Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2018-11-22T12:39:21Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Marcio Ricardo Ferla.pdf: 2009946 bytes, checksum: b026389c6df4ffa638dd07213c6a1b64 (MD5) / Made available in DSpace on 2018-11-22T12:39:21Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Marcio Ricardo Ferla.pdf: 2009946 bytes, checksum: b026389c6df4ffa638dd07213c6a1b64 (MD5) Previous issue date: 2018-09-28 / Esta dissertação problematiza como o campo da Educação Ambiental (EA) compõe práticas territoriais (territorialidades da EA) nas unidades federais de conservação da natureza (UCs). Para tanto, foi tecida uma trama conceitual considerando o campo como um espaço social composto por agentes e configurações normativas de diversas ordens e a territorialidade como uma expressão de poder que media relações entre a sociedade e o Estado por meio do controle do espaço geográfico; as macrotendências políticas pedagógicas da EA (corrente conservacionista, pragmática ou crítica) foram concebidas como propensões a distinguirem concepções de territórios de conservação da natureza. Elegeu-se o Instituto Chico Mendes de Conservação da Biodiversidade (ICMBio) como o agente indicador das tensões e disputas inerentes à produção dos territórios das UCs. Em termos operacionais realizou-se um diagnóstico quali-quantitativo com 254 UCs, contemplando questões sobre o desenvolvimento de ações de EA, suas formas e conteúdo. Os dados foram sistematizados por meio de diversas técnicas de informação visual (gráficos, tabelas, cartogramas e nuvens de palavras). Em uma singela genealogia das políticas públicas brasileiras de EA foi percebida a existência de concepções político-pedagógicas distintas disputando a hegemonia do campo, com uma tendência de dominação de um viés pragmático, isto é, adequação do uso dos recursos naturais conforme as exigências do mercado capitalista. Contudo, na análise das práticas territoriais das UCs (enfoque multi-escalar dos territórios e do campo) os resultados são distintos do cenário nacional, por exemplo, no conjunto das UCs não há uma posição política pedagógica hegemônica. Já considerando os grupos de manejo e as distintas categorias de UCs normatizadas pelo Sistema Nacional de Unidades de Conservação (SNUC) (BRASIL, LEI 9.985/2000), ou seja, as formas de gestão do território pré-concebidas, constatou-se a predominância de ações com características relacionadas à corrente conservacionista da EA no grupo de Proteção Integral dos recursos naturais, com destaque para as categorias: Estação Ecológica e Reserva Biológica. No grupo de Uso Sustentável dos recursos naturais predominou as práticas de EA balizadas por uma concepção pedagógica crítica, pois é indicada uma ampla gama de agentes decidindo sobre os usos dos territórios e nuances de processos educacionais dialógicos entre servidores do ICMBio e as comunidades que constituem as UCs; são protagonistas da EA crítica as Reservas Extrativistas (RESEXS) e uma Reserva de Desenvolvimento Sustentável (RDS). Dessa forma, compreende-se que o campo da EA compõe as práticas territoriais nas UCs analisadas com distintas formas de regulação dos recursos naturais, a depender dos tipos de UCs. Quanto ao agente ICMBio, independente do grupo ou categoria de UCs, verificou-se uma diretriz institucional para a promoção de uma EA Crítica. Na espacialização do campo da EA demostrouse que diferentes formas de territorialização do Estado representadas em categorias de manejo, resultam em diferentes concepções político-pedagógicas no desenvolvimento de ações de EA enquanto constitutivas das territorialidades praticadas nas UCs. / This dissertation problematizes how the field of Environmental Education (EA) composes territorial practices (territorialities of EA) in federal units of nature conservation (UCs). For this, a conceptual framework was developed considering the field as a social space composed of agents and normative configurations of several orders and the territoriality as an expression of power that mediates the relationship between society and the State through the control of the geographic space; the pedagogical political macro trends of EA (conservationist, pragmatic or critical) were conceived as propensities to distinguish conceptions of conservation of nature territories. The Instituto Chico Mendes de Conservação da Biodiversidade (ICMBio) was elected as the indicator agent of the tensions and disputes inherent in the formation of the territories of the UCs. In operational terms, a qualitative and quantitative diagnosis was performed with 254 UCs, contemplating questions about the development of EA actions, their means and content. The data were systematized through various visual techniques (graphs, tables, cartograms and tag clouds). In a simple genealogy of the Brazilian public policies of EA was perceived the existence of distinct political-pedagogical concepts disputing the supremacy of the field, with a tendency of domination of a pragmatic bias, adequacy of the use of the natural resources according to the demands of the capitalist market. However, in the analysis of territorial practices of UCs (multi-scalar approach of the field and territories) the results are different from the national scene, for example, in the UCs there is no hegemonic pedagogical political position. Already considering the management groups and the different categories of UCs regulated by the Sistema Nacional de Unidades de Conservação (SNUC) (BRASIL, LEI 9.985 / 2000), that is, the preconceived means of land management, it was verified the predominance of actions with conservationism characteristics related to EA in the Integral Protection group of natural resources, with emphasis on the categories: Ecological Station and Biological Reserve. In the group of Sustainable Use of Natural Resources, EA practices prevailed by a critical pedagogical conception, since a wide range of agents are indicated, deciding on the uses of the territories and nuances of dialogical educational processes between ICMBio staff and the communities that constitute the UCs; are critical protagonists of EA the Reservas Extrativistas (RESEXS) and a Reserva de Desenvolvimento Sustentável (RDS). Thus, it is understood that the EA’s field composes the territorial practices in the analyzed UCs with different forms of regulation of natural resources, depending on the types of UCs. Regarding the ICMBio’s agent, regardless of the group or category of UCs, an institutional guideline for the promotion of a critic EA was validated. In the specialization of the EA’s field, it has been shown that different forms of territorialities of the State represented in management categories, resulting in different political-pedagogical conceptions in the development of EA actions as constitutive of territorialities practiced in UCs.

Made available in DSpace on 2016-04-25T20:23:01Z (GMT). No. of bitstreams: 1 Luciana Santos Silva.pdf: 436608 bytes, checksum: 89bf40cfdba33c8e30de822871f54099 (MD5) Previous issue date: 2009-12-03 / This work analyzed the gender in the argumentation on the constitutionality of the "Maria da Penha Law", identifying the extension to the legal field of symbolic dispute Gender of the social field. We used the definition of gender as a social construction of male and female, in which the patriarchy puts one in hegemonic position. Thus, the legal field is split into two streams: one that claims to be the "Maria da Penha Law" unconstitutional, endorsing male domination, and another, that to realize that the constitutionality of this law in its work on overcoming the asymmetries of relations patriarchal Gender. Although the dialogue between the legal and social field it is clear that there is real factors of power for maintaining the patriarchal order, in the legal field has proved open to social realization of equality between men and women / A presente dissertação analisou as manifestações de Gênero no debate sobre a constitucionalidade da Lei Maria da Penha , identificando a extensão para o campo jurídico da disputa simbólica de Gênero do campo social. Para tanto, utilizou-se a definição de Gênero como construção social do masculino e feminino, no qual o patriarcalismo põe aquele em posição hegemônica. Assim, o campo jurídico é cindido por duas correntes: uma que entende ser a Lei Maria da Penha inconstitucional, referendando a dominação masculina, e, outra, que ao perceber que constitucionalidade da referida Lei atua em prol da superação das assimetrias das relações patriarcais de Gênero. Embora esse diálogo entre o campo jurídico e o campo social evidencie que ainda há fatores reais de poder pela manutenção da ordem patriarcal, no campo jurídico se mostrou aberto à efetivação da isonomia social entre homens e mulheres

Made available in DSpace on 2016-04-26T14:57:55Z (GMT). No. of bitstreams: 1 Luciana Santos Silva.pdf: 436608 bytes, checksum: 89bf40cfdba33c8e30de822871f54099 (MD5) Previous issue date: 2009-12-03 / This work analyzed the gender in the argumentation on the constitutionality of the "Maria da Penha Law", identifying the extension to the legal field of symbolic dispute Gender of the social field. We used the definition of gender as a social construction of male and female, in which the patriarchy puts one in hegemonic position. Thus, the legal field is split into two streams: one that claims to be the "Maria da Penha Law" unconstitutional, endorsing male domination, and another, that to realize that the constitutionality of this law in its work on overcoming the asymmetries of relations patriarchal Gender. Although the dialogue between the legal and social field it is clear that there is real factors of power for maintaining the patriarchal order, in the legal field has proved open to social realization of equality between men and women / A presente dissertação analisou as manifestações de Gênero no debate sobre a constitucionalidade da Lei Maria da Penha , identificando a extensão para o campo jurídico da disputa simbólica de Gênero do campo social. Para tanto, utilizou-se a definição de Gênero como construção social do masculino e feminino, no qual o patriarcalismo põe aquele em posição hegemônica. Assim, o campo jurídico é cindido por duas correntes: uma que entende ser a Lei Maria da Penha inconstitucional, referendando a dominação masculina, e, outra, que ao perceber que constitucionalidade da referida Lei atua em prol da superação das assimetrias das relações patriarcais de Gênero. Embora esse diálogo entre o campo jurídico e o campo social evidencie que ainda há fatores reais de poder pela manutenção da ordem patriarcal, no campo jurídico se mostrou aberto à efetivação da isonomia social entre homens e mulheres

全球化的移民浪潮湧現，各國紛紛透過放鬆移民限制吸引白領移民前往投資和長期居住，展開對擁有資金和技術的白領移民之跨國爭奪，而活躍於全球市場的台商即為其中之一。另外在台商研究之中，從經濟面向研究者眾多，但台商的跨國生活與社會形態目前仍較少有學者關注，而對於台商為經營跨國生活的身份選擇考量，相關研究仍屬有限。有鑒於此，作者乃以上海市台商為研究案例，從跨國主義的移民研究所提出的核心分析概念「跨國社會場域」出發，整理傳統移民研究中的人員遷移因素，歸納出四種流動能力的要素，並結合公民身份理論，說明台商的流動能力如何影響其在移居國的身份選擇考量。具體而言，根據作者初步調查發現，由個人能力、跨國網絡、全球觀所構成的流動能力，在穿越國家所設下的跨界障礙後，能夠持續形成跨國社會場域，而台商為了要能夠維持其所賴以為生的跨國社會場域，來加以考量是否要選擇中國大陸的成員身份或者是公民身份。如果台商的個人能力較弱、跨國網絡缺乏、經濟發展為主的全球觀，較傾向於會考慮選擇中國大陸的成員身份或者是公民身份來強化既有的跨國社會場域經營；反之則否。

Nomads of Educational System Multiple Case Study of School Mobility of Pupils Jan Vyhnálek Abstract The thesis explores school mobility - "students making nonpromotional school changes" (Rumberger, 2003), in the Czech Republic through qualitative multiple case study. It begins with a review of the most significant empirical studies in school mobility (1991-2016), highlighting a gap in research into the causes and processes of pupils' transitions and the need for qualitative research. To contribute to filling this gap, two cases of transfers following the transition from primary to lower secondary school and one case of attempts to integrate a child with cerebral palsy into mainstream schooling were explored as a "social and relational construction" (Zamora & Moforte, 2013, p. 59). The core of the thesis is an analysis of data based on in-depth, semi-structured interviews conducted with parents, pupils, teachers, school principals and external experts, field notes and documents providing three analytical narrations of these transitions. Rich use of data segments allows naturalistic generalisation. The analysis features the role of communication between school and family, the role of engaged parents, school tracking, school climate, social stigmatization of pupils and families, and stress on academic outcomes...

The dissertation is about Rudolf Slánský, an important figure in the history of the Communist Party of Czechoslovakia. The first part of the text is based on a reconstruction of Slánský's political activities. It looks at his leaning towards left-wing ideas when he became interested in social democracy at the beginning of the 1920s and subsequently became a member of the Czechoslovak Communist Party where he was involved in the internal struggles of that time. An important part of the text consists of Slánský's activities as regional secretary in Moravská Ostrava. Two basic camps clashed in the Ostrava region (although the disputes were more of a personal nature than ideological) and in Slánský's subsequent rise (he became regional secretary) the efforts of the Prague Communist Party leadership to calm the situation and to put a "compromise" candidate in charge (or one that was not personally involved in either of the camps) can partly be seen. By transferring him, the aim of the Prague leadership was to "calm down/bring into line" the young radical, but also eventually to give him the opportunity (in an important region) to show his abilities (especially his organisational abilities). Upon his return from Ostrava, Rudolf Slánský began to get involved in the power struggles within the Communist...

Employable humanists. A qualitative study on humanist students' views on employability. The crisis of the humanities is a controversial debate in the media and within academic settings. Because of lack of request for humanists in the labor market, the question of humanistic skills and employability is becoming increasingly important. The concept of employability importance not only echoes within the economic discussions, but also on everyday agenda in the academic world and takes a large part in the communication between the university and the students. It is therefore important to get answers to the question whether there is conformity in the interpretation of this concept between the university and the students. The aim of this desk study is to examine how the concept of employability has its significance in the academic communication and how the responsibility for employability is portrayed. This is done by studying how the concept of employability is formed and how the responsibilities outlined in texts from Career Center at the University of Umeå, and by comparing study results with the students' perceptions of the concept of employability and responsibility. The study has a qualitative disposition and consists of two main methods: qualitative interviews with focus groups to explore students' views, and critical linguistic analysis of texts with a focus on metaphor analysis and syntax analysis which are also supplemented by the multimodal text analysis. Results of this study indicate that the concept of employability takes a central part of the university’s communication. There are many common starting points in the interpretation of the concept and the responsibility between the university and students. Both the Career Center at Umeå University and students believe that actual knowledge, skills, experience as well as network forms the meaning of the concept of employability, and has a big importance in the student’s position on the job market. However, because the students look at the use of the concept of employability in the texts as acceptance to the social ideological perception of the individual as objects, there is some criticism of the use of the term employability in the university’s communications.