The accusation by some villagers that I was an Anti-Christ provides an opportunity to reflect on the production of anthropological knowledge. The production of knowledge by anthropologists must not only take into account the personal characteristics of the anthropologist but also the ways in which the culture the anthropologist studies classifies that anthropologist, thereby making available to him or her certain ways of knowing. I my case, as an unmarried man with no visible means of economic support, I appeared similar to others, like Earthlords, and priests, who offered villagers Faustian bargains. The deals' dangers lay in the fact that the exchanges occurred outside of the moral and social frameworks which undergird the community. Thus, their accusation of me as antithetical to the community opens an opportunity to consider the nature of that community.

A partir dos princípios da Produção Partilhada do Conhecimento, estimulou-se a captação de material audiovisual para um vídeo documentário sobre a transmissão do conhecimento no candomblé e a divulgação de imagens consideradas proibidas pela tradição, com o propósito de se observar o impacto das novas mídias nesse processo em parceria com o Ilê Axé Omi Otá Lowa, em Vila Nova Cachoeirinha, São Paulo (SP). A finalização e divulgação do vídeo ocorrerá de acordo com os interesses do grupo. O trabalho etnográfico pretendeu salientar questões pertinentes à transmissão da tradição e de suas transformações, analisando a comunidade, as relações de poder estabelecidas e como as escolhas para a produção fílmica expõem as negociações identitárias frente às outras casas de candomblé e ao público em geral. Iniciado na religião por Pai Vagner Bandeira de Oxum, principal interlocutor na comunidade, a posição de pesquisador-adepto configura especificidade no jogo da produção do conhecimento partilhado e traz à experiência um caráter sui generis. / The principles of Shared Production of Knowledge triggered the capture of audiovisual material for a documentary video about the transmission of knowledge in Candomblé and the disclosure of images regarded prohibited by tradition, aiming at observing the impact of new media in such process, in association with the temple Ilê Axé Omi Otá Lowa, located in Vila Nova Cachoeirinha, São Paulo (SP). The video will be closed and disclosed according to the interests of the group. The ethnographic work sought to stress out issues that are inherent to the transmission of tradition and changes thereof, by analyzing the community, the relations of power established and how the choices for the production of the feature expose identity negotiations as compared to other Candomblé temples and the public in general. Initiated in the religion by Father Vagner Bandeira of Oxum, main interlocutor in the community, the position of researcher/member configures specificity in the game of production of shared knowledge and provides the experience with a one-of-a-kind character.

Bilingual language production is an area of psycholinguistic research that has received recent attention. Experimental evidence from bilingual word production tasks has shown that both languages share representation at the mental lexicon, meaning that concepts will lead to the activation of the target lemma from both languages. Investigations into how bilinguals organise two grammatical systems has largely come from cross-linguistic syntactic priming. Syntactic priming is a phenomenon in which speakers are likely to repeat a syntactic structure in which they have recently experienced: cross-linguistic syntactic priming is when a speaker uses a syntactic structure in one language because they have recently experienced that structure from the other language. Together, the study of the bilingual lexicon and syntactic representations have led to the development of models of bilingual language production. A more recent experimental paradigm is the forced code-switching task in which participants are required to code-switch in some experimental trials. The forced code-switching task is the experimental method used in this thesis. This thesis aims to use this experimental task to test my proposed model of bilingual language production, the Hybrid model. The Hybrid model proposes an architecture of the bilingual lemma stratum that differs from previous models of bilingual language production. The Hybrid model assumes that lexical items from one language can be produced using the syntactic structure of the other language. In this thesis I report seven experiments testing the proposed lemma stratum of the Hybrid model. Experiment 3.1 investigated the production of prenominal adjectives of English and postnominal adjectives of Spanish during code-switching between Spanish and English to see whether speakers would use the lexical items from one language with the word order of the other language. The results showed that speakers almost exclusively used the word order dictated by the language in which they produced the lexical items. This did not support the proposed lemma stratum of the Hybrid model. Experiments 4.1 and 4.2 investigated gender agreement of possessive pronouns during code-switching between Spanish and English to see if the possessive pronoun from one language could be produced using the gender agreement rules from the other language. The results showed that English-Spanish and Spanish-English bilinguals sometimes produced possessive pronouns in one language with the gender agreement rules from the other language. It was demonstrated that this effect was not due to a misunderstanding of the gender agreement rules of the participants' second language. These results support the proposed lemma stratum of the Hybrid model. Experiments 5.1 and 5.2 investigated gender agreement of possessive determiners during code-switching between French and English to see if the possessive determiner from one language could be produced using the gender agreement rules from the other language. The results showed that English-French and French-English bilinguals sometimes produced possessive determiners in one language with the gender agreement rules from the other language. It was demonstrated that this effect was not due to a misunderstanding of the gender agreement rules of the participants' second language. These results support the proposed lemma stratum of the Hybrid model. Experiments 6.1 and 6.2 investigated the production of determiners during code-switching between German and English. Of specific interest was whether English determiners would be produced more often than German determiners because German determiners hold case information whereas English determiners do not. In Experiment 6.1 participants were forced to code-switch before an accusative NP. The results showed that English determiners were sometimes produced within the German NPs, but German determiners were not used within the English NPs. In Experiment 6.2 participants were forced to code-switch before a dative NP. The results showed that participants almost exclusively produced the determiner in the same language as the target noun. Analysing the frequencies of the determiner used within the experimental session, the different pattern of results between Experiments 6.1 and 6.2 may be a result of a competition for selection between determiner forms. To conclude the thesis I discuss the implications of these findings, what they mean for the Hybrid model, and directions for future research.

A partir dos princípios da Produção Partilhada do Conhecimento, estimulou-se a captação de material audiovisual para um vídeo documentário sobre a transmissão do conhecimento no candomblé e a divulgação de imagens consideradas proibidas pela tradição, com o propósito de se observar o impacto das novas mídias nesse processo em parceria com o Ilê Axé Omi Otá Lowa, em Vila Nova Cachoeirinha, São Paulo (SP). A finalização e divulgação do vídeo ocorrerá de acordo com os interesses do grupo. O trabalho etnográfico pretendeu salientar questões pertinentes à transmissão da tradição e de suas transformações, analisando a comunidade, as relações de poder estabelecidas e como as escolhas para a produção fílmica expõem as negociações identitárias frente às outras casas de candomblé e ao público em geral. Iniciado na religião por Pai Vagner Bandeira de Oxum, principal interlocutor na comunidade, a posição de pesquisador-adepto configura especificidade no jogo da produção do conhecimento partilhado e traz à experiência um caráter sui generis. / The principles of Shared Production of Knowledge triggered the capture of audiovisual material for a documentary video about the transmission of knowledge in Candomblé and the disclosure of images regarded prohibited by tradition, aiming at observing the impact of new media in such process, in association with the temple Ilê Axé Omi Otá Lowa, located in Vila Nova Cachoeirinha, São Paulo (SP). The video will be closed and disclosed according to the interests of the group. The ethnographic work sought to stress out issues that are inherent to the transmission of tradition and changes thereof, by analyzing the community, the relations of power established and how the choices for the production of the feature expose identity negotiations as compared to other Candomblé temples and the public in general. Initiated in the religion by Father Vagner Bandeira of Oxum, main interlocutor in the community, the position of researcher/member configures specificity in the game of production of shared knowledge and provides the experience with a one-of-a-kind character.

Esta tese propõe o delineamento da produção de conhecimento sobre ensino de Língua Portuguesa em dissertações de mestrado. Essa proposta de investigação foi construída a partir da pergunta: O ensino de Língua Portuguesa é uma disciplina?. O conceito de disciplina remete-se a Michel Foucault e está formulado no livro, publicado no Brasil, com o título A ordem do Discurso. Desde o tratamento inicial dos dados, verificamos que a resposta a essa pergunta era sim. Essa constatação fundamentou os procedimentos de análise que adotamos. Essa análise decorreu da depreensão de regularidades discursivas quanto aos objetos, às referências teóricas, às proposições e aos métodos de pesquisa validados no discurso científico-acadêmico sobre ensino de Língua Portuguesa. Esse discurso foi analisado em dissertações de mestrado, mapeadas em consulta ao Banco de Teses da CAPES. Nele, buscamos as dissertações publicadas, no período entre 2001 e 2010, por meio da expressão exata ensino de Língua Portuguesa no campo assunto. Localizamos o total de 321 dissertações, defendidas em Instituições do Ensino Superior de todo o país. A caracterização quantitativa desta produção foi apresentada no capítulo 1. Desse montante de trabalhos identificados na primeira etapa de nossa investigação, delimitamos o nosso corpus em 18 dissertações de mestrado, conforme tratamos no capítulo 2. Nesse capítulo, expusemos os aspectos envolvidos na formação do nosso corpus e abordamos distinções entre coleta de dados e composição do corpus. No terceiro e quarto capítulos, tratamos da configuração do discurso, no que diz respeito aos objetos e métodos de pesquisa recorrentes, ao quadro teórico legitimado e às formulações proposicionais defendidas. Da análise de suas regularidades, verificou-se a negação como componente elementar na constituição do discurso científico-acadêmico sobre ensino de Língua Portuguesa. No capítulo 5, analisamos como esta refutação compareceu em negações polêmicas que contrastam o que foi observado em sala de aula e em materiais didáticos ao quadro teórico referenciado. Por fim, expomos nossas considerações sobre a produção de conhecimento em ensino de Língua Portuguesa, tendo em vista o que tratamos como estabilização da polêmica. / This dissertation aims to characterize the production of knowledge about the Teaching of Portuguese in Masters theses in Brazil. This research proposal was based on the following research question: Is the Teaching of Portuguese a discipline?. The concept of discipline refers to Michel Foucaults work and it is stated in the book The Discourse on Language, published in Brazil under the title of A Ordem do Discurso. From the very beginning of the data analysis, we found out that the answer to that question was affirmative. These findings gave us the bases for building the data analysis procedures. On the analysis of the data, we tried to find out discursive regularities with regard to research objects, theoretical frameworks adopted, basic propositions, and research methods validated by the academic and scientific discourse about the Teaching of Portuguese. Such discourse was analyzed on corpora composed by theses available on an academic database kept by Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), an agency of the Brazilian Ministry of Education. In order to compose the corpora, we selected theses concluded in the period from 2001 to 2010 whose keywords include the expression Teaching of Portuguese. It was possible to identify 321 theses concluded in Brazilian Universities in this period. The quantitative characterization of this academic production is described on Chapter 1. From this total amount, 18 theses were selected to be analyzed as discussed on Chapter 2. Also on this chapter, we discussed some matters regarding the composition of our research corpora and the existing distinction between data gathering and corpora composition. On the Third and Fourth Chapters, we dealt with the configuration of discourse regarding the recurrent topics and methods of research, the theoretical framework legitimized by the authors, and the prepositional formulations defended by them. By analyzing the data, we found out that negation is a basic component on the organization of the scientificacademic discourse about the teaching of Portuguese. On Chapter 5, we analyzed the working of this feature on polemic negations that differs from the observed use of it in the classroom and on textbooks by establishing a contrast between those uses and the theoretical framework adopted by the authors. Lastly, we presented our considerations regarding the production of knowledge in the field of Portuguese Teaching taking into account what we have considered as the stabilization of the controversy.

A presente pesquisa versa a respeito das alterações da relação de um jovem mestrando com o conhecimento da área que pretende ingressar que podem ser depreendidas por meio do cotejamento de versões de seus textos. Considerando a importância que as intervenções do orientador podem ter neste processo, buscamos mostrar as características daquelas intervenções que podem ter, ao menos potencialmente, maior efeito na direção de gerar, por parte do jovem, uma produção subjetivada. Assim, interrogamos: quais parecem ser as características da ação pedagógica, por parte de um orientador, cuja resultante possa ser, por parte do aluno, a insistência no trabalho e a conquista de maior eficiência na leitura e na escrita? Para responder a estas perguntas, analisamos 355 versões de texto escritas por uma jovem pesquisadora, Louise, detendo-nos, sobretudo, na análise das intervenções realizadas por sua orientadora, Jacqueline, nas versões de texto cuja leitura lhe foram demandadas. Trabalhando em uma interface teórica composta pelos estudos da linguagem, da psicanálise e da educação, consideramos, na análise dos dados, a) sua materialidade linguística; b) os indícios dos modos de satisfação singulares do aluno; e c) a intencionalidade pedagógica do orientador, que, deliberadamente, executa ações para proporcionar ao orientando melhores condições para escrever um bom texto. A partir desses três aspectos, buscamos cernir os momentos em que, desejoso de encontrar melhor formulação para suas ideias iniciais, um jovem se volta exclusivamente para o refinamento de seu texto e abandona as boas desculpas para não produzir. Constatamos que as intervenções do orientador parecem poder ser correlacionadas com três fundamentais passagens: 1) da transferência à transferência de trabalho; 2) da vergonha narcísica à vergonha psicanalítica; e 3) da culpa à responsabilidade sexual. Concluímos que, para que a produção do conhecimento ocorra, o orientador deve impedir que a pessoa tente dar consistência a produções sustentadas exclusivamente no seu imaginário. Ele precisa, portanto, sistematicamente não aceitar as versões de texto que respondam, única e exclusivamente, ao que o aluno pensa serem as expectativas da comunidade acadêmica na qual se inseriu, tomando cuidado para não romper o laço entre o par. A análise dos dados permitiu ver que, embora as ações do orientador sejam variadas, aquelas que provocam maior mudança na elaboração de seu aluno estão ligadas à presentificação do incompleto. / This research is about the modifications in one young woman taking masters degrees relationship with knowledge in the area that she wants do become a member of. These modifications can be inferred by the confronting versions of her texts. Taking into account the importance of the tutors interventions in this process, we intend to show the particularities of those interventions that can have, even potentially, a greater effect in creating, by the young woman, a singular production. Thus, we ask: what are the particularities of the tutors pedagogical interventions, which final result can be the students insistence in working and the conquest of a better efficiency when reading and writing. In order to answer those questions, we have analyzed 355 text versions written by a young researcher, Louise, we focused on the interventions analysis made by her tutor, Jacqueline, in text versions in which she was asked to read. Taking an theoretical interface formed by language studies, psychoanalysis and educations, we considered, while analyzing the data, a) its linguistic materiality; b) the indications of the authors singular ways of satisfactions; and c) the tutors pedagogical intentionality that, deliberatively, performs actions in order to give the student better conditions to write a good text. From these aspects, we intend to separate he moments in which, willing to find the best formulations to his first ideas, a young woman exclusively focuses on refining her text and gives up the good excuses to stop producing. We have verified that the tutors interventions could be correlated with three main events: 1) from transference to transference of work; 2) from narcissistic ashamedness to psychoanalytical ashamedness; and 3) from guiltiness to sexual responsibility. We have concluded that, in order to make knowledge occurs, the tutors have to restrain the students trial on insisting in productions supported exclusively by his imaginary. The tutor should, therefore, refuse text versions that are a result of what the student thinks that are the academic community expectations in which he wants to be part of, taking good care to keep the link between himself and his partner. The data analysis has allowed us to see that, even though the tutors actions are different, the ones which arise better changing in the students elaborations are related to the incompletes presentification.

Nosso projeto tem por objetivo realizar a análise de uma instituição pública de ensino localizada no município de Presidente Epitácio, interior do estado de São Paulo, para contextualizar e apresentar o espaço e a historicidade dessa instituição, buscando, com isso, construir um perfil daquela realidade escolar e compreender como e com quais dificuldades se estabelece o processo de ensino e aprendizagem na Escola Estadual Professor Antonio de Carvalho Leitão. O objetivo é identificar as diferentes formas e manifestações de práticas e discursos regulatórios no interior da instituição investigada e, com isso, perceber também, em meio a essas práticas e discursos regulatórios, as possibilidades de práticas e discursos emancipatórios. A partir disso, pretendemos propor um parâmetro de análise de escola local em contraposição aos discursos e práticas que se apresentam de forma generalizante. Diante dessas considerações é importante destacarmos, ainda, o caráter interdisciplinar da presente pesquisa, por isso não podemos reduzi-la a um trabalho de pedagogia ou educação. Não é por que o objeto de pesquisa é a escola que integralmente faremos um trabalho pedagógico ou educacional. Trata-se de um trabalho de pedagogia e educação, mas é também um trabalho historiográfico, sociológico, filosófico, antropológico é, acima de tudo, um trabalho de ciências humanas preocupado com a complexidade das relações sociais estabelecidas dentro de uma instituição de ensino num contexto de interior. É, dessa forma, um trabalho sobre o cotidiano de uma escola pública, visando a compreensão das relações sociais produzidas por esta instituição e os desdobramentos dessas relações no contexto do município em que ela se situa. / Our project holds the analysis of an educational public institution located in the municipality of Presidente Epitacio, the state of São Paulo, the purpose is to contextualize and present the scope and the historicity of the mentioned institution, seeking thereby to build a profile on that school reality and understand how and what difficulties are established on the process of teaching and learning in the Public State School Professor Antonio de Carvalho Leitão. The goal is to identify the different forms and manifestations of practices and regulatory discourses within the investigated institution and, therefore, realize also, through these practices and regulatory discourses, the possibilities for practices and emancipatory discourse. From this, we intend to propose a local school analysis parameter in contrast to the discourses and practices that are presented in a generalizing form. In view of these considerations it is important to highlight also the interdisciplinary nature of this research, so we can not reduce it to a teaching job or education. It is not because the object of research is the school that we will fully promote a teaching or educational work. It is a teaching work and education, but it is also a historiographical, sociological, philosophical, anthropological work and, above all, a work of human sciences concerned with the complexity of the established social relations within an educational institution in the context of an interior small city. It is, therefore, a work on the daily life of a public school, aimed to understand the social relations produced by this institution and the unfolding of these relations in the municipality context in which the school is located.

<p>The aim of this study is to research images of the academic world that is presented, incorporated and reproduced within the frames of the mentorship in the basic level. Can these images derive to the view upon science as a traditionally male area? Is mentorship gendered? Can the mentorship on the basic level be viewed upon as a milestone of a academic career where men and women have different opportunities to succeed?</p><p>By interviewing seven mentors, working in a social sciences institution in a larger Swedish university, I have come to the conclusion that knowledge is coded male and that this affect mentors mental images of what male and female students are expected to do. The male student represent the scientist, while the female student represent what the scientist is not.</p><p>Depending on the work of, among others, Kerstin Norlander, Dorothy Smith and Eva Erson I have come to view upon the university as a patriarchal organisation witch produces knowledge based upon male values, experiences and concepts. This precludes the female within this organisation from relating to the knowledge she is supposed to incorporate. Since the mentorship relation is a reflection of the hierarchal university, this is problematic for the female student who is negative affected by this.</p><p>To enable a more equal mentorship relation the mentor have to start reflect upon his own experiences and expectations of students, based on sex. A clear gendered perspective in the education is also important, from the basic level to the doctoral program. There is also a need for a equal quantity of female and male mentors.</p> / <p>Syftet med denna studie är att undersöka vilka bilder av den akademiska världen som presentera, införlivas och reproduceras inom ramen för handledarskapet på grundnivån. Kan denna bild härledas till synen på vetenskap som ett traditionellt manligt område? Är handledningen könad? Kan handledningen på grundkursnivån betraktas som en milstolpe för början av en akademisk karriär där kvinnor och män har olika möjligheter att lyckas?</p><p>Genom att intervjua 7 handledare på en samhällsvetenskaplig institution på ett större svenskt universitet har jag kunnat dra slutsatsen att kunskapen är manligt kodad och att detta påverkar handledarnas föreställningar om vad kvinnliga och manliga studenter kan göra. Den manliga studenten representerar forskaren, medan kvinnan betraktas som forskarens motsats.</p><p>Genom att använda mig av bland annat Kerstin Norlanders, Dorothy Smiths och Eva Ersons teorier har jag kommit att betrakta universitet som en patriarkal organisation som producerar kunskap baserad på manliga värden, erfarenheter och förställningar. Detta gör att den kvinnliga studenten och forskaren inte kan relatera till den kunskap hon förväntas tillgodogöra sig. Då handledarrelation är en spegling av det hierarkiska universitet återfinns dessa drag även i denna. Detta påverkar den kvinnliga studenten negativt.</p><p>Att som handledare börja reflektera kring sina egna erfarenheter och förväntningar på studenter utifrån kön är att ta ett steg emot ett mer jämlikt handledarskap. Förutom detta behövs ett tydligt genusperspektiv i undervisningen från grundnivå till forskarutbildningen. Ett jämt antal kvinnliga och manliga handledare är också av stor vikt.</p>

<p>Diverse ways of knowing have been recognized by scholars in many disciplines to contribute creative perspectives and novel problem-solving approaches. In the environmental sciences, those dependent on natural resources and working daily with those resources are in one of the best positions to observe and learn from subtle changes in the environment. In the coastal marine and estuarine environment, these experiential knowledge holders are the fishers and their families. In North Carolina, these fishers live in historic villages and, with scientists and policymakers, serve as the downstream stakeholders in watershed management. These three stakeholder groups all have perspectives to contribute to research and management of water quality in the watershed. This dissertation starts by documenting definitions and perspectives of water quality from these three stakeholder groups, establishing the base of information from which future research and management takes place. It then specifically addresses the details of negotiating co-production of knowledge through an ethnographic account of a collaborative research project investigating water pollution. The process of information sharing was highlighted during this process by a facilitated workshop asking participants to reflect upon their collective understanding of water quality more broadly and to plan a research project resulting from a new shared, understanding. The third component of my investigation of different ways of knowing uses North Carolina's Fishery Resource Grant program, which funds collaborative research between fishers and scientists, as a case study of an institution supporting co-produced knowledge about water quality and how the structure of collaboration in funded projects affects the success of the program both scientifically and socially. Together, the three chapters tell a story about the diverse forms of knowledge regarding water quality and how they might work together to better understand the causes and effects of water quality as well as tailor solutions to fit this better understanding. Though the story is of one case, specific to water quality and the coastal communities that depend on it, the story is also one of few optimistic cases in environmental science.</p> / Dissertation

The aim of this study is to research images of the academic world that is presented, incorporated and reproduced within the frames of the mentorship in the basic level. Can these images derive to the view upon science as a traditionally male area? Is mentorship gendered? Can the mentorship on the basic level be viewed upon as a milestone of a academic career where men and women have different opportunities to succeed? By interviewing seven mentors, working in a social sciences institution in a larger Swedish university, I have come to the conclusion that knowledge is coded male and that this affect mentors mental images of what male and female students are expected to do. The male student represent the scientist, while the female student represent what the scientist is not. Depending on the work of, among others, Kerstin Norlander, Dorothy Smith and Eva Erson I have come to view upon the university as a patriarchal organisation witch produces knowledge based upon male values, experiences and concepts. This precludes the female within this organisation from relating to the knowledge she is supposed to incorporate. Since the mentorship relation is a reflection of the hierarchal university, this is problematic for the female student who is negative affected by this. To enable a more equal mentorship relation the mentor have to start reflect upon his own experiences and expectations of students, based on sex. A clear gendered perspective in the education is also important, from the basic level to the doctoral program. There is also a need for a equal quantity of female and male mentors. / Syftet med denna studie är att undersöka vilka bilder av den akademiska världen som presentera, införlivas och reproduceras inom ramen för handledarskapet på grundnivån. Kan denna bild härledas till synen på vetenskap som ett traditionellt manligt område? Är handledningen könad? Kan handledningen på grundkursnivån betraktas som en milstolpe för början av en akademisk karriär där kvinnor och män har olika möjligheter att lyckas? Genom att intervjua 7 handledare på en samhällsvetenskaplig institution på ett större svenskt universitet har jag kunnat dra slutsatsen att kunskapen är manligt kodad och att detta påverkar handledarnas föreställningar om vad kvinnliga och manliga studenter kan göra. Den manliga studenten representerar forskaren, medan kvinnan betraktas som forskarens motsats. Genom att använda mig av bland annat Kerstin Norlanders, Dorothy Smiths och Eva Ersons teorier har jag kommit att betrakta universitet som en patriarkal organisation som producerar kunskap baserad på manliga värden, erfarenheter och förställningar. Detta gör att den kvinnliga studenten och forskaren inte kan relatera till den kunskap hon förväntas tillgodogöra sig. Då handledarrelation är en spegling av det hierarkiska universitet återfinns dessa drag även i denna. Detta påverkar den kvinnliga studenten negativt. Att som handledare börja reflektera kring sina egna erfarenheter och förväntningar på studenter utifrån kön är att ta ett steg emot ett mer jämlikt handledarskap. Förutom detta behövs ett tydligt genusperspektiv i undervisningen från grundnivå till forskarutbildningen. Ett jämt antal kvinnliga och manliga handledare är också av stor vikt.