Cette thèse se situe dans un cadre théorique à la croisée de la sociologie du contrôle social de la délinquance juvénile et de celle du genre. Elle a pour objectif d’identifier les réponses des institutions publiques apportées à la délinquance des filles mineures. La méthode de recherche a consisté en une enquête de terrain dans l’agglomération de Grenoble, notamment à l’hôtel de police, au palais de justice, à l’unité éducative de milieu ouvert (UEMO) Nord et à l’établissement de placement éducatif et d’insertion (EPEI) de Corenc de la Protection judiciaire de la jeunesse (PJJ) de l’Isère. Nous avons effectué des observations et conduit des entretiens auprès de divers professionnels du système pénal des mineurs (policiers, éducateurs et juge des enfants). Nos résultats montrent la surprotection des filles ; en effet, elles sont présélectionnées comme « mineures en danger » par la justice civile et, dans le circuit pénal, elles sont maintenues en situation de placement. Les résultats font également état de l’existence de représentations de genre de la délinquance des filles circulant dans le milieu pénal des mineurs. Leurs délits, leurs personnalités et également les modalités de leur prise en charge sont lus au prisme du genre. En définitive, la trame de la sélection pénale des filles mineures apparait genrée et renforce les figures judiciaires de la fille fragile à protéger et du garçon dangereux à « recadrer ». / The theoretical framework of this dissertation is at the crossroads of the sociology of juvenile delinquency, social control and gender. Its aim is to identify public institutions’ responses to the delinquency of minor girls. The research method consisted in a field study in the urban area of Grenoble, including police station, courthouse, educative and judiciary services (UEMO Nord and EPEI Corenc of PJJ). Observations and interviews have been made with various professionals within the juvenile criminal justice system (police officers, youth workers and juvenile court judges). Results show an overprotection process of girls. Indeed, they are selected upstream as "minors at risk" by the civil justice (child protection proceedings) and, in the criminal system, they are maintained in institutional homes. Gender-based representations stem out of our investigations, spreading throughout the juvenile criminal justice system. Hence the general background of the criminal selection of juvenile girls appears as "gendered" and reinforces the figures of fragile girls to be protected and dangerous boys requiring correctional action.

Cette étude porte sur le langage- en sa faculté d'expression et de communication de la pensée - des jeunes (de 17 à 20 ans) exploitants la décharge d'ordures municipale d'Andralanitra (Antananarivo). D'une part, elle s'intéresse aux motivations des choix lexicaux et linguistiques opérés par ces jeunes. Il s'agit également d'une contribution à la réalisation de l'état des lieux de la situation sociolinguistique qui prévaut à Madagascar. Notre intérêt est de déterminer la manière dont les jeunes en situation d'exclusion sociale et de pauvreté expriment leurs sentiments, leur manière de voir les choses, et surtout leurs points de vue sur leurs conditions de vie. Afin d'y parvenir, une analyse lexico-sémantique selon le genre du discours de ces jeunes est réalisée par le biais des champs conceptuels tels que le fonctionnement de la vie psychique et l'affectivité, l 'éducation, la tradition et les croyances, les liens socio-affectifs, les notions et valeurs liées à l 'environnement et l 'habitat, etc.Par ailleurs, nous nous sommes également intéressé au fonctionnement des valeurs et des représentations socioculturelles communes, qui influencent les comportements et la personnalité de ces jeunes de la décharge. Sont, entre autres, examinées la perception des jeunes de la complexité de la notion d'autorité tutélaire et du tsiny (le blâme ou la censure) dans la société malgache, et l'implication de cette dernière dans le développement personnel et l'accompagnement de ces jeunes vers l'insertion sociale et-professionnelle. Enfin, l 'opposition entre les valeurs symboliques et psycho-identiaires associées à la décharge d'ordures et celles liées au territoire-refuge, que représente la communauté, est étudiée afin d'alimenter la réflexion en vue de contribuer à la facilitation de l'élaboration des politiques d'insertion sociale et professionnelle des jeunes en situation de pauvreté extrême et d'exclusion sociale. / This research work deals with the survey of the language used by young diggers (aged from 1 7 to 20) of the public dump of Antananarivo. It aims at exarnining the motivations that induce the lexical and linguistic choices in their own description and viewpoints of the conditions in which they live. lts main interest is to determine the way this language of marginalized young people convey emotions and different kinds of sentiments concerning various issues, including education, tradition and beliefs, socio-affective links, etc. A gender­ based lexical survey is also carried out with a view to contributing to the description of the current sociolinguistic situation of Madagascar. On the other hand, a study of shared social and cultural values and representations conveyed by this langage is conducted to examine influencing factors of the young dump diggers'behaviours and personalities. For instance, sometimes the complex relationship between tutelary authority and tsiny (common waming and censorship) is viewed as a positive concept encouraging persona! development and sometimes it is thought to be the cause of , marginalized young people's behavioural inhibition or excessive caution, as regards· their wishes for self-emancipation or social and professional integration. The opposing symbolic and psycbological or socio-identitary values of the public dump and the friendly or bannonic social integration territory, that the community represents, are studied in order to bring out elues as food for thought in order to set up social and professional integration polkies in favour of marginalized young people.

Nesta tese foi apresentado um estudo sobre o processo de escolarização de alunos de uma escola pública localizada na região de Itaquera, na cidade de São Paulo. O objetivo da pesquisa era identificar se a realidade vivida pelos alunos de 5o ano (Ciclo Interdisciplinar) e 9o ano (Ciclo Autoral) do Ensino Fundamental influenciou ou não na modificação de suas Representações Sociais (RS) sobre a Água. Para tanto, foi investigada a RS sobre a Água dos professores e funcionárias e, também, dos alunos da escola a partir da perspectiva teóricometodológica da Teoria das Representações Sociais, complementada pela Teoria do Núcleo Central. Para obtenção das informações foi aplicado um questionário que fazia referências à caracterização dos 217 sujeitos investigados e à livre associação de palavras a partir do termo indutor \"Água\". O tratamento dos dados foi realizado empregando-se os softwares EVOC (para construção do Quadrante de Vergès - análise da saliência) e Iramuteq (para construção da Árvore de Máxima Similitude - análise da similitude). Essas análises foram complementadas pela análise do conteúdo das justificativas dos termos evocados pelos sujeitos investigados para o termo indutor Água. Os resultados obtidos possibilitaram a discussão sobre a práxis docente e a interação entre os membros da comunidade escolar. Emergiu das análises da saliência, similitude e conteúdo, dados que possibilitaram comparar as RS entre os grupos de professores e funcionárias e alunos, assim como, entre os alunos do Ciclo Interdisciplinar e Ciclo Autoral. A representação social sobre Água do grupo de professores e funcionárias trouxe um pensamento mais elaborado, sublinhando a presença dos termos: Limpeza, Sede, Vida, Saúde e Natureza no Núcleo Central. Na periferia alocaram-se os termos: Alimento, Chuva, Economia, Higiene, Indispensável, Desperdício, Energia e Mar. As três categorias criadas a posteriori para esta RS foram: Cotidiano, Organismo e Recurso Natural. O significado atribuído aos termos revelou a importância conferida pelos professores e funcionárias da escola às questões mais abrangentes, como a questão da Saúde, o uso consciente da Água para manutenção saudável do Organismo e cuidado com o meio ambiente, através da preservação dos Recursos Naturais. A constituição da RS sobre a Água do grupo de alunos do Ensino Fundamental apresentou os termos: Beber água, Desperdício, Economia, Sede e Tomar banho na composição do Núcleo Central. Na periferia estão localizados os termos: Chuva, Lavar roupa, Piscina, Falta, Saúde, Cantareira, Cozinhar, Escovar dente, Lavar louça, Lavar mãos, Não desperdiçar, Praia e Suco. As quatro categorias criadas a posteriori para os termos mais relevantes desta RS foram: Cotidiano, Recurso Natural, Lazer e Organismo. Essas categorias carregam em si termos evocados pelos alunos que ressaltam em suas justificativas aspectos mais imediatos do cotidiano, isto é, as necessidades básicas de higiene, para a manutenção do corpo e do ambiente onde se vive, e hábitos que conduzem a escassez da Água. Ao comparar as RS dos grupos nota-se que há diferenças entre os termos que compõem a parte mais estável da representação. Os termos sublinhados pelos sujeitos sociais trazem a apropriação de aspectos do currículo formal e de informações veiculadas pela mídia, ambas concorrendo entre si e com o conhecimento de senso comum que está inserido no ambiente educacional. / In this thesis was presented a study about the schooling process of students of a public school located in the region of Itaquera, in the city of São Paulo. The aim of the research was to identify if the reality lived by the students of 5th year (Interdisciplinary Cycle) and 9th year (Cycle Autoral) of Elementary School influenced or not the modification of their Social Representations (RS) on Water. In order to do so, it was investigated the RS on Water of teachers and employees, and also of the students of the school from the theoreticalmethodological perspective of Theory of Social Representations, complemented by Central Nucleus Theory. A questionnaire was used to obtain the information that made references to the characterization of the 217 investigated subjects and to the free association of words from the term \"Water\". The data processing was done using the software EVOC (for construction of the Vergès Quadrant - salient analysis) and Iramuteq (for construction of the Maximum Similitude Tree - similarity analysis). These analyzes were complemented by the analysis of the content of the justifications of the terms evoked by the subjects investigated for the term Water inducer. The results obtained allowed the discussion about teacher praxis and interaction among the members of the school community. It emerged from the analysis of salience, similarity and content, data that made it possible to compare RS among the groups of teachers and employees and students, as well as among the students of the Interdisciplinary Cycle and Autorial Cycle. The social representation on Water of the group of teachers brought a more elaborate thought, emphasizing the presence of the terms: Cleanliness, Headquarters, Life, Health and Nature in the Central Nucleus. In the periphery, the terms Food, Rain, Economy, Hygiene, Indispensability, Waste, Energy and Sea were allocated. The three categories created a posteriori for this RS were: Daily life, Organism and Natural Resource. The meaning attributed to the terms revealed the importance given by school teachers to the most comprehensive issues, such as the issue of Health, the conscious use of Water for healthy maintenance of the Organism and care for the environment, through the preservation of Natural Resources. The constitution of RS on Water of the group of Elementary School students presented the terms: Drinking Water, Waste, Economy, Headquarters and Bathing in the composition of the Central Nucleus. On the outskirts are located the terms: Rain, Laundry, Pool, Lack, Health, Cantareira, Cooking, Toothbrushing, Dishwashing, Washing hands, Do not waste, Beach and Juice. The four categories created a posteriori for the most relevant terms of this RS were: Daily life, Natural resource, Leisure and Organism. These categories carry within themselves terms evoked by students that emphasize in their justifications the most immediate aspects of daily life, that is, the basic needs of hygiene, for the maintenance of the body and the environment where one lives, and habits that lead to water shortages. When comparing the RS of the groups it is noted that there are differences between the terms that make up the most stable part of the representation. The terms underlined by the social subjects that bring the appropriation of aspects of the formal curriculum and of information transmitted by the media, both competing with each other and with the common sense knowledge that is inserted in the educational environment.

Cette thèse analyse les représentations de l’Indien dans les débuts de la construction nationale péruvienne. La période comprise entre 1821 et 1879 a jusqu’ici été très peu étudiée, alors même qu’il s’agit d’une charnière fondamentale entre la fin du gouvernement espagnol et ce que l’on considère habituellement comme la naissance de l’indigénisme. Comment pense-t-on l’Indien au moment où s’invente une nouvelle communauté ? Nous examinons, à partir de discours extrêmement variés (législation, presse, littérature, historiographie, arts visuels, etc.), la façon dont se forgent des paradoxes identitaires. La première partie de notre travail concerne les représentations de l’Indien « du passé » : si les Incas sont érigés en ancêtres de la nation, cela ne signifie pas que les Indiens du XIXe siècle apparaissent comme leurs dignes descendants. Cela nous conduit à nous intéresser à la population indienne dans la nouvelle République péruvienne. La deuxième partie illustre la façon dont se construit une représentation de l’Indien comme un individu bientôt semblable aux créoles, grâce à sa future assimilation politique, sociale et économique : c’est ce que nous appelons « l’Indien projeté », qui est un Indien « désindianisé ». Dans la troisième partie, nous montrons comment l’Indien reste finalement toujours « présent » : son statut officiel est plus ambigu qu’il n’y paraît, les lois intégratrices de la République étant par ailleurs constamment remises en cause, et l’altérité de l’Indien étant renforcée par la permanence de stéréotypes. De ces diverses contradictions surgit la conscience d’un problème : la quatrième partie montre l’émergence de l’Indien comme une « question nationale ». / This dissertation looks at the representations of the Indian at the beginning of Peruvian national construction. The period between 1821 and 1879 has been given little consideration so far, even though it is a pivotal moment between the end of Spanish rule and what is generally regarded as the beginning of Indigenism. How is the Indian conceived at a time when a new community is being invented? By looking at an extremely diversified array of discourses (legal texts, newspapers, literature, historiography, visual arts, and so on) this dissertation shall investigate the way paradoxes of identity are built. Its first part deals with the representations of the “Indian of the past”: although the Incas were established as the ancestors of the Nation, the Indians of the Nineteenth Century were not necessarily perceived as their rightful descendants. This leads to an investigation of the Indian population in the New Republic of Peru. The second part of this dissertation scrutinizes the construction of a representation of the Indian as an individual on the verge of becoming similar to the Creole population, thanks to his upcoming political, social and economic assimilation: this is what we term “the projected Indian”, who is a “de-Indianized” Indian. The third part of this study will show how after all, the Indian always remains “present”: his official status is more ambiguous than it seems, since the integrative laws of the Republic are constantly questioned and the Indian’s otherness is constantly reinforced by the continued presence of stereotypes. These diverse contradictions give rise to an awareness of a significant issue: the fourth part illustrates the emergence of the Indian as a “national question”.

No description available.

Durant la fin du xixème siècle et les deux premières décennies du xxème la ville de Rio de Janeiro a vécu plusieurs transformations socio-économiques associées au processus d'implantation de la modernité et de consolidation du capitalisme au brésil. les autorités 'cariocas' ont créé un projet de modernisation qui visait, par des réformes urbaines, à mettre fin aux caractéristiques d'une ville coloniale en la rapprochant des grandes cités européennes. ces réformes signifiaient, pour l'élite brésilienne, un désir de progrès et de civilisation. en même temps, celles-ci correspondaient à une tentative du brésil de poursuivre les modèles et rythmes de développement des économies européennes ainsi que leurs développements culturels et sociaux. dans ce contexte les autorités ont imposé, aussi, une transformation des coutumes, habitudes et traditions de la population, toujours dans le but de faire disparaître les anciennes traditions coloniales et les éléments de la culture populaire considérés comme marques du primitivisme et de la barbarie. c'était à cette époque et dans ce contexte des intenses changements que Paulo Barreto a produit ses œuvres et a créé plusieurs personnages. dans ses œuvres il documentait et réfléchissait sur le développement de l'urbanisation et des changements de la ville en faisant attention aux transformations que ces processus provoquaient dans la population, ses coutumes, ses interactions et sa sociabilité. ses œuvres reflètent, donc, les impositions d'un gouvernement préoccupé à civiliser la ville et la vie des ses citoyens, contrastant avec la réalité du quotidien de la population. a partit d'une observation attentive de la ville de Rio de Janeiro dans toutes ses sphères diverses et dans toutes les situations possibles du quotidien de ses habitants, il a construit d´importantes interprétations sur la dynamique et les caractéristiques de la vie moderne, ainsi que les différentes représentations de la modernité. / During the end of the nineteenth century and the first decades of the twentieth, the city of Rio de Janeiro went through a series of socio-economic changes related to the process of the implementation of modernity and the consolidation of capitalism in Brazil. In this moment, local authorities, along with the elite of the country, created a modernization project whose goal was to eliminate the remaining aspects of the colonial period still present in the city, making it more similar to European capitals through urban reforms. These modifications expressed the desire for progress and civilization from the dominant Brazilian classes while also attempted to follow the example and the rhythm of social, cultural and economic development of Europe. In this context, the authorities from Rio de Janeiro imposed a transformation of habits and popular traditions with the purpose of ending the old customs from the colonial past and the elements of the popular culture that were considered primitive and barbaric. It was in this moment of great changes that Paulo Barreto wrote his work and created several characters. In his texts, he documented and pondered on the urbanization process and the transformations executed to the city of Rio de Janeiro, paying special attention to the alterations that this process caused to the population and its customs, interactions and sociability. Barreto‘s work reflects the impositions of a government concerned with the idea of civilizing the city and the life of its inhabitants in contrast with the reality of the daily life of that population. Through a close observation of the city in all its spheres and its quotidian life, he constructed relevant interpretations about the dynamics and the characteristics of modern life, as well as different representations of modernity. In this sense, this present research intends to analyse the representations of modernity constructed by Paulo Barreto throughout this work. / Durante o final do século XIX e as duas primeiras décadas do século XX, a cidade do Rio de Janeiro viveu uma série de transformações socioeconômicas associadas ao processo de implantação da modernidade e de consolidação do capitalismo no Brasil. Nesse momento, as autoridades cariocas, aliadas à elite do país, criaram um projeto de modernização que visava, através de reformas urbanas, acabar com as características coloniais da cidade aproximando-a das grandes capitais européias. Essas reformas expressavam o desejo de progresso e de civilização das classes dominantes brasileiras ao mesmo tempo em que correspondiam a uma tentativa do Brasil em seguir os modelos e os ritmos de desenvolvimento social, cultural e econômico dos países europeus. Nesse contexto, as autoridades cariocas impuseram também uma transformação nos costumes, nos hábitos e nas tradições da população com o objetivo de acabar com as antigas tradições coloniais e com os elementos da cultura popular considerados como marca do primitivismo e da barbárie. É nessa época e nesse contexto de intensas mudanças que Paulo Barreto escreveu suas obras e criou seus inúmeros personagens. Nos seus textos, ele documenta e faz uma reflexão sobre o processo de urbanização e as mudanças sofridas pela cidade do Rio de Janeiro, prestando atenção nas transformações que esse processo provocou na população, seus costumes, suas interações e sua sociabilidade. Sua obra reflete as imposições de um governo preocupado em civilizar a cidade e a vida de seus cidadãos em contraste com a realidade do cotidiano da população. A partir de uma observação atenta da cidade em todas suas esferas e todas as situações possíveis do cotidiano de seus habitantes, ele construiu importantes interpretações sobre a dinâmica e as características da vida moderna, assim que diferentes representações da modernidade. Deste modo, esse trabalho de pesquisa tem como objetivo determinar as representações da modernidade brasileira construídas por Paulo Barreto no conjunto da sua obra.

Made available in DSpace on 2016-04-28T18:22:59Z (GMT). No. of bitstreams: 1 Adriana Pavao Wada.pdf: 12091491 bytes, checksum: 1f3f7f7786f0a2faf536b25a159867ca (MD5) Previous issue date: 2014-12-12 / Secretaria da Educação do Estado de São Paulo / This study is a qualitative (DENZIN & LINCOLN, 2005) research and characterizes a case study research (CAMPORY, 2005; DUFF, 2008; JOHNSON, 1992; NUNAN, 1992; STAKE, 1995, 1998; YIN, 2005, 2009), which investigates in which extent the realization of teaching and learning English activities focusing on the theme behavior, can lead the students to reflect on their own behavior. To accomplish with its aim, it is based on theoretic studies about critically reflective teacher education (CELANI, 2002, 2003; DEWEY, 1933/1997; FREIRE, 1998; JOHNSON; FREEMAN, 2001; SMYTH, 1993; ZEICHNER, 1987); on studies about critical pedagogy (CANAGARAJAH, 2005; PENNYCOOK, 1990); on studies about representations (JODELET, 2008; MOSCOVICI, 1961/1978; 2000/2003); on the proposals contained in the official documents as Parâmetros Curriculares Nacionais de Língua Estrangeira (BRASIL, 1998) and Currículo do Estado de São Paulo para a Disciplina Língua Estrangeira Moderna (SÃO PAULO, 2010). This research was conducted in a public school located on a large city of São Paulo s district and its participants were seven students of the English language discipline and the teacher-researcher. Questionnaire, an audio recording of one class and teacher-researcher reflective diaries were the instruments through which all the data was collected. The results show that the representations of the teacher-researcher before and after the practice of the English activities and the representations of the students during the practice of the English activities focusing on the behavioral aspects influenced the reflection of the students about their attitudes, as evidenced in their behaviors in the classroom. Regarding to the teacher, this has undergone transformation no change in the way they perceive student behavior which characterizes the reflective process was ongoing / Este trabalho é de natureza qualitativa (DENZIN & LINCOLN, 2005) e se caracteriza como um estudo de caso (CAMPORY, 2005; DUFF, 2008; JOHNSON, 1992; NUNAN, 1992; STAKE, 1995; 1998; YIN, 2005; 2009) que investiga em que medida a realização de atividades de ensino-aprendizagem de Inglês, com foco na temática comportamento, podem levar os alunos a refletirem sobre seus comportamentos. Para tanto, fundamenta-se teoricamente em estudos sobre formação crítica e reflexiva do professor (CELANI, 2002; 2003; DEWEY, 1933/1997; FREIRE, 1998; JOHNSON; FREEMAN, 2001; SMYTH, 1993; ZEICHNER, 1987); em estudos sobre a Pedagogia Crítica (CANAGARAJAH, 2005; PENNYCOOK, 1990); estudos sobre representações (JODELET, 2008; MOSCOVICI, 1961/1978; 2000/2003); nas propostas contidas nos Parâmetros Curriculares Nacionais de Língua Estrangeira (BRASIL, 1998); e no Currículo do Estado de São Paulo para a Disciplina Língua Estrangeira Moderna (SÃO PAULO, 2010). A pesquisa se desenvolve em uma escola da rede pública estadual localizada na periferia de um município da grande São Paulo. Seus participantes são sete alunos da disciplina de língua inglesa de uma sala de nono ano do Ensino Fundamental II e a professora-pesquisadora, docente da sala em questão. Os dados foram coletados por meio de questionário, audiogravação de uma aula e diários reflexivos da professora-pesquisadora. Os resultados obtidos mostram que as representações da professora-pesquisadora antes e depois da realização das atividades e dos alunos durante a realização das atividades com foco em aspectos comportamentais influenciaram a reflexão dos alunos acerca de suas atitudes, o que se manifestou a partir de seus comportamentos em sala de aula. Quanto à professora-pesquisadora, esta passou por transformações por meio de um intenso e contínuo processo reflexivo que vão ao encontro da tradição de ensino da sala de aula de língua inglesa

Made available in DSpace on 2016-04-28T20:37:37Z (GMT). No. of bitstreams: 1 Maria Adelina Franca.pdf: 1510440 bytes, checksum: a422af6449ede5278ff084aa8ecb87ff (MD5) Previous issue date: 2011-05-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The work herein presented comprises a study on the social representations of violence and the types of violence produced by different social sectors in the district of Itaquera in the city of São Paulo. The study was based on the Theory of Social Representations by Serge Moscovici. The concept of Human Security by Amatya Sen was used as an alternative to face the phenomenon of violence. Focal groups were used to provide the data. The main objective of the study was to identify possible differences in the social representations of violence and types of violence emerging from different social segments in the geographical area of the study and to investigate about possible interelations with the environment, social and historical context, as well as intersubjective aspects / A pesquisa ora apresentada examina as representações sociais de violência e tipos de violência vivenciados por diferentes segmentos sociais no distrito de Itaquera, no município de São Paulo. A metodologia científica foi baseada nos Grupos Focais, e o suporte teórico buscado na Teoria das Representações Sociais, segundo Serge Moscovici e ainda na conceituação de Segurança Humana, de acordo com Amartya Sen. O estudo objetivou verificar as possíveis diferenças existentes entre as representações sociais de violência e tipos de violência nos diferentes segmentos sociais da região geográfica do estudo e suas relações com o ambiente, contexto sócio-histórico e aspectos intersubjetivos

Este trabalho objetiva analisar representações e sentidos políticos acerca do Apartheid - regime de segregação racial da África do Sul entre os anos de 1948 a 1990 -, através de discursos, interpretações e imagens presentes em notícias impressas nas páginas da Revista Veja que circularam durante 1968 a 1985, período marcado por intensas mudanças político-culturais no Brasil sob regime civil-militar, em África recorrente aos processos de descolonização e independências, e em África do Sul pelos eventos decorrentes do emprego do regime do Apartheid. Nesse momento no Brasil, os meios de comunicação em massa, em especial a imprensa, foram fundamentais na construção e difusão de um repertório discursivo atuante na fabricação de um projeto de país. Veja, publicada a partir de 1968 pela Editora Abril, tornou-se um importante veículo de produção de informação no mercado editorial na década de 1970, difundindo em suas páginas temas relacionados aos universos da política, da economia e do social, em âmbito nacional e internacional. Deste modo, por meio da análise de seus materiais, pretende-se compreender de que forma este periódico interpretou os acontecimentos relacionados a política de segregação sul africana e entender qual o papel da veiculação dessas imagens na construção desse novo projeto de Brasil adotado pelos governos militares. / This work aims to analyze the representations and his political senses about Apartheid - South African racial segregation scheme between the years 1948 to 1990 - , through the speeches, interpretations and images present in printed news in the pages of Veja Magazine which circulated during 1968 to 1985 between the years 1948 to 1990, period marked by intense political-cultural changes in Brazil under the civil-military regime, in Africa recurrent to the processes of decolonization and independence, and in South Africa by the events resulting of the Apartheid regime. At this moment in Brazil, the mass media, in particular the press, were fundamental in the construction and diffusion of a discursive repertoire active in the manufacture of a country project. Veja, published since 1968 by Editora Abril, has become an important vehicle for producing information in the publishing market on 1970s, spreading on your pages themes related to the universes of politics, economy and social, at national and international levels. That way, through the analysis of its materials, it is intended to understand how does this newspaper interpreted the events related to South African segregation policy and understand the role of the placement of these images in construction of this new project in Brazil adopted by the military governments.

Made available in DSpace on 2016-07-27T14:18:35Z (GMT). No. of bitstreams: 1 CECILIA ARLENE MORAES.pdf: 2129477 bytes, checksum: 2abf757a77f99cc7ac504584b8a37e40 (MD5) Previous issue date: 2012-12-12 / The contemporary globalized world emphasizes socioeconomic disparities and paradoxes, backed by technological advances in information and communication, the evidence of high level of social inequality and ecological disasters that plague the world. To seek alternatives that can mitigate or eliminate the misery and poverty in the world, this thesis proposes in this direction, to try to understand the conceptual meaning of social technology. The aim of the study was to identify and analyze the social representations of subjects that reflect the relationship plural and historical homogeneity of social technology with the group, and in everyday communicative practices. Is based on social representations theory, conceived by Moscovici (1961/1978/2012), the Central Nucleus Theory proposed by Abric (1987, 1994, 2003a, 2003b), assisted by the models in this discussion Marxist theorists, pragmatists and constructivists, and, in view of the size psicossociotécnica. The work set up in two phases: descriptive documentary research and qualitative empirical research. The first refers to the identification of possible subjects related to programs of post-graduate studies in higher education institutions in Brazil, the portal of the Coordination of Improvement of Higher Education Personnel (CAPES) and the National Council for Scientific and Technological Development (CNPq). The second investigated the social representations of 83 subjects, teachers, researchers selected programs from post-graduate studies in all fields of knowledge on social technology. Treatment of multiple data was based on lexical analysis software (ALCESTE) Reinert (1990), analysis evocations (EVOC) Verger (1992), the centrality index of representational elements (INCEV) Verger (1992), and analysis of similarity (SIMI) Flament (1986). Social representations of Brazilian scientific community about the social technology reveal a web of relationships in the process of collective construction, carried out by the social actor in strategic decisions and production. The core features elements: social inclusion through solidarity network and ethics, knowledge appropriation by the social actor, quality of life, involvement and respect for the community and the environment, low cost and simplicity. The system is characterized by peripheral elements: social innovation, reaplicabilidade, sustainable human, social, economic (jobs and income), policy, and environmental, for effective social change. In the structural approach, the social representations, as set organized, hosting different transverse dimensions, among them psicossociotécnica dimension, as it refers to the awareness of the actors involved, innovative entrepreneurs aware of the universe sociotechnical, which corroborates the uniqueness of social technology. / O mundo contemporâneo globalizado ressalta assimetrias e paradoxos socioeconômicos, lastreados por avanços tecnológicos de informação e de comunicação, pelas evidências de elevado nível de desigualdades sociais e de desastres ecológicos que assolam o mundo. Buscam-se alternativas que possam mitigar ou eliminar a situação de miséria e de pobreza no mundo, esta tese propõe caminhar nessa direção, ao buscar compreender o significado conceitual da tecnologia social. O objetivo do estudo consistiu em identificar e analisar as representações sociais dos sujeitos que refletem a relação plural e histórica de homogeneidade da tecnologia social com o grupo, no cotidiano e nas práticas comunicativas. Funda-se na Teoria das Representações Sociais, concebida por Moscovici (1961/1978/2012), pela Teoria do Núcleo Central proposta por Abric (1987, 1994, 2003a, 2003b), coadjuvados nessa discussão pelos modelos teóricos marxistas, pragmatistas e construtivistas, e, na perspectiva da dimensão psicossociotécnica. O trabalho configurou-se em duas fases: pesquisa documental descritiva qualitativa e pesquisa empírica. A primeira refere-se à identificação de possíveis sujeitos vinculados a programas de pós-graduação stricto sensu de instituições de ensino superior no Brasil, no portal da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) e do Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq). A segunda investigou-se as representações sociais de 83 sujeitos, professores pesquisadores selecionados, oriundos de programas de pós-graduação stricto sensu, em todas as áreas do conhecimento, sobre tecnologia social. O tratamento múltiplo dos dados baseou-se nos softwares de análise lexical (ALCESTE) Reinert (1990), de análise de evocações (EVOC) Vèrger (1992), de índice de centralidade dos elementos representacionais (INCEV) Vèrger (1992), e de análise de similitude (SIMI) Flament (1986). As representações sociais da comunidade científica brasileira acerca da tecnologia social evidenciam uma teia de relações no processo da construção coletiva, protagonizada pelo ator social nas decisões estratégicas e de produção. O núcleo central apresenta os elementos: inclusão social por meio de rede solidária e ética, apropriação do conhecimento pelo ator social, qualidade de vida, envolvimento e respeito à comunidade e ao ambiente, baixo custo e simplicidade. O sistema periférico é marcado pelos elementos: inovação social, reaplicabilidade, sustentabilidade humana, social, econômica (trabalho e renda), política, e ambiental, para eficaz transformação social. Na abordagem estrutural, as representações sociais, como conjunto organizado, acolhem diferentes dimensões transversais, dentre elas a dimensão psicossociotécnica, pois se refere à consciência dos atores envolvidos, empreendedores inovadores conscientes, no universo sociotécnico, o que corrobora na singularidade da tecnologia social.