O presente texto consiste em uma apresentação de reflexões acerca da problemática da utilização ora do aspecto substancializante do gênero ora da identidade de gênero como critério para discernir e decidir as práticas parentais. Tomando a experiência trans como recorte empírico, desenvolverei uma reflexão sobre como o gênero se articula com o desempenho parental, dentro de um contexto de legitimação social e política. A ideia central do texto é problematizar as parentalidades trans em sua relação com o gênero, analisando as concepções de paternidade e maternidade que perpassam a experiência gestacional. Teoricamente, de um lado, pretendemos discutir a possibilidade da parentalidade ser um ato performativo, utilizando a teoria de performatividade de Butler e fazendo aproximações das discussões sobre funções materna e paterna propostas por Lacan. De outro lado, utilizaremos os conceitos de performatividade e paródia como uma proposta que escapa ao discurso heteronormativo. Para tanto, foram utilizadas entrevistas semiestruturadas com homens trans. O fenômeno trans joga com a produção e recriação de novas relações sociais. Torna-se possível reinventar as relações de gênero dentro de um domínio heterossexual, fazendo-nos questionar a binariedade a que o sistema sexo/gênero está submetido, porém a parentalidade é ainda reconhecida por uma assimetria de gênero: o pai e a mãe / This study aims at presenting reflections on the problematic use of the substantial aspect of gender as well as gender identity as a criterion for discerning and deciding parental practices. Taking the transgender experience as the empirical excerpt, a reflection on how gender articulates with parental performance within a context of social and political legitimacy will be developed. The main idea of the text is to problematize the transgender parenting in its relationship with gender, analyzing the conceptions of paternity and maternity that permeate a gestational experience. Theoretically, we intend to discuss the possibility of parenting as being a performative act, using Butlers performativity theory and linking it with discussions about the maternal and paternal role proposed by Lacan. On the other hand, the concepts of performativity and parody as a proposal that escapes heteronormative discourse will be used. For that matter, semi-structured interviews with transgender men were used. The trans phenomenon plays with the production and re-creation of new social relations. It becomes possible to reinvent the gender relations within a heterosexual domain, making us question the binarity to which the sex / gender system is submitted, being represented by the gender asymmetry in parenthood: the father and the mother

O gênero é uma construção social, entretanto, ainda hoje ele é compreendido através de uma visão essencializadora e naturalizadora que se baseia em um aparato de saberes biológicos para reiterar a existência de um alinhamento entre gênero, sexo, prática sexual e desejo. Se enquadrar nesse alinhamento significa estar em consonância com as normas vigentes na nossa sociedade, e todos(as) aqueles(as) que fogem ou provocam nele deslocamentos são tidos(as) como inferiores e indesejáveis, não sendo reconhecidos como seres inteligíveis e estando, então, passíveis de exclusão. O objetivo principal desse estudo constitui em compreender a relação entre a construção parodística das personagens Drag Queens e a construção social dos papéis de gênero, dando prosseguimento à tentativa de desvendar as trajetórias e as compreensões sobre o gênero em pessoas que se encontram fora dos limites impostos pela lógica binária que valida apenas a existência do masculino e feminino, colocando-os como opostos e passíveis de categorização.2 Através do ato estético-político da construção da figura da Drag Queen acredita-se ser possível estar e cruzar a fronteira dos gêneros, tendo uma identidade ambígua ou indefinida e explicitando o caráter artificialmente imposto das identidades fixas, sendo um meio para mapear dispositivos que funcionem em prol da ruptura das ontologias e possibilitem outras formas de vivências que resistam às categorizações socialmente construídas, trazendo potência para a promoção de uma multiplicidade de possibilidades de existência / The term gender is a \"social construction\", however, it\'s still currently understood through an essential and naturalizing vision which is based on an apparatus of biological knowledges to reaffirm the existence of an alignment between gender, sexual orientation, sexual intercourse and desire. Fitting in with such alignment means being in consonance with actual social standards, and all those who avoid or arouse displacements are considered smaller and unwanted, not being recognized as intelligible human beings and, thus, being subject to exclusion. The main goal of this thesis consists on building a relation between the travesty/burlesque construction of the Drag Queens\' characters and the social construction of gender roles, continuing on in the attempt to unravel trajectories and understandings regarding the gender of people who find themselves outside the limits imposed by the binary logic which only validates the existence of male and female genders, placing them as opposites and eligible for categorization3. Through the aesthetic-political act of the construction of the Drag Queen\'s figure it\'s believed it\'s possible to be on and across the genders\' border, possessing an ambiguous or undefined identity and exposing the artificially imposed character of the fixed ones, therefore being a way of mapping devices that work for the rupture of ontologies and enable other ways of living which are able to stand up to socially constructed categorizations, bringing about enough power to promote the plurality of other possible existences

The education of looked-after children (LAC) in the care of the Local Authority (LA) is supported by government initiatives to reduce the attainment gap that exists between LAC and their peers. Long-term outcomes for LAC pupils are poor (Sebba et al. 2015). The Virtual School (VS) has a statutory role in the education of LAC (DfE, 2014a) and aims to encourage stringent monitoring and intervention for LAC pupils, for example via a personalised education plan (PEP) outlining attainment, strategies intended to accelerate progress, and resources needed for doing so. The PEP process involves termly meetings between pupil, Social Worker and school's designated teacher. The current study uses Actor-Network Theory (ANT) (Latour, 1999) as a lens through which to conceptualise change for LAC pupils during the PEP process. Data was collected from three PEP meetings and accompanying documentation in one LA setting, using ethnomethodology, in order to explore the human and non-human actors in the PEP network which are active in creating change for LAC. The analysis made visible the strong role of the PEP document in providing structure for the meeting, along with the instrumental role of the designated teacher and their knowledge of the pupil embodied in non-human entities such as resources, timetabling and grades. The Social Worker influence on the network was less visible. ANT is explored as a material semiotic tool for analysis through a conceptual review of current literature within educational research, with a focus on the construction of research questions. The review demonstrates that ANT can attempt to answer questions about 'how' things came to be and 'who' and 'what' they are composed of. The current research also incorporates an appraisal of evidence-based practice, and a consideration of the implications and dissemination of the findings of the study at LA level and beyond.

Despite the high profile nature of the interventions made by regulators after the global financial crisis, there have been few objective assessments of their success and of the orthodoxy of market failure analysis that underpins the rationale for taking action. This study addresses both literature gaps by developing a distribution landscape segment model to measure the success of an exemplar; the Retail Distribution Review (RDR). It also undertakes exploratory research to establish a basis for a diagnostic paradigm based on customer value rather than well established, but criticised, classical economic indicators. A “stock flow” based model was constructed to assess post-RDR levels of asymmetry, agency and trust. The absence of source data prompted a second exploratory phase of research into Trust as a welfare benefit, using customer focus groups and telephone surveys. An evidential basis for an alternative framework based on what consumers value, rather than how economists think is rational for them to act, was established. The model results indicated a landscape which is more complex than 2013, with competing interests transmuted rather than eradicated and information asymmetry growing rather than shrinking. The results support a view that interventions focussing on narrow “market” definitions do not reflect the complexity of human behaviour and are simply “squeezing the balloon”. The customer value research found that trust is complicated and related to several key “motivators”. These have underlying attributes which differ between socio economic groups, the financial objectives and whether customers have advisers. The conclusion reached is that an evidence based customer perspective should be at the heart of regulatory analysis, if public welfare is to be maximised. The study provides evidence of complexities and connectedness between actors and economic forces in the retail financial services landscape, cautiously supporting the literature on regulatory interventions as socio-technical assemblages. It argues that the customer value framework enriches the regulatory toolkit by forming a guard against intellectual capture and unintended consequences of shaping reality to fit a so-called perfect market model.

This thesis explores children's and teachers' perspectives on creativity, and its implementation, within one primary school classroom in Scotland. The data collection phase of the research employed an ethnographic approach, involving four and a half months of fieldwork in the primary school classroom. Data were generated from participant observation/informal conversations with children and teachers and one round of semi-structured interviews with twenty-five children (aged eleven to twelve) and two teachers. Creativity within primary education has been mainly studied through psychological research, which is mainly based on theories of developmental psychology. Such theories view creativity solely as an individual trait. Despite recognition of the importance of sociocultural issues to the flourishing of children's creativity, the study of their collaborative creativity has been neglected - particularly in relation to socio-cultural power dynamics. This thesis specifically analyses the balance between individual and collective creativity in the primary classroom, examines how collaborative creativity can acknowledge childhood diversity, and poses questions about how we include children with differing and complex identities in creative processes. Furthermore, this research has been carried out in Scotland, within the context of a fairly new curriculum, the Curriculum for Excellence. This curriculum has been viewed by some as a progressive, modern and motivating curriculum that enables children's autonomy, and by others as one that has been highly influenced by accountability and performativity regimes, which leave limited space for children's and teachers' autonomy. This thesis examines how the Curriculum for Excellence is interpreted in everyday practice and the extent to which it enables the cultivation of children's creativity. The thesis does so by shedding light on the practical interconnections between children's and teachers' agency, structural enablers/barriers, and cultural processes. The findings of this study show that children perceive, perform and embody creativity not only as an individual trait, but also as a collaborative process. However, the findings also show that collaborative creativity entails many complexities and that cultural barriers to creativity may emerge when power among people (children and teachers) operates in ways that create cultures of exclusion. The thesis concludes that the multiple identities of the Curriculum for Excellence, its multiple interpretations, and lack of coherence regarding what is expected of teachers, leads to a blurred landscape of implementation. The thesis argues that lack of a clear plan, strategy and framework for enabling creativity inhibits the founding principles of the Curriculum for Excellence from being achieved. The thesis also argues that environmental and structural barriers within the research setting inhibit the flourishing of children's creativity, but that the structural barriers can sometimes be overcome through the construction of enabling cultures. The thesis is able to define enabling cultures as cultures that value diversity, promote inclusion, and view space not as static, but as a dynamic process. In so doing, the findings of this study emphasise the interconnected importance of: viewing creativity as an individual trait; perceiving creativity as a collaborative process; and thinking in spatial terms, for example, in ways that create the space for children to perceive, perform and embody creativity in their diverse, but equally valuable ways. This finding enables this study to argue that there is a need for future policies and curricula which promote and encourage greater flexibility in teaching and learning practices, in order to enhance children's and teachers' agency and thus allow them to collaboratively create the types of enabling environments, originally envisaged by the Curriculum for Excellence, that will allow children's creativity to flourish.

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No. of bitstreams: 2 Tese - Bento Manoel de Jesús - 2017.pdf: 2146043 bytes, checksum: 4ba1e8f45569892f934e7bafdfb72274 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-10-25 / This is a qualitative research that aimed to problematize about gender identity in transsexuality experiences, considering these experiences as possibilities of gender identifications. Based on the conception that identities are constructed, and that the construction of identity is an intrinsic part of the process of subjectivation, the research focused on some specific points, such as the discussions about identity, body and gender, as well as the material and social resources involved in the Processo Transexualizador (Sexual Reassignment Process), in which these themes allow us to think about the possibilities and the limitations of the process of construction of the gender identities in transsexuality experiences. According to the research, the emergence of transsexualities is linked to the way of life in cities, a context of technological development and favorable to the coexistence between different identities, but at the same time produces the most diverse conditions of inequality, stigmatization and social exclusion. In this paradoxical situation, transsexualities are conceived from a prism of naturalness of the gender, to a perspective that considers gender as a historical and cultural construction. In this way, different strands of know-power affect transsexualities, both those that consider such experiences as pathology, as is the case of medical knowledge, and those that conceive them as possible forms of gender identifications, such as the theory of performativity by Judith Butler. As for the Processo Transexualizador, it is a resource offered by the Brazilian public health service, which is based on the principles of universality, integrality and equity in care. However, the implementation of this resource is still guided by the notion of a diagnosis of transsexuality, Gender Dysphoria. In summary, this study sought to reflect on the experiences of transsexuality, to talk about gender, to discuss these issues in relation to some fields of know-power, trying to argue that, rather than something exotic, deviant or pathological, transsexualities, as well as cissexual experiences, are possibilities of subjective constitution in relation to gender, that is, they are forms of gender identity. / Esta é uma pesquisa de cunho qualitativo que objetivou problematizar sobre identidade de gênero em experiências de transexualidade, considerando essas experiências como possibilidades de identificações de gênero. Tendo como norte a concepção de que as identidades são construídas, e que a construção identitária é parte intrínseca do processo de subjetivação, a pesquisa focalizou alguns pontos específicos, como as discussões sobre identidade, corpo e gênero, bem como os recursos materiais e sociais envolvidos no Processo Transexualizador, no que esses temas nos permitem pensar sobre as possibilidades e as limitações do processo de construção das identidades de gênero em experiências de transexualidade. De acordo com a pesquisa, a emergência das transexualidades está vinculada ao modo de vida nas cidades, um contexto de desenvolvimento tecnológico e favorável à convivência entre diferentes identidades, mas que ao mesmo tempo produz as mais diversas condições de desigualdade, estigmatização e exclusão social. Nesta situação paradoxal, as transexualidades são concebidas desde um prisma de naturalidade do gênero, até uma perspectiva que considera gênero como uma construção histórica e cultural. Dessa maneira, diferentes vertentes de saber-poder incidem sobre as transexualidades, tanto as que consideram tais experiências como patologia, como é o caso do saber médico, quanto as que as concebem como formas possíveis de identificações de gênero, a exemplo da teoria da performatividade de Judith Butler. Quanto ao Processo Transexualizador, trata-se de um recurso ofertado pelo serviço de saúde pública do Brasil, que tem como base os princípios de universalidade, integralidade e equidade no atendimento. Contudo, a efetivação desse recurso ainda é guiada pela noção de um diagnóstico de transexualidade, a Disforia de Gênero. Em síntese, este estudo buscou refletir sobre as experiências de transexualidade, falar sobre gênero, discutir essas questões em relação a alguns campos de saber-poder, procurando argumentar que, ao invés de algo exótico, desviante ou patológico, as transexualidades, tanto quanto as experiências cissexuais, são possibilidades de constituição subjetiva em relação ao gênero, ou seja, são formas de identidade de gênero.

Esta dissertação trata do impacto do onze de setembro sobre a visibilidade das comunidades muçulmanas no Brasil a partir de uma rede de instituições sunitas, com foco em duas especialmente, a União das Entidades Islâmicas (UNI) e a Assembleia Mundial da Juventude Islâmica (WAMY) e seu trabalho político com direitos humanos. As entidades passaram a ser interpeladas com acusações que se relacionam, fundamentalmente, à violação de direitos humanos, com um forte viés orientalista, nos termos de Edward Said. As iniciativas públicas e principais posicionamentos políticos tocam na questão dos direitos das mulheres e a proteção à vida. Além disso, os direitos humanos aparecem nas agendas humanitárias globais pautadas pelas entidades e outros atores políticos muçulmanos, como a questão palestina. Optei por abordá-los a partir de uma perspectiva de vida social ativa dada a heterogeneidade de material que tinha em mãos. Por fim, as entidades me revelaram um projeto político de comunidade com uma estética e uma ética específicas, bastante enleadas com a lógica de produção de imagens típicas de uma politicidade dos espaços de debate público contemporâneos. / This dissertation deals with the impact of September 11 on the visibility of Muslim communities in Brazil from a network of Sunni institutions, with a focus on two in particular, the Union of Islamic Entities (UNI) and the Islamic World Youth Assembly (WAMY) and his political work with human rights. The entities are now challenged with allegations that relate mainly to the violation of human rights, with a strong bias Orientalist, according to Edward Said. Public initiatives and major political positions touch the issue of women\'s rights and the protection of life. In addition, human rights appear in the global humanitarian agenda guided by the entities and other Muslim political actors, such as the Palestinian issue. I chose to approach them from a perspective of active social life given the heterogeneity of the material at hand. Finally, the authorities have shown me a community political project with an aesthetic and a specific ethical, rather ensnared with typical imaging logic of a political nature of the spaces of contemporary public debate.

Shakespeare uses metadrama as a rhetorical vehicle for responding to antitheatricalism; realistic drama and staged theatricality therefore coexist in his plays. The cultural context of the early modern era, especially its antitheatrical rhetoric and the predominance of theatricality throughout the structures of its society, illumines the interaction of metadrama and antitheatricality Shakespeare's plays, particularly Troilus and Cressida and King Lear. By failing to consider adequately the unique nature of the emergence of early modern theater and the equally distinct reaction to its popularity, previous scholarship considering antitheatricality has exhibited essentialism and a universalizing tendency similar to that of the antitheatricalists. The paucity of specifically protheatrical response in prose to the immense antitheatrical work of polemicists such as William Prynne and to antitheatrical tracts and publications signals the presence of protheatrical response within the literature of the stage: its plays. Metadramatic critics have noted that metadrama provides a subtle means of establishing a connection between actors and their audience and that it serves as a means of interrogating various deployments of theatrical power and the motives implied by its use. Troilus and Cressida celebrates, interrogates, and reproves the theater, engaging the proponents and detractors of the theater through depictions of Ulysses and Pandarus as effective and ineffective interior directors, respectively. Ulysses's militaristic drive toward victory at all costs demonstrates his affinity to the figure of the stage Machiavel, while his seemingly inexplicable hostility toward Achilles similarly marks his connection to the figure of the Vice. Pandarus's relation to theatricality highlights the negative associations of theater and prostitution apparent in the works of the antitheatricalists. His self-delusory propensity to motivate others to actions to which they are already predisposed mocks and calls into question the assertion that theater exerts motivational power over its audience. Literary critics considering King Lear observe that identity loss underpins the tragic process apparent in the plays' protagonists. Depictions of staged theatrical ability and inability and positive depictions of antitheatrical Puritanism pervade King Lear. The deployment of theatricality in the play both emphasizes its creative and soteriological function and embodies the harmful potential of dramaturgical art.

Gender presentation, appearing in a way that fits social expectations of one’s gender role, represents one of the most obvious ways in which one’s gender identity becomes salient to others. This quality is especially relevant to note given the continued controversy surrounding children’s gender role development when raised by non-heterosexual parents. The current study is an examination of how gender presentation develops in adopted children with lesbian, gay, and heterosexual parents across two time points (Wave 1: N = 106, Mage = 36.07 months; Wave 2: N = 90, Mage = 8.34). Children’s gender presentation was analyzed using a novel coding scheme, consisting of several variables meant to target the presence of gender typed clothing. These elements of appearance were compared with several measures of child outcomes. It was found that children generally adhere to presentation elements of their assigned gender and there were limited differences by parental sexual orientation in any of the gender presentation variables. Additionally, there was no association found between conformity in gender presentation and children’s self-perception or parent or child gender-typical attitudes. The results of this initial study may prove to be useful in ongoing research surrounding children’s gender typicality.

Esta dissertação propõe investigar, de uma perspectiva etnográfica, os processos de produção e apreensão de noções de feminino nas diferentes práticas que compõem o campo da dança do ventre na cidade de São Paulo, mapeando e descrevendo os principais espaços relacionados à produção e circulação de performatividades de gênero. Tais noções englobam não somente os movimentos inerentes à dança, mas também as concepções de comportamentos e cuidado do corpo que ela circunscreve. Busca-se, assim, verificar quais signos corporais e comportamentais compõem as noções de femininos em circulação e quais agentes e espaços contribuem para sua produção. / This dissertation investigates, from an ethnographic perspective, the production and apprehension processes of notions of femininity in different practices concerning the field of belly dancing in the city of São Paulo. The main spaces related to the production and circulation of such performativity are mapped and described. Those specific notions of femininity include not only the movements inherent to the dance, but also conceptions of behavior and body care that it circumscribes. This research aims to verify which bodily and behavioral signs create the circulating notions of femininity and which agents and spaces contribute to their production.