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Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-09-13T21:15:39Z No. of bitstreams: 1 2017 - Lucas Gabriel Franco Gomez.pdf: 2229201 bytes, checksum: c7e8fcf98fa1e47bea92cbe2d0345a6d (MD5) / Made available in DSpace on 2018-09-13T21:15:39Z (GMT). No. of bitstreams: 1 2017 - Lucas Gabriel Franco Gomez.pdf: 2229201 bytes, checksum: c7e8fcf98fa1e47bea92cbe2d0345a6d (MD5) Previous issue date: 2017-05-11 / The Baixada Fluminense has been marked by great social inequalities and barriers to the exercise of basic social rights. It is seen as a dangerous place, with a negative image built and consolidated by the media. In the search for actors able to act in the change of a terrain full of social ills, significant importance is given to education and school. It started from the basic assumption that educational work is the result of public policies and good teacher training, it depends on how it is perceived by the rulers and shaped by legislation. The conception of Brazilian educational policy in the field of teacher education and qualification brings throughout history fragile attempts at improvement, elaborated without the effective participation of the school population, far from the concrete reality and daily life of teachers. They aim to become a uniform, normative and guiding proposal for common action. However, they are strongly marked by the bureaucracy of educational organization, by the contrast between theory and practice, by disarticulation and discontinuity. The present dissertation was inserted in this problematic. It was found that most of the studies dealing with teacher training are basically focused on the analysis of national policy guidelines and few focus on small cities. In view of this, the objective was to identify how the national policies of teacher education were (re) formulated in Serop?dica and what their repercussions were. In other words, to identify the repercussions of the national policies in the municipal legislation and the impacts of the municipal legal devices in the process of formation of the teachers of the education network of Serop?dica. For this, a qualitative research was carried out, structured in a survey of the legal devices of municipal formation from 1997 to 2016 and in the accomplishment of semistructured interviews to capture the perceptions and positions of the Municipal Secretary of Education, Culture and Sport and of the State Union of the Professionals of Education - Core Serop?dica / Paracambi on these laws. This study has as theoretical reference the policy cycle approach of Bowe, Ball and Gold (1992) and Ball (1994) and Bourdieu's studies, understanding the political-educational process as a form of power dispute. It was also constructed from Saviani's considerations on teacher training. In chapter 1, a resumption of the main national training schemes was made from 1827 to 1988. Chapter 2 comprised a conceptualization of training policies considering the specificities of the legislative process, the contributions of Bourdieu's theory and the policy cycle approach. In chapter 3 the most recent national teacher training policies were studied from 1988 to 2016. In chapter 4 the results of the field research were analyzed with the analysis of the education policies of Serop?dica. It was concluded that the actions of the Municipal Government sought to formally comply with national legislation, however without giving an effective referral to the question of teachers. The municipal policies of formation reproduced the historical discontinuity of the present country since the first national formative initiatives of the eighteenth century, maintained in the nineteenth century through its legislative maintenance and still present in the twentieth century. / A Baixada Fluminense tem sido marcada por grandes desigualdades sociais e barreiras aos exerc?cios dos direitos sociais b?sicos. Ela ? vista como um lugar perigoso, com uma imagem negativa constru?da e consolidada pela m?dia. Na busca por atores capazes de atuarem na mudan?a de um terreno repleto de mazelas sociais, ? dada import?ncia significativa ? educa??o e ? escola. Partiu-se do pressuposto b?sico de que o trabalho educacional ? o resultado de pol?ticas p?blicas e de boa forma??o docente, ou seja, ele depende de como ela ? percebida pelos governantes e moldada pela legisla??o. A concep??o de pol?tica educacional brasileira no campo da forma??o e qualifica??o docente traz ao longo da hist?ria, tentativas fr?geis de melhorias, elaboradas sem a participa??o efetiva da popula??o escolar, distantes da realidade concreta e do cotidiano dos professores. Almejam tornar-se uma proposta uniforme, normativa e norteadora da a??o comum. Contudo, s?o fortemente marcadas pelo burocratismo da organiza??o educacional, pela contraposi??o entre teoria e pr?tica, pela desarticula??o e descontinuidade. A presente disserta??o se inseriu nesta problem?tica. Foi constatado que a maioria dos estudos versando sobre a forma??o de professores concentra-se basicamente na an?lise das diretrizes pol?ticas nacionais e poucos enfocam esta realidade em cidades pequenas. Diante disto, objetivou-se identificar como as pol?ticas nacionais de forma??o docente foram (re) formuladas em Serop?dica e quais foram suas repercuss?es. Em outras palavras, identificar as repercuss?es das pol?ticas nacionais na legisla??o municipal e os impactos dos dispositivos legais municipais no processo de forma??o dos professores da rede de ensino de Serop?dica. Para isto foi realizada uma pesquisa qualitativa, estruturada em um levantamento dos dispositivos legais de forma??o municipal de 1997 a 2016 e na realiza??o de entrevistas semiestruturadas para captar as percep??es e posi??es da Secretaria Municipal de Educa??o, Cultura e Esporte e do Sindicato Estadual dos Profissionais de Educa??o - N?cleo Serop?dica/Paracambi sobre estas leis. Este estudo teve como referencial te?rico a abordagem do ciclo de pol?ticas de Bowe, Ball e Gold (1992) e Ball (1994) e os estudos de Bourdieu, compreendendo o processo pol?tico-educativo como uma forma de disputa de poder. Foi constru?do tamb?m a partir das considera??es de Saviani sobre forma??o de professores. No cap?tulo 1 foi feita uma retomada dos principais dispositivos nacionais de forma??o de 1827 a 1988. O cap?tulo 2 compreendeu uma conceitua??o das pol?ticas de forma??o considerando as especificidades do processo legislativo, as contribui??es da teoria de Bourdieu e da abordagem do ciclo de pol?ticas. No cap?tulo 3 foram estudadas as pol?ticas nacionais de forma??o docente mais recentes de 1988 a 2016. No cap?tulo 4 foram apresentados os resultados da pesquisa de campo com a an?lise das pol?ticas de forma??o docente de Serop?dica. Concluiu-se que as a??es do Governo Municipal buscaram cumprir formalmente a legisla??o nacional, contudo sem dar um encaminhamento efetivo para a quest?o dos professores. As pol?ticas municipais de forma??o reproduziram a descontinuidade hist?rica do pa?s presente desde as primeiras iniciativas formativas nacionais do s?culo XVIII, mantidas no s?culo XIX atrav?s de sua manuten??o legislativa e ainda presentes no s?culo XX.

Technological initiatives should be contextualized in the social, cultural and economic sectors. As information and communications technologies (ICT) have evolved with the process of globalization, ICT has played a significant role in supporting the development for both the marginal group and developing countries. In spite of the increasing numbers of ICT development projects, there is a lack of the robust research and evaluation regarding to ICT project outcomes. This study attempts to examine the ICT projects carried out in the Aboriginals community in Taiwan. Drawing the attention to the issues of power, identity, culture, and society, the postcolonial perspective is adopted. As the nature of the problem and the lack of previous understanding of the phenomenon, the interpretive ethnographic method is deployed in order to explore the cultural and social issues involved. During the two-year research, three ICT projects are examined through participate observation, interviews and related data retrieve. From the reviews of these ICT projects, the findings present in three themes: ¡§Technological Utopianism¡¨; ¡§Power Struggle¡¨ and ¡§Polarization¡¨. Although project Principal-initiator, teachers-project members and Parents- the community agree on the potential of ICT, they approach and expect ICT differently as their disparities in their position in the ICT projects, ICT literacy, and limitation from their social/economic reality. Each stakeholder has faced different context and carried different perception and vision toward ICT and ICT projects. After the ICT projects are carried out, the unanticipated and hidden gap of perception results in dissatisfied stakeholders. Although the media cover the project outcomes with positive tone, and both TY School and Principal obtains the reputation in ICT education, teachers are reluctant to execute ICT project and parents are disappointed and think the projects don¡¦t really help them. In order to accomplish these ICT projects under the disharmony, Principal takes advantage of his power from administration of school, knowledge legitimacy, and the control over resources. The power-laden process occurs and the communication gap is unable to close. Moreover, the relationships between stakeholders are eventually polarized. As failing to taking account of the dynamic context difference and lacking of communication, ICT projects in this study fail to deliver its promise to the people they intended to serve.

The aim of this essay is to see how Alan Ayckbourn uses language inorder to depict his characters in his play MotherFigure from 1974. By using a pragmatic approach, including Gricean maxims,speech acts and politeness theories, I will examine how the three maincharacters communicate and what conclusions can be drawn from this. First, Itake a look at the language strategies given to each of the characters as theyenter the stage. After that I look at the interaction and the struggle forpower. The conclusion I made is that Lucy has many bald-on records, which makesher role very powerful. Rosemary, on the other hand, maintains her weak statusby using many politeness strategies and vague utterances. Terry, the thirdcharacter, is forced to surrender to the adult-child power struggle that Lucyhas been caught up in.

This thesis explores the transformation of public spaces, with reference to power relations and the struggle for power. In this regard Tehran has been chosen as the main concern and the case of the study, while in its short history of being the political center of the country, the city has been hosting several uprisings and political tensions that are projected on the body of the city. The agencies of this power struggle will be analyzed sociologically and politically, to comprehend the way public spaces of the city and the conception of space are transformed. The spatial analysis of the case of the study in different periods of its history, in relation to socio-political elements of effect, will cause the study to evolve around a simultaneous concentration on spatial transformation and power relations. With such a framework this thesis will question the role of architecture and urban design in the transformation of space, which is dominated by the power struggle, and its balance. The primary aim here is to understand how public space becomes a political apparatus in using urban public spaces historically, in the struggle over power, and how the ruling power represents its ideology in public spaces and how in response the resisting forces of the society manifest their demand for change in public spaces and appropriate those v spaces to live in. Alongside the theoretical discussions, the case of Tehran will provide a multi dimensional source for these explorations / the discussions will mainly focus on a great public square of Tehran (Azadi Square), and the entrance of Tehran University, as the critical and symbolic nodes of public gatherings in the recent history of this city, to analyze how public spaces which are created by one authority of power might totally change in terms of function and meaning, and be transformed into a new entity with similarities and contradictions with the previous one.

This thesis analyzes the current disputes between the United States and China over the exchange rate of the Chinese currency renminbi using an International Political Economy (IPE) analysis. Monetary relations are not mere economic affairs, but bear geopolitical implications. Money is power. Money is politics. The pursuit of monetary power is an important part of great power politics. Based on this assertion, the thesis studies past cases of monetary power struggles between the United States and the Great Britain, the Soviet Union, Japan, and the European Union (EU), respectively. The thesis then investigates the dollar’s status as the dominant international reserve currency in the current international monetary system, as well as the power that this unique status can generate and provide. The dollar’s monetary hegemony has become the main characteristic of the current international monetary system and an important power source for continued U.S. hegemony. The dollar’s hegemony and the asymmetrical interdependency between the dollar and the renminbi are the source and the key basis for the recent U.S.-China monetary disagreements. The U.S.-China monetary disputes reflect not only each country's respective domestic interests and perceived benefits, but also the monetary power struggle between the two biggest global economies. Predictions are also entertained for the future monetary relations between the two countries, as well as the geopolitical implications that this relationship may have for the U.S.-China bilateral relationship in coming decades.

I denna erfarenhetsbaserade essä utforskar jag det dilemma som pedagoger kan försättas i när gamla traditioner och normer möter nya, samt när pedagoger med olika erfarenheter, utbildningar och kunskaper möts. I min inledande berättelse skildrar jag två olika händelser med ett liknande dilemma. Där försätts jag i en situation där jag inte riktigt vet hur jag ska agera. Jag vet hur jag vill agera men vågar inte stå upp för mina åsikter. Jag frågar mig själv om jag ska följa den ansvarige förskolläraren på avdelningen eller om jag ska stå upp för mina egna erfarenheter och mina praktiska kunskaper. I mitt dilemma är det två olika typer av syn på barn och deras utveckling och lärande som krockar. I reflektionsdelen undersöker jag varför dessa krockar uppstår. Jag tar hjälp av ett av våra tidigare styrdokument "Pedagogiskt program för förskolan-87" som jag jämför med den nuvarande läroplanen för förskolan – "Lpfö98, rev.2010". Med hjälp av olika kunskapsbegrepp undersöker jag hur värderingen av praktisk kontra teoretisk kunskap påverkar hur vi arbetar i förskolan. Jag reflekterar över hur mina egna kunskaper såg ut då vid tiden för mitt dilemma samt på vilket sätt dessa har utvecklats. Jag ställer mig också frågan, hur vår barnsyn och vår syn på kunskap påverkar barnen i förskolan. / In this experiential essay I explore the dilemma that educators can encounter when old traditions and norms meet new, as well as what happens when teachers with different experience, training and knowledge meet. In my initial report, I describe two different events with a similar dilemma where I am put in a situation where I do not really know how I should act. I know how I want to act, but do not dare to stand up for my opinions. I ask myself if I should follow the responsible preschool teacher of the department or whether I should stand up for my own experiences and my practical knowledge. In my dilemma, there are two different types of view of children and their development and learning that are in conflict. In the reflection part, I examine why these crashes between views occur. I compare one of our previous policy documents "Pedagogiskt program för förskolan-87" with the current curriculum - "Lpfö98, rev.2010". Using different concept of knowledge, I examine how the valuation of practical versus theoretical knowledge affects how we work in preschool. I reflect on my own knowledge the time of my dilemma, and how it has evolved. I also question how our child perspective and our view of knowledge affect children in preschool.

[pt] O objetivo desta dissertação de mestrado é analisar o impacto das redes sociais no jornalismo. Constatamos o processo de transformação do jornalismo em rede para a jornalismo plataformizado, com a transposição da notícia para o sistema de funcionamento das plataformas que, por sua vez, se apropriam, desagregam e redistribuem as notícias de maneira personalizada para os usuários pelo uso de algoritmos. Ainda sem conseguir encontrar uma solução financeira para se inserir neste novo ecossistema midiático, os jornais se adaptam ao domínio das plataformas digitais, assumindo uma posição resumida pelo presidente da Associação Nacional de Jornais, Marcelo Rech, como Too Big to Boycott (grande demais para boicotar). A expressão foi tão representativa do que observamos que escolhemos como título desta dissertação. Apresentamos os diversos desafios pelos quais passam as organizações jornalísticas, em suas diversas camadas. A sociedade, impactada pelas novas tecnologias, passa por mudanças estruturais e o jornalismo, como uma instituição social, também se transforma. O objeto empírico foi o jornal O Globo. Fizemos um percurso pelo processo de digitalização do jornal desde a estreia do site em 1996 até 2019. Com foco na atuação nas redes sociais, realizamos uma observação participante das rotinas produtivas na redação. Utilizamos as técnicas de pesquisas qualitativa e quantitativa, para levantarmos e analisarmos os critérios de noticiabilidade utilizados pelos jornalistas na seleção das notícias para o Facebook e o Instagram. Exploramos tanto os elementos intrínsecos – os valores-notícia – quanto os valores extrínsecos aqueles que estavam presentes no processo escolha. / [en] The objective of this master s thesis is to analyze the impact of social media on journalism. We perceived the process of transforming network journalism into platform journalism, with the transposition of the news to the operating system of the platforms that, in turn, appropriate, disaggregate and redistribute the news in a personalized way for users through the use of algorithms. Still unable to find a financial solution to insert themselves in this new media ecosystem, newspapers adapt to the domain of digital platforms, assuming a position summarized by the president of the National Association of Newspapers, Marcelo Rech, as Too Big to Boycott. The expression was so representative of what we observed that we chose it as the title of this work. We present the different challenges undergone by journalistic organizations, in their different layers. Society, impacted by new technologies, goes through structural changes and journalism, as a social institution, follows suit. The empirical object was the newspaper O Globo. We took a journey through the digitalization process of the newspaper from the website s debut in 1996 until 2019. Focusing on social media, we made a participant observation of the productive routines in the newsroom. We made use of the techniques of qualitative and quantitative research to survey and analyze the news criteria used by journalists in the selection of news for Facebook and Instagram. We explored both the intrinsic elements - the news values - and the extrinsic values to those that were present in the selection process.

Imago relationship therapy was originally applied to couples counselling by Dr Hendrix (1992, 1993). This model was applied to a group of senior managers from the Lonmin Platinum Mine to create an understanding of intrapersonal and interpersonal dynamics to reduce the conflict levels they experienced in the workplace. Imago theory is applicable to the workplace because of the influence of intrapersonal processes on interpersonal dynamics, which is the same influence that causes conflict in romantic relationships. Love relationships consist of three stages, namely romantic love, the power struggle stage, and the real love stage. In the organisational context, these stages are the initial excitement phase, the power struggle stage, and the conscious relating stage. The study aimed to obtain quantitative and qualitative data on the effects of the Imago theory programme presented to the group of managers. The study thus aimed to determine whether the managers experienced a shift in their consciousness after the programme had been presented. Furthermore, the study aimed to determine whether such a shift in consciousness would have an effect on the individuals’ overall emotional wellbeing and if it would increase their overall life satisfaction. Furthermore, the study investigates if the programme had a positive effect on their interpersonal relationships (particularly with their subordinates). Twenty-two senior managers and 22 subordinates participated in the study. Certain pre-tests were conducted, followed by the seven-module intervention. The same post-tests were conducted after the training had taken place. Quantitative and qualitative results were obtained. The quantitative results showed that the participants’ problem solving abilities improved and that they experienced marginally higher levels of life satisfaction. The reactivity levels experienced by the participants during conflict situations decreased, and their levels of marital satisfaction improved. The results also showed that the managers responded more positively to their subordinates after the intervention. Furthermore, the subordinates experienced their managers as being more flexible after the intervention. The qualitative results indicated that a shift in consciousness did take place as envisaged. The group understood both intrapersonal and interpersonal psychodynamics. They also willingly applied Imago concepts to improve their functioning in the organisational context. / Psychology / D. Litt. et Phil. (Psychology)

This work analyses the American family in context of society and its demands. It focuses on the cannonical works of the Modern American drama, namely plays of Tennessee Williams, Arthur Miller, Edward Albee, Sam Shepard and David Mamet. The playwrights are analysed in two distinctive groups according to similar themes they share. Tennessee Williams and Arthur Miller depict the family under increasing pressure from the outside as well from the inside. The unit disintegrates, members of the family escape and thus the unit loses its funtions. The pressure is imposed by the tenets of the American mythology that governs the society, which, in turn, influences the family. The common theme of the first group of playwrights is the feeling of loss. This comprises of two dimensions - spatial and tempoval. The second group of playwrights share the same theme of loss with its spatial and temporal implications. They are characteristic by their distinctive use of language that depicts the prevalent sense of doom, apocalypse, futility and sterility. The search for identity is also implied by the restlessness of characters. The detrimental effect of harsh business environment on the family is explored with regards to masculinity. The work shows the family in the context of the 1950s, an era when the family was elevated to...