Submitted by Mariana Dornelles Vargas (marianadv) on 2015-03-17T13:57:24Z No. of bitstreams: 1 perfil_jovens.pdf: 1512313 bytes, checksum: 3af2882925ed653fc226169a3f6aea4a (MD5) / Made available in DSpace on 2015-03-17T13:57:24Z (GMT). No. of bitstreams: 1 perfil_jovens.pdf: 1512313 bytes, checksum: 3af2882925ed653fc226169a3f6aea4a (MD5) Previous issue date: 2011-05-31 / Nenhuma / A presença de jovens universitários - em condições de vulnerabilidade sócio-econômica, nas instituições privadas da educação superior tem sido, atualmente, oportunizada de maneira massiva no Brasil a partir da implementação de uma Política Pública – o ProUni – e que isso interfere na reconfiguração das individualidades destes atores sociais, bem como nas dinâmicas de suas sociabilidades. Portanto, o objetivo desta investigação é descrever, analisar, interpretar e discutir o perfil dos jovens universitários bolsistas do ProUni na UNISINOS. É uma pesquisa descritiva-interpretativa de natureza quanti-qualitativa de um estudo de caso da realidade da UNISINOS, com 1513 estudantes. O trabalho resulta na elaboração de um perfil destes bolsistas, onde é destacada a distribuição geográfica dos bolsistas ProUni; as características de gênero, etnia e deficiências; a composição e características de suas famílias; seus círculos sociais dentro e fora da UNISINOS; suas opiniões sobre o ProUni; suas estratégias acadêmicas para se manterem na universidade; as principais modificações em suas vidas; suas sociabilidades e, finalmente, suas considerações gerais. / The presence of university students - in terms of socio-economic vulnerability in the private institutions of higher education has been recently nurtured so massive in Brazil since the implementation of a Public Policy - ProUni - and that it interferes with the individuals reconfiguration of these social actors as well as the dynamics of their sociability. Therefore, the objective of this research is to describe, analyze, interpret and discuss the profile of young college fellows in ProUni UNISINOS. It is a descriptive and interpretive nature of a quantitative-qualitative case study of the reality of UNISINOS, with 1513 students. The work results in development of a profile of these scholars, which is highlighted the geographical distribution of scholars ProUni, the characteristics of gender, ethnicity and disabilities, the composition and characteristics of their families, their social circles within and outside the UNISINOS; their opinions on the ProUni; academic strategies to remain at the university, the major changes in their lives; their sociability and, finally, their general considerations.

Children with language impairment (LI) often demonstrate difficulties in social communication. The purpose of this pilot study was to examine the quantity and quality of the social interactions of children with LI and their typical peers through an analysis of the social networks or circles of each child. Eight children with LI as well as eight children with typically developing language and their parents were interviewed. Children's social networks were organized by social circles to effectively paint a picture of each child's social communication (Blackstone & Hunt Berg, 2003). Children with LI were found to have overall fewer contacts in their social circles than children with typical language; they also interacted with fewer peers than did children with typical language. The children with LI interacted with more adults who were paid or obligated to interact with them than did their typical peers. Information about the nature of social interactions of children with LI as well as those of children with typical language was obtained from parent interviews. Qualitative observations from the parent interviews demonstrated that the Internet was not used as a significant mode of communication for children in this age group, although the children who used it to communicate were all from the Typical group. Most parents reported that children spent the most time and talked the most with immediate family members. A greater number of parents of children with LI than parents of children with typical language skills reported their children to have people they would like to talk to but did not. Parents of children with LI also reported their children to use fewer topics in conversation than were reported by parents of their typical peers. With few exceptions, parents of children in both groups reported that their children talked mostly about concrete rather than abstract topics. More parents of children with LI than those with typical language indicated that their children had topics they would like to talk about but did not or lacked the ability to do so.

Children with language impairment (LI) often exhibit social difficulties along with language issues that can affect their friendships with peers. This study sought to identify the self-reported social networks of children with LI and compare them to the self-reported social networks of children with typical language development. Sixteen children with LI (9 girls and 7 boys) between the ages of 5-11 years, and sixteen children with typical language development matched for age and gender were studied. Children were asked to name interactants in four social circles (Blackstone & Hunt Berg, 2003): family, friends, acquaintances, and paid interactants. A parent also completed a shortened version of this questionnaire. Additionally, children completed an informal picture task (Fujiki, Brinton, & Todd, 1996) to determine the number of peers they interacted with in various activities (e.g., eating lunch at school). The number of family and close friends named by children in each group did not significantly differ. Children with typical language skills did name more interactional partners who were considered to be casual peer acquaintances and paid interactants than did the children with LI. Parent and child responses differed on several of the comparisons. The groups also differed on the number of peers named on the picture task activity, replicating previous results.

<p>The study takes its point of departure in the notions of life story, narrativity and context. It is based on extensive life story interviews with well-educated professionals in Poland – academics, teachers, managers, physicians, artists – during the period of transformation (or transition) from ”real socialism” to democracy and a market economy. The aim is to analyse the multilayered process of constructing a personal identity, as the narrators interweave stories about their lives with images of history and society. The central approach is narrative analysis, focusing on the interview interaction as well as the wider cultural, societal and political context in which the self-presentation takes place, and which it simultaneously creates. Concepts of cultural and paradigmatic narratives are combined with a gender perspective and selected terms from Pierre Bourdieus theory of practice. The narrators’ life experiences are shaped and evaluated in an implicit dialogue with cultural narratives of ideal biographies, professional careers, gender roles and family models in Poland during socialism and the transformation. In family background stories, the ancestors’ gendered biographies are depicted in relation to the underlying paradigm of the romantic-patriotic tradition. In childhood stories, the evaluation models used are psychological, social and based on political correctedness. The interviewees often shape their nostalgic, bitter and ambivalent memories against a background of the power relations between the family and the state, using nostalgia, dark rhetorics and a well-established genre of coping strategies during the socialism. In narratives about formal school-education during the socialist period, two paradigms are seen as highly incongruous: the intellectual-elitistic tradition and the socialistic citizen-schooling. Also stories of being a part of both formal and oppositional organisations and networks are told. In narratives about careers and working life, the pride in doing a good work is prevalent, but the narrators also depict complications in the professional paradigm due to the proliferation of politicised and informal power relations; en influence still lasting during the transformation period. The troubled issues of legitimacy, status and economy are discussed. In stories about close relationships, there is an underlying paradigm of love, marrital happiness and being a good parent, even though the stories follow a variety of plots. The evaluations become complex and sometimes contradictory. By presenting their life-experience in a proud, ambivalent, defensive or ironic way, the narrators reproduce, deconstruct and challenge the dominant cultural narratives, shaping their unique personal paradigms.</p>

The study takes its point of departure in the notions of life story, narrativity and context. It is based on extensive life story interviews with well-educated professionals in Poland – academics, teachers, managers, physicians, artists – during the period of transformation (or transition) from ”real socialism” to democracy and a market economy. The aim is to analyse the multilayered process of constructing a personal identity, as the narrators interweave stories about their lives with images of history and society. The central approach is narrative analysis, focusing on the interview interaction as well as the wider cultural, societal and political context in which the self-presentation takes place, and which it simultaneously creates. Concepts of cultural and paradigmatic narratives are combined with a gender perspective and selected terms from Pierre Bourdieus theory of practice. The narrators’ life experiences are shaped and evaluated in an implicit dialogue with cultural narratives of ideal biographies, professional careers, gender roles and family models in Poland during socialism and the transformation. In family background stories, the ancestors’ gendered biographies are depicted in relation to the underlying paradigm of the romantic-patriotic tradition. In childhood stories, the evaluation models used are psychological, social and based on political correctedness. The interviewees often shape their nostalgic, bitter and ambivalent memories against a background of the power relations between the family and the state, using nostalgia, dark rhetorics and a well-established genre of coping strategies during the socialism. In narratives about formal school-education during the socialist period, two paradigms are seen as highly incongruous: the intellectual-elitistic tradition and the socialistic citizen-schooling. Also stories of being a part of both formal and oppositional organisations and networks are told. In narratives about careers and working life, the pride in doing a good work is prevalent, but the narrators also depict complications in the professional paradigm due to the proliferation of politicised and informal power relations; en influence still lasting during the transformation period. The troubled issues of legitimacy, status and economy are discussed. In stories about close relationships, there is an underlying paradigm of love, marrital happiness and being a good parent, even though the stories follow a variety of plots. The evaluations become complex and sometimes contradictory. By presenting their life-experience in a proud, ambivalent, defensive or ironic way, the narrators reproduce, deconstruct and challenge the dominant cultural narratives, shaping their unique personal paradigms.

Dans ce mémoire, nous avons comme objectif de comprendre l’expérience des individus s’identifiant à l’identité de genre non-binaire au travers d’une perspective sociologique, constructiviste et interactionniste. Nous positionnons la non-binarité de genre à l’intérieur du système de genre binaire, pour ensuite mieux comprendre la réalité de ces individus à l’aide de la littérature. Cette recherche met en relation les concepts de « présentation de soi » et de « soutien social » afin de parvenir à atteindre sa visée. Ce travail qualitatif mobilise six entretiens semi-dirigés avec des personnes s’auto-identifiant comme non-binaires dans le genre. Une analyse de cette problématique révèle cinq thèmes utiles pour comprendre l’expérience des personnes non-binaires. Les résultats montrent que l’identité de genre se construit à travers un processus d’identification inévitablement affecté par les normes binaires, fondé sur le soutien informationnel et la présence de représentation sociale. Cette identification permet de répondre à un questionnement généralement présent depuis l’enfance et est construite à travers une opposition entre une intériorisation du système de genre binaire et un désir de le critiquer. On retrouve aussi des variations individuelles dans la présentation de soi, au niveau du langage et du corps, malgré une norme d’androgynie associée à la non-binarité de genre. Une présentation de soi plaisant à l’individu est liée à un sentiment de bien-être et aurait un impact sur sa relation au monde. Elle est, en fait, influencée par le degré de soutien perçu et comporte divers objectifs, l’identité restant toujours intrinsèquement politique malgré cela. De plus, le niveau de soutien social perçu varie selon les divers cercles sociaux, influençant alors la proximité et le confort au sein des relations. L’éducation et la sensibilisation envers la non-binarité de genre sont finalement décrites comme pertinentes pour combler un manque de compréhension général sur cette identité, influençant l’expérience des personnes de genre non-binaire. / In this master thesis, we aim to understand the experience of individuals who identify with non-binary gender identity through a sociological, constructivist and interactionist perspective. We position non-binary gender identity inside the binary gender system, thus to better understand the reality of these individuals with the use of the literature. This research links the concepts of "self-presentation" and "social support" in order to reach its goal. This qualitative work mobilizes six semi-directed interviews with people who self-identify as gender non-binary. An analysis of this issue reveals five main themes useful to understand the experience of non-binary people. The results show that gender identity is constructed through an identification process inevitably affected by binary gender norms, based on informational support and the presence of social representation. This identification makes it possible to answer a questioning generally present since childhood and is constructed through an opposition between an internalization of the binary gender system and a desire to criticize it. There are also individual variations in self-presentation, in terms of language and embodiment, despite a norm of androgyny associated with gender non-binarity. A self-presentation that is pleasant to the individual is linked to a feeling of well-being and would have an impact on one's relationship to the world. It is, in fact, influenced by the degree of perceived support and has a variety of objectives, this identity always being intrinsically political. In addition, the level of perceived social support varies across social circles, thus influencing proximity and comfort in relationships. Education and awareness of gender non-binarity are ultimately described as relevant to filling a gap in the general understanding of this identity, influencing the experience of non-binary people.