Comment penser la construction et la déconstruction du genre dans le langage ? Je montre que la philosophie du langage ordinaire — et notamment la théorie austinienne des actes de parole — peut soutenir une approche constructiviste et éclairer le rôle du langage dans la construction sociale du genre. La naturalisation du genre repose à la fois sur une représentation du langage — comme simple reflet du réel et comme « capacité » inégalement partagée — et sur des pratiques linguistiques ordinaires et scientifiques. Penser cela implique de dépasser la stricte dichotomie de l’idéologique et du matériel, pour analyser ensemble la construction et la représentation du genre dans des pratiques discursives et non-discursives. La théorie butlerienne de la « performativité du genre » permet de penser à la fois la construction du genre et sa contingence, sa possible déconstruction. Mais quel est notre pouvoir transformateur ? Si montrer qu’un phénomène n’est pas naturel ne suffit pas à le détruire, analyser sa force ne nous réduit-il pas à l’impuissance ? Pour répondre à ces questions, j’étudie des pratiques discursives de lutte. Je montre le pouvoir transformateur de pratiques de subversions et d’actes de parole insurrectionnels, qui font usage de la performativité du langage pour transformer les conditions sociales encadrant l’efficacité des discours. Je montre que ces pratiques déconstruisent le genre et produisent des collectifs de lutte, pour insister sur ce qu’une approche radicalement constructiviste du genre ouvre comme possibles pour le féminisme et l’action collective. / How is gender constructed and deconstructed in ordinary practices of language? First of all, I demonstrate that ordinary language philosophy – and more specifically the austinian theory of speech acts – can lay the ground for a constructivist approach and help to understand the role of language in the social construction of gender. I show that gender is naturalized both by our representation of language itself – as a mere reflect of reality and as an unequally shared “capacity” – and by ordinary and scientific practices of language. Understanding this idea involves going beyond the dichotomy of ideological and material, in order to analyze construction and representation of gender together in both discursive and non-discursive practices. Butler’s theory of gender performativity makes it possible to understand both construction and deconstruction, or the contingency of gender. But does not highlighting the strength of this construction lead to deny our power and agency? To answer this question, I study feminist discursive practices. I highlight transformative power of subversions and insurrectional speech acts. I analyze discursive practices of denaturalization that challenge both social and discursive orders, and practices that use language performativity to change the social conditions that give power to speech acts. These practices deconstruct gender and produce political and collective subjects: a radical constructivist approach to gender thus opens rich perspectives for feminism and collective activism.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-08-14T13:41:13Z No. of bitstreams: 1 Giovana Alexandra Stevanato_.pdf: 6284925 bytes, checksum: 707695e0ab13c65a93d94620a0671d30 (MD5) / Made available in DSpace on 2018-08-14T13:41:13Z (GMT). No. of bitstreams: 1 Giovana Alexandra Stevanato_.pdf: 6284925 bytes, checksum: 707695e0ab13c65a93d94620a0671d30 (MD5) Previous issue date: 2018-05-28 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este estudo tem por objetivo analisar o Programa Ciência sem Fronteiras (CsF), buscando compreender seu caráter performativo e sua relação com o Dispositivo da Tecnocientificidade. Trata-se de um Programa instituído pelo Governo Federal brasileiro, em 2011, com o objetivo de promover a formação e a capacitação de pessoas com elevada qualificação em universidades, instituições de educação profissional e tecnológica, bem como centros de pesquisa estrangeiros de excelência. Os aportes teórico-metodológicos, que dão sustentação ao estudo, encontram-se nas noções de governamentalidade, dispositivo e análise do discurso, formuladas por Michel Foucault; no conceito de dispositivo de tecnocientificidade, elaborado por Daiana Bocasanta; e nos estudos de Stephen Ball sobre performatividade. O material de pesquisa é composto por documentos referentes ao Programa Ciência sem Fronteiras, tais como: decretos, manuais, guias, relatórios, notícias referentes ao Programa. O exercício analítico possibilitou concluir que: a) o CsF, como uma política pública de formação de recursos humanos para a ciência e a tecnologia, foi uma estratégia de governo para fomentar a formação desses recursos, com ênfase na mobilidade estudantil internacional dos cursos de Graduação, para a educação técnica e científica;b) o CsF pode ser considerado como um dos vetores (mesmo que não apenas o único), que constitui o dispositivo da tecnocientificidade; c) a performatividade opera no CsF via desempenho e produtividade, estando alinhada com a lógica neoliberal, marcada pela competitividade, pelo individualismo e pelo empreendedorismo. Em síntese, o Programa CsF se constituiu como um tipo de política pública, de ciência e tecnologia, voltada para a formação de recursos humanos, no período 2011-2015. Desse modo, minha Tese é que o Programa Ciência sem Fronteiras é uma das linhas de força do dispositivo da tecnocientificidade, que opera, via performatividade, na condução das condutas da população no sentido de encaminhar as novas gerações para as carreiras técnico-científicas, que possibilitarão ao país se desenvolver em áreas estratégicas, melhor se posicionando no cenário internacional. / This study aims to analyze the Programa Ciência sem Fronteiras (CsF), in English, Science without Frontiers Program, seeking to understand its performative character and its relationship with thedispositive of technoscientificity. The Program was established by the Brazilian Federal Government, in2011, with the objective of promoting the training of people with high qualifications in universities, professional and technological educational institutions as well as foreign research centers of excellence.The theoretical-methodological framework, whichsupport to the study is found in the notions of governmentality, dispositive anddiscourse analysis, formulated by Michel Foucault; in the concept oftechnoscientificity, elaborated by DaianaBocasanta; and in the studies of Stephen Ballabout performativity.The research data is composed bydocuments related to the Program, such as: decrees,manuals, guides, reports, news concerning the Program. The analytical exercise made it possible to conclude that: a) the CsF, as a public policy for training of human resources for science and technology, was a government strategy to increase such training, with emphasis on the international student mobility of undergraduate courses, to achieve technical and scientific education;b) the CsF can beconsidered as one of the vectors (even if not the only one), which constitutes the dispositive of technoscientificity;c) Performativity operates on the CsF viaperformance and productivity, being aligned with the neoliberal logic, marked by competitiveness, individualism and entrepreneurship. In summary, the CsF Program, was constituted as a type of public policy, science and technology, focused on the training of human resources, in the period 2011-2015. Thus, my thesis is that the Porgrama Ciência sem Fronteiras is one of the strengths of the dispositive of technoscientity, which operates through performativity in the conduct of the population's conducts in order to direct the new generations to the technical and scientific careers, which will enable the country to develop in strategic areas, better positioning itself in the international scenario.

Submitted by William Justo Figueiro (williamjf) on 2015-07-08T21:34:22Z No. of bitstreams: 1 07b.pdf: 1206515 bytes, checksum: 5e20b090b0e71c543037d5e38a0f2232 (MD5) / Made available in DSpace on 2015-07-08T21:34:22Z (GMT). No. of bitstreams: 1 07b.pdf: 1206515 bytes, checksum: 5e20b090b0e71c543037d5e38a0f2232 (MD5) Previous issue date: 2014-02-28 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta Tese tem por objetivo analisar o movimento Todos Pela Educação (TPE), buscando compreender suas condições de proveniência e emergência, bem como seus efeitos no cenário educacional brasileiro na atualidade. Trata-se de um movimento da sociedade civil iniciado em 2006 e idealizado por um grupo de empresários, com o objetivo de contribuir para a melhoria da qualidade da educação no Brasil. Os materiais de pesquisa consistem em oito publicações do Movimento, entre manuais de divulgação de suas ações e relatórios de monitoramento das metas. Por meio de uma atitude investigativa genealógica, a partir dos estudos de Michel Foucault, a Tese demonstra que os discursos que constroem a grande verdade da educação para todos, alinhados aos discursos que instituem a necessidade da reforma educacional, dão as condições para a proveniência de movimentos como o Todos Pela Educação. Também analisa a emergência do Movimento no cenário político atual, considerando suas implicações. Como um dos principais efeitos do Movimento no cenário educacional brasileiro na atualidade, percebe-se a centralidade da performatividade, no sentido que lhe atribui o pesquisador Stephen Ball. A partir dessa constatação, a pesquisa analisa: quando emerge a noção de performatividade; que efeitos são produzidos nas práticas que a engendram; de que forma a performatividade opera no movimento Todos Pela Educação; e quais seus efeitos no campo educacional. O trabalho investigativo mostrou que a performatividade é central no movimento Todos Pela Educação e se articula aos conceitos de inclusão e aprendizagem. Para operar, ela necessita de um processo de reconfiguração da aprendizagem em desempenho. Por sua vez, a relação da performatividade com a inclusão é mais complexa, constituindo-se em um paradoxo. Ao mesmo tempo em que num sistema escolar pautado pelas exigências da performatividade, a inclusão de todos é uma condição inegociável, absolutamente necessária, esses ditos “incluídos” ameaçam a performatividade escolar, uma vez que seus desempenhos nas avaliações em larga escala, muitas vezes, não são considerados satisfatórios para atender às metas estabelecidas por essa escola pautada pela performatividade como produtividade na educação. / This thesis has aimed to analyze the movement known as Everyone for Education, in an attempt to understand its conditions of provenience and emergence, as well as its effects on the present Brazilian education scenario. The movement appeared in 2006 as an initiative by the civil society and was idealized by a group of businessmen aiming at contributing to improve the quality of education in Brazil. The research materials have comprised eight publications by the movement, such as handbooks that publicize its actions, and reports monitoring its goals. By means of an investigative genealogic approach grounded on Michel Foucault’s studies, this thesis has shown that discourses that have constructed the great truth of Education for All, aligned with discourses that have instituted the need for educational reform, have provided the conditions for the provenience of movements such as Everyone for Education. The research has also analyzed the emergence of the movement in the present political scenario, considering its implications. Performativity has been perceived as one of the main effects of the movement on the present Brazilian educational scenario, in the sense that Stephen Ball has attributed to it. From such evidence, the research has analyzed the following issues: when the notion of performativity emerged; the effects produced on the practices that have engendered it; how performativity has operated in Everyone for Education; and its effects on the educational field. The study has evidenced that performativity is central in the Everyone for Education movement and has been articulated with the concepts of inclusion and learning. In order to operate, performativity has required a process of reconfiguration of learning as performance. The relation of performativity to inclusion, in turn, is more complex and has constituted a paradox. While inclusion of everyone is a non negotiable condition in a school system grounded on performativity requirements, the allegedly "included" threaten school performativity, since their performances in large-scale evaluations are seldom regarded as satisfactory to achieve the goals established by a school that takes performativity as productivity in education.

Submitted by Nara Lays Domingues Viana Oliveira (naradv) on 2015-07-20T14:42:31Z No. of bitstreams: 1 BERGOLDadriana.pdf: 897129 bytes, checksum: c18e529eb4a9eafce4abd14cbf3f8c70 (MD5) / Made available in DSpace on 2015-07-20T14:42:31Z (GMT). No. of bitstreams: 1 BERGOLDadriana.pdf: 897129 bytes, checksum: c18e529eb4a9eafce4abd14cbf3f8c70 (MD5) Previous issue date: 2014 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / PROEX - Programa de Excelência Acadêmica / Esta dissertação tem como temática central a supervisão escolar e investiga a configuração desse campo de saber na Contemporaneidade. A pesquisa pretende mostrar o complexo feixe de relações no qual a supervisão escolar está imbricada, procurando identificar e problematizar algumas afirmações deste campo de saber, mostrando algumas condições sob as quais elas funcionam e alguns efeitos que produzem. Para isso, fez-se uso de uma sustentação teórico-metodológica a partir dos Estudos Foucaultianos que utilizou os conceitos de governamentalidade, análise do discurso e poder como ferramentas para operar com o corpus empírico. Este foi organizado por alguns materiais que compõem o programa de formação continuada denominado Formar em Rede, desenvolvido entre os anos de 2009 e 2011 pelo Instituto Avisa Lá (São Paulo) e pela Secretaria Municipal de Educação de Novo Hamburgo/RS. Com esses materiais, buscou-se perceber como se constitui a supervisão escolar, problematizar as verdades sustentadas para referida função e questionar sobre as racionalidades políticas que produzem a supervisão escolar na Contemporaneidade. Após marcar algumas condições que deram possibilidade para a emergência da supervisão escolar contemporânea, percebeu-se que esse campo de saber se mostra inserido numa sociedade organizada conforme relações de poder de uma cultura empresarial, o que possibilitou identificar que essa função produz a si mesma e aos docentes como empresários de si, dentro de uma matriz performática que fixa esses sujeitos como autônomos e os regula para colocarem-se e/ou manterem-se no nível da produção permanente. Observou-se também que a supervisão escolar age dentro dessa matriz, acionando cada sujeito a autorregular suas ações a partir do trabalho de formação continuada a que as professoras são convocadas a participar. Esses efeitos levam a percepção de que a supervisão escolar atua pela via do gerenciamento das práticas e dos sujeitos, gerando uma economia de poder. Percebeu-se também que, diante da sujeição a que a supervisão escolar é exposta, há um sujeito ativo, que diverge e questiona a forma com que as ações recaem sobre si mesmo. Esses achados levam a considerar que a supervisão escolar na Contemporaneidade, ligada à cultura empresarial, responde produtivamente a tal chamado, configurando-se como uma supervisão que adere ao formato empresa, portanto, uma ‘supervisão S/A’, que fabrica uma supervisora gerente. / The central theme of this dissertation is the school supervision and it investigates the settings of this field of knowledge in the Contemporary. It is intended to show, in this research, the complex series of relationships in which the school supervision is embedded, seeking to identify and discuss some statements of this field of knowledge, showing some conditions under which they work and some effects they produce. To do so, a theoreticalmethodological support is used based on Michel Foucault’s studies, which used the concepts of governmentality, discourse analysis, and power as tools to operate with empirical corpus. This was organized by some materials that make up the continuing education program called Formar em Rede (Network Graduating), developed between the years 2009 and 2011 by the Avisa Lá Institute, in São Paulo, and the Municipal Education Department of Novo Hamburgo/RS. Making use of those materials, the focus was the perception of how school supervision is made up, the discussion of truths held to such function, as well as the questions on political rationalities that produce school supervision in the Contemporary. After identifying some conditions which allowed the emergence of Contemporary in school supervision, it was noticed that this field of knowledge is insertedin an organized society based on power relations of an entrepreneurial culture, which made possible to identify that this function produces on itself and on teachers as entrepreneurs themselves, inside a performative matrix, fixing those subjects as autonomous and regulating them in order to place and/or keep themselves at the level of permanent production. It was observed that school supervision acts inside that matrix making each subject to self-regulate its actions from the work of continuing education to the one which teachers are called upon to take part. These effects make evident that the school supervision operates via management practices and subjects, generating power savings. It was also noticed that due to there strain that school supervision is exposed, there is an active subject, who diverges and questions the manner in which the actions fall on itself. Those findings lead to the conclusion that school supervision in Contemporary, linked to a corporate culture, answers productively to this call, configuring as a supervision that adheres to the format of a company, therefore a supervision Co. That manufactures a supervising manager.

A presente pesquisa tem como objetivo “seguir” a da substância testosterona e as maneiras pelas quais ela é performada como/em diversas realidades. A partir da perspectiva da Teoria Ator-Rede de Bruno Latour, toma-se o hormônio testosterona como um ator não-humano, o qual integra uma rede que articula diferentes campos como médico/jurídico/mercadológico. Para tanto, foram realizadas entrevistas etnográficas com um médico endocrinologista, dois personal trainer e participantes de academia, dois homens trans que fazem acompanhamento com um profissional da medicina, bem como foram analisados sites, fóruns, vídeos, bulas de medicamentos e artigos científicos. No decorrer da investigação, identificamos duas principais redes nas quais a testosterona é materializada, que estão em constante disputa/coordenação, as quais nomeei de “ciclos”, em referência aos ciclos de testosterona demonstrados por alguns interlocutores deste trabalho. Tais redes são: 1) Ciclo Fármaco-Biomédico, no qual destaca-se o acesso à substância mediado pelo discurso médico e; 2) Ciclo Fármaco-Bombado, no qual a testosterona circula através de outras formas de acesso, que burlam a mediação médico-paciente e/ou prescrição médica, como aquelas que ocorrem em academias de ginástica e nas vendas/trocas de hormônios realizadas por grupos de atletas e/ou grupos de homens trans. O principal objetivo do trabalho foi demonstrar as diversas maneiras pelas quais a testosterona é performada nessas múltiplas realidades, à luz da teoria praxiográfica neo-materialista de Anemarrie Mol, a partir das descrições da rede, e seus respectivos atores e articulações. Dessa forma, demonstra-se a dissolução do binarismo natureza-cultura pensando na utilização da testosterona para a materialização de corpos de sujeitos inscritos nas masculinidades. E mais que isso, expõe que a testosterona, ao multiplicar-se em práticas que envolvem tanto homens cis quanto trans, a partir do acesso dificultado por todos esses sujeitos à substância, dissolve as fronteiras imaginadas entre tais corpos, na medida em que todo o controle acerca da testosterona pelo domínio biomédico, impulsionado pela necessidade de imitar a fisiologia, demonstra um caráter moral que está diretamente ligado à utilização dessa substância. / The present research aims to "follow" the testosterone substance and the ways in which it is performed as / in various realities. From the perspective of Bruno Latour's Theory-Actor Network, the testosterone hormone is taken as a non-human actor, which integrates a network that articulates different fields such as medical / legal / marketing. To that end, ethnographic interviews were conducted with an endocrinologist, two personal trainer and participants of the academy, two trans men who follow up with a medical professional, as well as the analysis of websites, forums, videos, medication packages and scientific articles. During the investigation, we identified two main networks in which testosterone is materialized, which are in constant dispute / coordination, which I named "cycles", in reference to the testosterone cycles demonstrated by some interlocutors of this work. These networks are: 1) Drug-Biomedical Cycle, in which the access to the substance mediated by the medical discourse is highlighted; 2) Drug-Bombed Cycle, in which testosterone circulates through other forms of access, which circumvent medical-patient mediation and / or medical prescription, such as those occurring in gyms and hormone sales / exchanges performed by groups of athletes and / or groups of trans men. The main objective of the work was to demonstrate the different ways in which testosterone is performed in these multiple realities, in the light of Anemarrie Mol's neo-materialistic praxiographic theory, from the descriptions of the network and their respective actors and articulations. Thus, it is demonstrated the dissolution of the nature-culture binarism thinking about the use of testosterone for the materialization of bodies of subjects enrolled in masculinities. And more than that, it exposes that testosterone, by multiplying itself in practices involving both cis and trans men, from the access made difficult by all these subjects to the substance, dissolves the imagined boundaries between such bodies, to the extent that all control over testosterone by the biomedical domain, driven by the need to imitate physiology, demonstrates a moral character that is directly linked to the use of this substance.

This study examines boundaries and synergies between continuing professional learning contexts of academy, workplace and profession, and considers what factors and approaches of learning contribute to common good in societies. In a review of literature, historical trends in professions and professional learning, concerns of managerialism and performativity, and educational theories of socially constructivism, developmental and ethical learning were considered. A constructivist grounded theory approach was used to collect and analyse data from eighty work-based student documents and from twelve semi-structured interviews with practitioners in four Scottish professions. The findings indicated that learning across contexts was disconnected, creating additional demands for professionals. Increased academic study indicated a more knowledgeable and skilled workforce, with a caveat of market-led credentialism in response to demands for higher qualifications. Professional CPD provided benefits of quality assurance and public safety, but was reported as individualised procedural accountability. Interpersonal communicative action was identified as key to workplace learning, although was afforded less significance than accredited learning in professional and academic contexts. Factors of individualism, accountability and credentialism were noted to have effect on participative workplace learning, which, the study argued, impacted on ethical agency in professions. To address these trends, adaptability, reciprocity and dialogical critical thinking were identified as necessary factors for a continuing professional learning that contributes to common good in societies.

Orientador: Maria Regina Guarnieri / Banca: João Augusto Gentilini / Banca: Cláudia Cristina Fiorio Guilherme / Resumo: A década de 1990 e os anos iniciais do século XXI foram profundamente marcados por reformas educacionais promovidas, em grande parte, sob a influência de agências internacionais de financiamento que defendem a reformulação da função do Estado em diversos setores, inclusive na educação. Baseando-se principalmente na perspectiva dos estudos de Stephen J. Ball sobre a inserção de princípios gerenciais e performativos no meio educacional e pesquisas que analisam reformas educacionais e suas repercussões tanto na organização das escolas quanto para os professores, o objetivo geral desta pesquisa foi o de analisar o projeto "São Paulo faz Escola" e as políticas de desempenho paralelamente implementadas buscando revelar quais são as implicações para o trabalho de professores do ensino fundamental ciclo I da rede estadual de São Paulo. Para isso foi realizado um estudo documental e empírico envolvendo seis professoras que atuavam nos anos iniciais do Ciclo I em três escolas públicas estaduais do interior paulista com diferentes índices de classificação obtidos no ano de 2009 pela avaliação do IDESP. Trabalhou-se com a hipótese de que as ações atuais da Secretaria de Educação do Estado de São Paulo repercutiram no trabalho dos professores de modo intenso, principalmente a partir da inserção dos mecanismos de controle como, por exemplo, a responsabilização docente, a avaliação de desempenho, o monitoramento feito pelo professor coordenador e o atrelamento do desempenho do professor (rendimentos dos alunos no SARESP) à bonificação por resultados. Da mesma forma a prática docente é influenciada por um ambiente educacional, em grande parte, orientado pela competitividade, acirramento da individualidade e a sedimentação de um clima organizacional permeado pela incerteza em relação ao cumprimento das metas estabelecidas. Para tanto, foram... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: 1990 decade and the XXI century early years were deeply marked by educational reforms mostly promoted under the influence of international funding agencies which defend the State's role reformulation in different sectors, including in education. Based mainly on the perspective of Stephen J. Ball's studies about the insertion of management and performative principles in the educational environment and on research analyzing educational reforms and their repercussions not only on schools' organizations but also for teachers, the purpose of this study was to analyze "São Paulo faz Escola" project and performance policies implemented at the same time seeking to reveal what implications there are for teachers' jobs of São Paulo State elementary schools. A documental and empiric study was carried out involving six teachers who worked with the early years of elementary school in three state public schools of the country side of São Paulo State which had different performance classification indexes obtained in 2009 by IDESP assessment. The hypothesis that current actions by Secretaria de Educação do Estado de São Paulo (State's secretary of education) had important repercussions on teachers' jobs was considered, mainly after de insertion of control mechanisms like, as instance, teachers' accountability, performance evaluation, monitoring by a coordinator and the link between teachers' performance (students' performances by SARESP) and bonuses for results. In the same way, the teacher's practice is influenced by an educational environment largely oriented by competitiveness, intensification of individuality and sedimentation of an organizational atmosphere permeated by the uncertainty of meeting established goals. For that, legal documents, which were pertinent to changes made in the state public schools system, were gathered and analyzed and the teachers were... (Complete abstract click electronic access below) / Mestre

A presente pesquisa tomou por objeto os investidores pessoa física no mercado de ações brasileiro. Este universo de investidores comumente denomina-se e é igualmente denominado - pelas demais instâncias e agentes do mercado financeiro como \'pequenos investidores\', independentemente do capital de que dispõe para seus investimentos acionários, da experiência ou do conhecimento que possuem sobre a bolsa de valores. A pesquisa desenvolve uma análise sobre como fatores sociais, culturais e tecnológicos modelam, afetam e influenciam a ação e a cognição econômica neste universo particular de investidores. Onze entrevistas semi-estruturadas foram realizadas com pequenos investidores, duas com profissionais que atuam na área de \'educação\' do pequeno investidor, acompanhamos igualmente palestras e work-shops destinados a este público, bem como sites, fóruns de Internet e palestras virtuais frequentados por este público investidor. A análise deste material empírico conjugada ao estudo da bibliografia própria à área da Sociologia Econômica resultou na identificação e no estabelecimento de cinco instâncias de modelação da ação econômica, cinco espaços de mediação nos quais os indivíduos desenvolvem e exercem seus modos de operação prática neste mercado a partir de fatores ou dimensões sociais, culturais e tecnológicas. Estas cinco instâncias podem ser resumidas da seguinte maneira: 1. influência dos agentes e das iniciativas voltadas à educação do pequeno investidor em bolsa de valores, 2. o impacto das redes sociais para a operação prática dos pequenos investidores, 3. a conformação de estilos de operação e de tomada de riscos na bolsa ( grosso modo, \'conservadores\' ou \'arrojados\') a partir de identidades ou papeis sociais reivindicados e assumidos pelos pequenos investidores, 4. o papel de softwares e tecnologias que assessoram e equipam o pequeno investidor e, finalmente, 5. a constante associação entre o investimento em bolsa e o universo cultural dos jogos. Em oposição ao paradigma neoclássico das ciências econômicas, o estudo concluí que, em suas tentativas de cálculos e maximizações racionais, os indivíduos não são unidades auto-referenciadas e/ou auto-suficientes, ao contrário, seus cálculos e maximizações são constituídos a partir de fatores ou dimensões sociais, culturais e tecnológicas. / The present research centers its focus upon the natural person that trades stocks in the Brazilian stock market. This universe of investors is generally acknowledged as \'small investors\', regardless to the capital one has for stock investment, his experience or knowledge about the stock exchange. The research carries out an analysis on the social, cultural and technological factors that shape, affect and influence the economic agency among such investors. Eleven semi-structured interviews with small investors and two interviews with professionals that work on the education of these investors have been conducted. Moreover, I have attended several work-shops dedicated to this investment public, as well as analyzed sites, electronic forums and virtual lectures aimed at this public. The investigation of this empirical data associated to the study of the economic sociology bibliography have brought about the identification of five mediation spaces, through which small investors shape their concrete modes of economic agency on social, cultural and technological grounds. These five mediation spaces may be summed up as it follows: 1. the influence of educational initiatives and agents on small investors, 2. the impact of social networks on the economic agencies of such investors, 3. the shaping of investment styles ( either \'conservative\' or \'aggressive\') based on social identities and roles these investors vindicate, 4. the impact of technologies and softwares that ground the economic agencies of small investors and, finally, 5. the constant association between stock investment and the cultural universe of games among this universe of investors. As a conclusion, opposed to the orthodox financial economics, we argue that economic agency is a complex process along which individuals shape their rational calculations according to social, cultural and technological factors or dimensions.

Made available in DSpace on 2016-04-28T20:38:44Z (GMT). No. of bitstreams: 1 Daniela de Oliveira Mattos.pdf: 15763375 bytes, checksum: 699aead56c914acdb58ff39ea6e04ef1 (MD5) Previous issue date: 2013-08-23 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This thesis is as much an academic investigation as it is a work of art. It is constituted by text and image mutual crossings, problematizing the artist s writing as a poetic-performative device that produces itself by means of the contiguities that mediate discourse and visuality (and beyond). Conceived of as a space composed of sucessive rectangles, like those filled with words and velocity in the same way as a book , this work also configures itself as a sort of exhibition space or in-between space, which opens room for activations: from the ones, here analyzed, effectuated by the artist s gestures, to the singular experiences that will be generated by each one of the readers, when in contact with what is presented here. The heterogeneous parts that embody this text establish relations to each other, but don t configure a whole; they are not even submitted to hierarchization or evolutive enchainments of any sort, like the ones occurring in accordance with the traditional organization by chapters. Therefore, the research intends to implement and open relations among certain productions of the art field, both from my authorship and from other s, bringing them close to certain works from literature, poetry and philosophy / Esta tese é tanto uma pesquisa acadêmica quanto uma obra de arte. Constitui-se por atravessamentos entre texto e imagem, problematizando a escrita de artista como um dispositivo poético-performativo que se produz por meio das contiguidades entre enunciados e visualidades (e além). Pensado como um espaço composto por retângulos sucessivos, desses repletos de palavras e velocidades assim como um livro , este trabalho também se configura como uma espécie de espaço expositivo ou espaço entre, que dá lugar a ativações, desde aquelas efetivadas por meio dos gestos de artistas aqui analisados até as experiências singulares que serão geradas por cada um dos leitores, em seu contato com o que aqui se apresenta. As partes heterogêneas que dão corpo a este texto se relacionam mas não configuram um todo; tampouco se submetem a quaisquer hierarquizações ou encadeamentos evolutivos como os que ocorrem segundo a organização tradicional por capítulos. A pesquisa busca, portanto, tornar fecundas as relações entre certas produções do campo da arte, tanto as de minha autoria quanto aquelas de outros autores, aproximando-as de algumas obras da literatura, da poesia, da filosofia

The development of sensor-based technologies has opened up avenues for a dialogue between the body and digital spaces, uncovering new possibilities for cross-disciplinary projects and engagements that demand new methods compatible with the ethos of embodied practices, which, in turn, require new approaches and tools. This research seeks to address this need by examining the quantifiability and visual properties of embodied emotion through a multi-layered study of human movement and gesture. It is an elaboration of scientific and artistic research methods, intended to answer the following principal question and related sub-questions: How can emotions, expressed via whole-body movement be visually documented and archived as a reference framework to stimulate the use and studies of expressive gesture in digital environments? As a consequence the following sub-questions become relevant for this research: The first, ontological in its nature; what is expressed emotion? And the second, methodological; how can bodily expressed emotions be visualised and quantified? To answer these questions, the research is divided into three parts. Drawing on phenomenological interpretative inquiry and heuristic methodology, whole-body emotive expressions are documented and analysed from multiple perspectives: body, expressiveness, time, space volume and their correlations. The first part contains information related to video data collection and the database design. The second part describes silhouette extractions of whole body emotive expressions and an online survey where the visual perception of visual data is measured. The third part of the research contains visual and quantitative data analysis providing the basis for visualisation of the four archetypal emotions: anger, fear, joy and sadness and their relationships. In this process, a multi-method approach was adopted combining both qualitative and quantitative methods adopted from sociology and cognitive science. The contextual review, where virtual embodiment and interactivity are explored build on the aesthetics of performance within new technology, highlighting the adaptability of the methods used in performance art to the field of game design. The results of this research and contribution to knowledge reside within both the ontological and methodological approaches used within this study. The ontological resides within the development of two reference frameworks: a correlation table defined as the Periodic Table of Movements (PTM) and a PTM database. The PTM database is a synthesis of embodied emotion data derived from multiple visual representations such as colour, shape, space, volume, time and intensity, whereas the relationship between expressions is visualised in the PTM correlation table. Within the context of an educational framework, the database also provides visual concepts of emotion as epistemic objects for analysis and experimentation. It is a starting point for future cross-disciplinary studies and research on emotions in the context of embodiment and digital technology. The novel methodology of this research contributes to a number of fields with new methods and models of enquiry, grounded within a hermeneutical interpretation driven by artistic development. This exploration opens up a holistic approach to future studies and research grounded in a multimodal attitude to knowledge acquisition.