Sammanfattning Denna studie undersöker hur lärares språkanvändning formar villkoren för elevers deltagande idrott och hälsa. Studien designas som en fallstudie som genom poststrukturalistisk teori och Judith Butlers teorier om performativitet samt ’den heterosexuella matrisen’. Det empiriska resultatet identifierar fem performativiteter genom vilka genus genus produceras i lektioner i dans och volleyboll. De logiker som påverkar och formar dessa performativiteter beskrivs också. Genom att göra så tolkas lärarens språkanvändning som en viktig mekanism i hur undervisningen i idrott och hälsa reproducerar genusnormer. De fem performativiteter som identifieras är 1), Att skapa konsensus, 2), Att visa omsorg, 3), Att påkalla ansvar, 4), Att visa uppskattning, samt 5), Att instruera & förklara. Slutsatsen av studien är att pojkars röster implicit uppmuntras genom olika performativiteter och är mer dominanta under lektionerna. I kontrast till detta uttrycks flickors röster ofta i personlig interaktion med läraren antingen innan eller efter lektionerna. / Abstract This study examines how teacher’s language use shapes the condition for pupil’s participation in Physical Education and Health. It is designed as a case study and employs a post-structuralistic approach grounded in Juditch Butlers concepts of performativity and the heterosexual matrix. The empirical results includes identification of five performativities in which gender is produced during dance and volleyball lessons, as well as descriptions of the certain logics that support these performativities. In doing so, the teacher’s language use is interpreted as an important mechanism of how PEH reproduces gender norms. The five performatives identified are: 1), To create consensus, 2), To show concern, 3), To call for responsibility, 4), To show appriciation, and 5), To give instructions and explanations. The conclusion of the study is that voices of the boys are implicitly encourage through the different performativities and are more dominant during the lessons. In contrast, the voices of the girls are often expressed in personal interaction with the teacher before och after the lessons.

Essa pesquisa parte da percepção, cada vez mais acentuada, da centralidade que alguns conceitos formulados pelo filósofo Gilles Deleuze e pelo psicanalista Félix Guattari têm tido no pensamento educacional brasileiro. Não é difícil depararmos com apropriações de conceitos tais como nomadismo, devir, cartografia, rizoma, platôs, micropolítica, desterritorialização e tantos outros. A apropriação do conceitual deleuze-guattariano tem produzido deslocamentos e inspirado procedimentos analíticos diversos daqueles que tomaram corpo no início dos anos 1990, no seio dos estudos denominados de póscríticos, abrindo espaço para aquilo que denominamos de experimentações do pensamento. Procurando erigir uma crítica capaz de afectar o leitor e levá-lo a produção um pensamento outro, mais do que conduzi-lo à constatação de uma verdade presente alhures, a produção que tem se valido da filosofia de Deleuze e Guattari assume contornos analíticos até então inéditos, experimentando o intensivo que os conceitos elaborados pela dupla de autores comportam. Diante desse cenário, da imensa miríade de escritos que vemos surgir a cada dia articulando de maneira inusitada o pensamento da diferença de Deleuze e Guattari a tópicos educacionais, faz-se necessário interpelar essa literatura de forma a apreender sua singularidade e os novos procedimentos analíticos resultantes desse cruzamento. Dessa forma, buscaremos apresentar uma problematização dos estudos de cunho deleuze-guattarianos no campo educacional brasileiro, focalizando para tanto os artigos publicados nos 44 melhores conceituados periódicos acadêmicos da área de acordo com a tabela Qualis 2013 entre os anos 1990 e 2013. Orientado por uma abordagem pós-estruturalista em educação, trata-se de um estudo crítico fundamentado nos conceitos de arquivo e problematização, ambos oriundos do legado do pensador francês Michel Foucault; tendo por objetivo apreender as condições de emergência da literatura deleuzeana na seara educacional, tomamos como referência analítica a seguinte questão frente ao fundo documental dos periódicos indexados: de que maneira a produção acadêmica educacional tem experimentado a necessidade de deleuzear ou guattariar ou deleuze-guattariar? / This research aims at developing an analisys about the importance of the concepts formulated by Deleuze and Deleuze-Guattari in Brazilian educational thought. It is not difficult, in academic articles, to come across with concepts such as nomadism, devir, cartography, rhizome, plateaus, deterritorialization and many others. The appropriation of the conceptual deleuze-guattarian has produced displacements and inspired analytical procedures other than those that took shape in the early 1990s , within the study called \"post- critical\" , paving the way for what we call trials of thought. Looking erect a critical able to affect the reader and get him to produce a thought the other , rather than lead him to the discovery of a truth this elsewhere, a production that has been using the philosophy of Deleuze and Guattari assumes analytical contours hitherto unpublished , experiencing intensive that the concepts developed by the duo of authors behave . Given this \"deleuzean\" shadow which hovers over the field such as the myriad of writings that we see emerging every day, it is necessary to question this literature in order to set up a possible horizon of dissemination of such thinking in Brazilian education academic production. Therefore, we try to present a problematization of deleuz-guattarian studies in Brazilian educational field, focusing on the top 44 articles published in reputable journals in the area - according to the table Qualis 2013 - between 1990 and 2013. Guided by a post-structuralist approach in education, this research is a critical study which is grounded in an interrogational sitting here on the concepts of file and problematization which comes from the legacy of French thinker Michel Foucault. Our objective is to apprehend the emergency conditions of this Deleuzian literature in the educational studies. We submit the following analytical question to the archive of journals indexed: how educational scholarship has experienced the need for deleuzear or guattariar or deleuze-guattariniar?

Esta tese aborda com o tema ”A Experiência e a Pedagogia que nós surdos queremos”. Pesquiso as ferramentas dos Estudos Surdos, juntamente com o pensamento teórico pós - estruturalista de Derrida, da experiência de Joan Mèlich, fez-se criar as experiências dos professores surdos sobre a Pedagogia (dos Surdos), transcritas de filmagens, narradas: com o obstáculo e a volta epistemológica, que enfatiza-se com o desejo, os olhares e as necessidades. Com a conclusão enunciadas: Os surdos que estudam o Magistério de Ouvintes (Inclusão): “A formação vazia, não conheciam a História dos Surdos, nem Arte-Educação pois eram os currículos ouvicêntricos, baseados em Língua Portuguesa até os literários, com repetições monolíngüísticas ouvicêntricas. Rotulados de deficientes, retardados, coitados. Sentimentos de decepção e angustia pelos conhecimentos, de depressão, de vida vazia. Com o Magistério dos Surdos: Aprendiam observando os professores surdos (modelo identitário) comunicando em LS, ministrando a História dos surdos, Arte-educação e Didática de LS. Sentiam sem reclamações no currículo feito pela visão epistemológica dos surdos. Ficaram com os parceiros da mesmidade a construir a identidade surda. É a pedagogia que volta e reverbera permanentemente. Ainda sentem o desejo de traçar a Pedagogia Surda para o amanhã. / This thesis approaches with the subject ”the Experience and the Pedagogy that deaf we want”. I search the tools of the Deaf Studies, together with the theoretical thought post - structuralist of Derrida, of the experience of Joan Mèlich, one became to create the experiences of the deaf professors on the Pedagogy (of the Deaf people), solo transcribing of filmings, told: with the obstacle and the epistemological return, with that it is emphasized with the desire, the looks and the necessities. With the conclusion declared: The deaf people who study the Teaching of Listeners (Inclusion): “The empty formation, they did not know the History of the Deaf people, nor Art-Education therefore were the ‘listenercenter” curriculums, based in Portuguese Language until the literary ones, with “listenercenter” monolinguistics repetitions. Friction of deficient, been late, poor. Feelings of disillusionment and distress for the knowledge, of depression, empty life. With the Teaching of the Deaf people: They learned observing the deaf professors (identitary model) communicating in LS, giving the History of the deaf people, Art-education and Didactics of Sign Language. They felt without claims in the resume made for the “epistemological” vision of the deaf people. They had been with the partners of the identity to construct the deaf identity. It is the pedagogy that comes back and reverberates permanently. Still they feel the desire to trace the Deaf Pedagogy for tomorrow.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-09-16T12:06:29Z No. of bitstreams: 1 marildadepaulapedrosa.pdf: 802219 bytes, checksum: 65d482f4e54200b01acf8cd59a9d0fe3 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-04T15:30:58Z (GMT) No. of bitstreams: 1 marildadepaulapedrosa.pdf: 802219 bytes, checksum: 65d482f4e54200b01acf8cd59a9d0fe3 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-04T15:32:24Z (GMT) No. of bitstreams: 1 marildadepaulapedrosa.pdf: 802219 bytes, checksum: 65d482f4e54200b01acf8cd59a9d0fe3 (MD5) / Made available in DSpace on 2016-10-04T15:32:24Z (GMT). No. of bitstreams: 1 marildadepaulapedrosa.pdf: 802219 bytes, checksum: 65d482f4e54200b01acf8cd59a9d0fe3 (MD5) Previous issue date: 2010-04-30 / Utilizando a metáfora da argila e tendo como foco os atravessamentos dos discursos em torno da surdez e da sexualidade, sua relação com a produção do discurso da diversidade entre os professores e professoras de uma escola municipal de Juiz de Fora, procuro mostrar algumas etapas do processo de modelagem e construção dos sujeitos ao longo da Modernidade, produzindo, assim, o meu referencial teórico-metodológico, que norteará minhas análises e olhar em torno dos referidos discursos. Entre as etapas de produção desta pesquisa, massa bruta em minhas mãos, trago como recurso à problematização de algumas falas sobre a surdez e as sexualidades, a construção das identidades, o papel da escola e dos(as) professores(as) neste processo de fabricação dos sujeitos e (re)produção de discursos. Tudo isso tendo como inspiração principal os estudos pós-estruturalistas e as teorizações do filósofo Michel Foucault, que me possibilitaram, e ainda possibilitam, novos questionamentos em torno desta temática, sem o objetivo de apresentar respostas ou conclusões definitivas. A principal questão de investigação deste projeto é “Como os discursos sobre as sexualidades atravessam os discursos sobre surdez no espaço escolar e contribuem para a produção do discurso da diversidade?” Assim, partindo das análises dos discursos, agregados às falas, dos(as) professores(as) no espaço escolar, acredito poder contribuir para problematizações que já vêm sendo feitas em relação a produção dos discursos em torno da diversidade. / Using the metaphor of clay and focusing on the crossings of speeches around the deafness and sexuality and its relationship with the production of the discourse of diversity among teachers from a municipal school in Juiz de Fora, I show some stages of the process Modeling and construction of the subject throughout modernity, producing my theoretical and methodological framework that will guide my analysis and look around those speeches. Among the production stages of this research, also gross weight in my hands, I bring as a resort to questioning in a few lines about deafness and sexualities, the construction of identities, the role of school and teachers in this process manufacturing of the subjects and (re)production of discourses. All of this taking as inspiration the main post-structuralist and the theories of philosopher Michel Foucault, which enabled me, and still allows, new questions on this theme, with no intention of presenting definitive answers or conclusions. The main research question of this project is "How the discourse about sexuality across the discourses on deafness in school and contribute to the production of the discourse of diversity?" Thus, based on the analysis of discourses, aggregated to the speeches, of teachers in school, I can contribute to problematizations already being made in relation to production of the speeches about diversity.

Made available in DSpace on 2014-08-20T13:45:54Z (GMT). No. of bitstreams: 1 Roberto_ Vieira_Junior_Dissertacao.pdf: 752317 bytes, checksum: 94e06fff44cfd0a5c25456b97546e51e (MD5) Previous issue date: 2012-12-14 / The Post-structuralism has occupied a prominent place among the political theories that aim to explain and analyze the political relations of the post-modern world, not only for the richness of its concepts but also for the depth of their analyzes. In the same field of political theory, another "school" theoretical search space and gaining recognition in academic space: postanarchism. This dissertation aims to analyze and compare poststructuralism and post-anarchism seeks to identify and point out elements that connect both. To achieve this goal, this paper uses discursive corpus as the works of Ernesto Laclau, Jacques Rancière, Saul Newman and Lewis Call to analyze the meanings given by these authors for categories such as freedom, equality, and subject, as well as identify the influences of each building one of these directions / O Pós-estruturalismo tem ocupado um lugar de destaque entre as teorias políticas que pretendem analisar e explicar as relações políticas do mundo pós-moderno, não somente pela riqueza de seus conceitos como também pela profundidade de suas análises. No mesmo campo da teoria política, uma outra escola teórica busca ganhar espaço e reconhecimento no espaço acadêmico: o pós-anarquismo. A presente dissertação de mestrado objetiva analisar e comparar pós-estruturalismo e pós-anarquismo em busca de identificar e apontar elementos que conectem ambos. Para alcançar este objetivo, este trabalho utiliza como corpus discursivo as obras de Ernesto Laclau, Jacques Rancière, Saul Newman e Lewis Call, para analisar os sentidos dados por estes autores para categorias como liberdade, igualdade e sujeito, bem como identificar as influências de cada um na construção destes sentidos

Post-structuralist IR has often treated foreign policy/security discourses and their effects on policy through a “representational model”, i.e. how one dominant representation makes possible particular policy outcomes. However, in a longitudinal analysis, where the concern with “outcome” is already about continuity/change, this model is restricting and must be replaced by a model integrating multiple voices and contestations, and looking for non-linear mechanisms of long-term constraints. Thus, the purpose of this thesis is, first, to develop a theoretical-analytical framework suitable for an explicit interest in contestations and tracing constraints; and second, in an illustrative-explorative study, to apply such relational-dialogical framework to “war on terror” in the US and the UK (2001-2012). Bakhtinian Dialogism occupies an important status in the framework; therefore, a broader aim is to demonstrate how a “dialogical turn” inspired by the philosophy of Mikhail Bakhtin and his circle would enrich debate. Developments of the past decade – increased anti-war critique, change of governments in the US and the UK, and protracted withdrawal – provide new grounds for a longitudinal inquiry into “war on terror”. Moving beyond the question how “war on terror” was initially constructed and legitimised, scholarly attention must focus on a longitudinal inquiry into why “war on terror” endured. In this respect, the formidable deconstructions of official discourses by anti-war critique have received marginal attention in IR. The empirical part explores how critical discourses have contested the official narratives; how the latter have engaged with them as well as with moderate deliberative critique, and to what effect for continuity/change, to understand whether and how successive governments in the US and the UK have been discursively constrained (bound) in their attempts to change policy. Without claiming to be a comprehensive explanation, it locates and interprets patterns and logics within the discursive exchanges, delineating potential routes contributing to constraints and hence continuation. Thus, on the one hand, destabilising critique was shattering the foundations of the official “war on terror” narratives without fully re-inscribing the dislocated space with new imaginings, thus inviting official representatives to re-claim such space. On the other hand, deliberative voices were pushing for the realisation of the promises inherent in the official discourse, demanding “winning” the (albeit “mistaken”) war, thus inviting for continued engagement.

How can you as a planner tackle messy realities without losing sight of possible problematic outcomes of what you put in practice? This study explores the value of everyday frictions as a resource for phronetic planning, i.e. the ability to make situated ethical judements of what is ’better’ or ’worse’ in a particular setting. The intent is to offer a situated gaze of frictions from the perspective of a civil servant of the well organised and innovative municipality of Botkyrka in the metropolitan area of Stockholm, Sweden. From this outset, an autoethnographical methodology from a poststructural approach, is used to explore the frictions that the author has experienced as a practicing planner. The study shows that frictions can be used as 'weak signals' to identify possible tricky consequences of the creation and the staging of planning 'simplifications'. Based on this insight a 'seismological' approach to planning is proposed. The argument is that planning practice should on the one hand utilize frictions when they arise and, on the other hand, actively challenge existing 'simplifications'. To achieve this, practical tools are offered to 'evoke', 'narrate' and 'diffract' on frictions and 'trickster-objects' within the constraints of the planner’s role as a municipal civil servant. / Denna avhandlings syfte är att utforska skavningars möjliga värde som resurs för praktisk klokhet inom svensk kommunal planeringspraktik. Med praktisk klokhet avses förmågan att göra situerade etiska bedömningar om 'bättre' och 'sämre' på ett reflexivt sätt i ett visst sammanhang. Studiens teoretiska ram utgörs av poststrukturell subjektteori och arbetet bygger på en metodologisk ansats grundad i autoetnografi. Avsikten är att erbjuda en situerad ’inifrån blick’ om vardagliga skavningar i planering i en svensk kommunal förvaltningskontext baserat på författarens egen yrkespraktik från en kommun. I analysen framkommer att skavningar ofta kan uppstå när planeraren ikläder sig i grunden motsatta sätt att uppträda som planerare; i studien identifierat som en central, entreprenöriell och kommunikativ persona. Det som då sker är att olika idéer om ‘hur saker funkar’, olika typer av praktiska tekniker för att uppnå uppsatta mål och olika etiska ramverk om vad som är 'rätt' införlivas och 'krockar' inom planeraren. En slutsats är att skavningar kan ses som ’svaga signaler’ för att förnimma eventuella problematiska konsekvenser av de 'förenklingar’ som av nödvändighet görs inom planeringspraktik. En medvetenhet om sådana signaler kan bidra till en beredskap om existerande konfliktytor som den kommunala organisationen kan adressera i sin planering och verksamhetsutveckling. Den typ av planerarroll som har bäst förutsättningar att inrymma skavningar är en central persona, men för att den möjligheten ska realiseras krävs att skavningar uppvärderas som en av flera komponenter för att stärka planerarens bedömningsförmåga. I ljuset av studiens lärdomar tecknas ett utkast till vad som benämns en ’seismologisk’ ansats till planering. Argumentet som förs fram är att planeringspraktik å ena sidan bör tillvarata skavningar när de väl uppstår, och å andra sidan aktivt utmana existerande 'förenklingar’. För att uppnå detta föreslås exempel på praktiska verktyg som planeraren och organisationen kan använda för att 'framkalla', '(åter)berätta' och 'diffraktera' kring skavningar inom gränserna för planerarens ansvar. / <p>QC 20171017</p>

[pt] Como lidar com a tradução de um texto cujo conteúdo conflita com as convicções ideológicas do tradutor? Esta dissertação parte do fenômeno da tradução feminista que despontou no Canadá na segunda metade do século passado para discutir em que medida a intervenção ideológica deliberada no texto traduzido é aceitável eticamente, e até que ponto essa intervenção pode realmente ser eficaz na busca dos objetivos do profissional que a realiza. Para isso, é traçado um breve percurso histórico da evolução das teorias relativistas, que encontra no pósestruturalismo uma das suas mais recentes manifestações. Busca-se analisar em que contexto o movimento de tradução feminista pôde prosperar, e entender a forma como ele influenciou o modo de se pensar e de se praticar a tradução no Canada e em outros países. No último capítulo, toma-se como base o trabalho de alguns dos principais teóricos que trabalharam com o tema da ética no campo dos Estudos da Tradução para discutir os diferentes fatores que tornariam aceitável (e desejável) ou não a intervenção ideológica deliberada. / [en] How should one deal with the translation of a text whose content conflicts with their ideological convictions? This dissertation stems from the phenomenon of feminist translation that emerged in Canada in the second half of the last century to discuss the extent to which deliberate ideological intervention in the translated text is ethically acceptable and to what extent this intervention can actually be effective in pursuing the objectives of the translator. For this end, a brief history of the evolution of relativist theories is presented, post-structuralism being one of its most recent manifestations. The research aims at analyzing the context in which the feminist translation movement could thrive, and understanding how it influenced the way translation is theorized and practiced in Canada and in other countries. In the last chapter, the work of some of the leading theoreticians who worked on the topic of ethics in the field of Translation Studies is taken as a basis to discuss the different factors that make deliberate ideological intervention acceptable (and desirable) or not.

This paper proposes to explore language as an expressing medium for contemporary czech artists. Many of them uses analogical creation ways as the experimental poets did in the sixties. First part of this paper focuses on terms of semilogy and post-structuralistic philosophy and their influence over expressions of artists from range of experimental poetry. It is going put the accent mainly on their art invetnions, that have impact untill today. From this experience, the endeavour of contemporary artists origins to determinate, or cross the borders of their own expressing abilities. Based on analysis of selected czech contemporary artworks, the second part of this paper will try to describe the search of horizont of language as an expressing medium for contemporary czech artists.

The thesis examines the governmental construction of national identity through its citizenship education policy in England, the country with heightened tensions in diversity and identity re-construction aligning with its mandatory citizenship classes since 2002. Theoretically framing the study on the Foucauldian post-structuralism, the thesis utilises Foucauldian-influenced ‘What is the problem represented to be?’ (WPR) method by Bacchi that presents the government as a problem-producer. Conducting qualitative research methods, the study analyses the current National Curriculum in England with the explanatory and foundational state documents of Crick and Ajegbo Reports. The thesis identifies that the government primarily aims to re-construct the inclusive and integrative national identity based on the acknowledgement of multiple identities and a plurality of nations in the citizenship education curriculum in England. The study, however, also reveals that the English citizenship education policy implicitly presents a few assimilationist elements in the national identity discourse through exclusion andunrepresentativeness of the ethnic and racial identities, hierarchical establishment between native English and minorities, and the division of ‘whites’ and ‘non-whites’. Comparatively examining the documents, the thesis, therefore, concludes that the government has a powerful position in socially and politically re- constructing the discourses, concepts, and meanings over time.