em contribuir, voluntariamente, com o estudo. Após da realização das entrevistas, todo o material em áudio foi transcrito, mas apenas parte das informações foram utilizadas em uma discussão que teve como base teórica as obras de Arendt, Adorno e Horkheimer. Foi possível propor e aprofundar algumas reflexões sobre a educação a partir da inclusão de alunos com surdocegueira. Pudemos constatar que a chegada desses alunos provocou, em um primeiro momento, resistência por parte de alguns profissionais. Entretanto, ações coletivas garan-tiram a entrada e a permanência desses alunos, com qualidade, na rede municipal de ensino. As reflexões seguiram duas categorias de análise: a concepção de educação dessas profissionais especializadas e a questão de como a ideia de normalidade comparece na EMEBS. Foi possível propor palavras-síntese para representar o olhar dessas educadoras: direito, acolhimento, respeito e responsabilidade. A soma desses diferentes olhares propiciou a inclusão, libertando esta palavra de sua origem etimológica, que remete à ideia de clausura. A reestruturação das EMEBS, a opção pelo exercício da profissão na rede pública e as experiências passadas dessas educadoras, favoreceram o estabelecimento de um repertório que permitiu a formulação de respostas novas. Foi possível perceber que a EMEBS é um lugar que tem estabelecido teias de relações, não apenas com outros profissionais da rede municipal de ensino, como também com pessoas da Comunidade Surda e pessoas com surdocegueira adultas, constituindo-se como um espaço bicultural. Essa reflexão passou a apresentar-se como chave para a compreensão da perspec-tiva inclusiva. Este trabalho também buscou registrar uma versão que se afasta do discurso do fracasso da educação pública / The general objective of the present dissertation is to propitiate a reflection on the changes in education from the view of specialized professionals who took part in the process of the inclusion of students with deafblindness in the municipal education network of São Paulo. Its specific goals are to point out the cooperators life history and their professional performance, especially in the EMEBS (Municipal School of Bilingual Education for the Deaf); question their choices and actions as professionals, in order to comprehend how they understand education; analyze their stories on the methodological changes, trying to gather information about this process. The guiding questions of this study were: How do the students with deafblindness get to these educational units? What do their arrival cause in the specialized profes-sionals? How can we understand the special education in an inclusive perspective, facing a bilingual school for the Deaf? What is the involved professionals role and whats the importance of a specialized space? Weve chosen the qualitative approach and the primary sources for the execution of the research were the life histories of four cooperators, all women, all from the same educational unit. The collection was done through oral interviews and the criteria for the selection of the participants were: professionals who work or had worked in the EMEBS; who knew Libras; who had worked directly or indirectly in the inclusion of students with deafblindness in these units; and who had the interest to contribute, vol-untarily, with this study. After recording the interviews, all the audio material was transcribed, but only part of the information was used in a discussion that had as a theoretical basis the studies of Arendt, Adorno and Horkheimer. It was possible to propose and to deepen some of the ideas related to the education from the inclusion of students with deafblindness. We could ascertain that the arrival of these students caused, in a first moment, resistance of some of the professionals. However, collective actions guaranteed the entrance and the permanence of these students, with quality, in the municipal education network. The reflections followed two categories of analyses: the notion of education of the specialized professionals and the question of how the idea of normality is present in the EMEBS. It was possible to propose some synthesis-words to represent the point of view of these educators: right, welcoming, respect and responsibility. The sum of these different views fostered the inclusion, making this word get free from its etymological origin, that refers to the idea of enclosure. In the very structure of the EMEBS, the option to work as a professional in the public schools, and the past experiences of these educators, promoted the establishment of a repertoire that enabled the shaping of new answers. With the reflections, it was possible to comprehend that the EMEBS are places where a web of relations are being settled, not only with other professionals of the municipal education network, but also with adult people from the Deaf Community and adult persons with deafblindness, arising as a bicultural space. These thoughts became a key for the comprehension of the inclusive perspective. This research aimed to register a version that gets apart from the failure discourse of public education

Delanna Reed, from East Tennessee State University, presents traditional British and Appalachian Jack tales.

Delanna Reed, from ETSU, presents traditional British and Appalachian Jack tales.

Transcribed naridtives from the community of Nobob (Barren County), Kentucky, and its surroundings. The narratives were tape recorded between October, 1977 and November, 1978. Interpretation is offered in the form of an introduction, which includes a brief history of the area and a discussion of genre and annotations to the narratives. Annotations make use of standard bibliographical reference works and archival sources available at Western Kentucky University. The narratives are divided into legend, tale, and personal experience stories. A number of the narratives refer specifically to the Great Depression. The collection seeks to particularly demonstrate the presence of valuable historical data concerning details of everyday life and the fluidity and complexity of genre in traditional narrative.