Made available in DSpace on 2016-04-28T18:22:15Z (GMT). No. of bitstreams: 1 Regina Braz da Silva Santos Rocha.pdf: 55319124 bytes, checksum: 868494e5cdac11df81588eec1b5d036a (MD5) Previous issue date: 2010-10-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work discusses the teaching of the production of argumentative texts in a didactic collection of Portuguese intended for high school and demonstrates how the teaching of linguistic and discursive resources is essential for the appropriation of social practices in which writing is inherently argumentative. For this, we chose as the object of study the collection Português: Linguagens, of which three didactic activities of argumentative text production were selected to constitute the corpus of research. Our purpose is to show how the book teaches to produce argumentative texts written in this didactic collection and propose a possibility of theoretical and methodological proposal for teaching argumentative writing, in a perspective enunciative and discursive, adopting as a starting point the analysis. We asked what is the purpose linguistic and discursive offered by the authors to teach the student to produce argumentative texts written and how the proposed written production is organized in the collection, in order to show the contents of the language taken as teaching objects, comparing the proposed prescribed the teacher's manual and the proposal implemented in didactic activities. In this condition, this study reconstructs the tradition of the written production, pointing to the historical trajectory of learning paradigms and the use de didactic books, since the nineteenth century until the rise of the concept of genrer from the 1990s. Interlink this historical overview with the complexity in which the high school was established in Brazilian education, to discuss the specifics of this segment with regard to the teaching of argumentative writing. From the description of the teaching proposal for the production of argumentative texts of Português: Linguagens, indicate which theoretical meanings are called, articulating with the description and analysis of didactic activities, refers to graphic design and organization of the chapter. For this, the theoretical foundations of our research are the concepts of interaction, utterance and speech genres, as the bakhtinian conceptions. The analysis clarifies that the collection uses the concept of speech genres as a synonym of textual typology and textual genre. The treatment given to the texts echoes the tradition of producing the composition, established in the nineteenth century, bringing the voices of Aristotelian rhetoric and the New Rhetoric. The following questions does not allow the student to experience the social practices of the argumentative writing. From the analysis, we suggest another possibility of didactic proposal for the texts taken as teaching units in each didactic activity, reconstructing the discursive chain in which they are immersed, as utterances which are materialized in accordance with constraints of the speech genres. This view has recovered initiated dialogues, as well as linguistic and discursive resources used. This didactic suggestion shows that the didactic study of texts, considering their materiality verbal, visual or verbal visual, linking procedures of reading and interpretation with the knowledge necessary for the production of argumentative texts, enabling the study of language in a utterance´s totality, could be taken by the student for the construction of meaning, marking its point of view / Este trabalho discute o ensino de produção de textos argumentativos em uma coleção didática de língua portuguesa destinada ao ensino médio e demonstra como o ensino dos recursos linguístico-discursivos é essencial para a apropriação das práticas sociais em que a escrita argumentativa é inerente. Para isso, escolhemos como objeto de estudo a coleção Português: Linguagens, da qual selecionamos três atividades didáticas de produção escrita de textos argumentativos para constituir o corpus de pesquisa. O nosso objetivo é mostrar como se ensina a produzir textos argumentativos escritos nesta obra didática e propor uma possibilidade de encaminhamento teórico-metodológico para o ensino da escrita argumentativa, em uma perspectiva enunciativo-discursiva, adotando como ponto de partida a análise realizada. Questionamos qual é o encaminhamento linguístico-discursivo oferecido pelos autores para levar o aluno à produção de textos argumentativos e como a proposta de produção escrita é organizada na coleção, com a finalidade de mostrar os conteúdos da língua tomados como objetos de ensino, comparando a proposta prescrita pelo manual do professor e a proposta concretizada nas atividades didáticas. Nessa condição, este estudo reconstrói a tradição referente à produção escrita, apontando a trajetória histórica dos paradigmas de ensino instaurados, bem como a utilização de livros didáticos, desde o século XIX até a ascensão do conceito de gênero a partir da década de 1990. Interligamos esse panorama histórico com a complexidade em que o ensino médio foi instituído na educação brasileira, para discutir as especificidades desse segmento no que se refere ao ensino da escrita argumentativa. Partindo da descrição da proposta de ensino de produção de textos argumentativos da coleção Português: Linguagens, apontamos quais acepções teóricas são convocadas, articulando com a descrição e análise das atividades didáticas, quanto ao seu projeto gráfico e à organização do capítulo. Para isso, fundamentamos a pesquisa nos conceitos de interação, enunciado concreto e gênero do discurso, conforme as concepções bakhtinianas. A análise esclarece que a coleção utiliza o conceito de gêneros do discurso como sinônimo de tipologia textual e de gênero textual. O tratamento conferido aos textos ressoa a tradição da produção da composição, instaurada no século XIX, trazendo as vozes da retórica aristotélica e da Nova Retórica. A sequência de questões não possibilita que o aluno vivencie as práticas sociais de escrita argumentativa. A partir da análise, propomos outra possibilidade de encaminhamento teórico-metodológico para os textos tomados como unidades de ensino em cada atividade didática, reconstituindo a cadeia discursiva em que estão imersos, como enunciados que se materializaram de acordo com as coerções do gênero do discurso. Esse ponto de vista recuperou os diálogos instaurados, bem como os recursos linguístico-discursivos utilizados. Essa sugestão didática mostra que o estudo didático dos textos, considerando sua materialidade verbal, visual ou verbo-visual, interliga procedimentos de leitura e interpretação com os conhecimentos necessários para a produção de textos argumentativos, possibilitando que a língua seja estudada na totalidade do enunciado, podendo ser adotada pelo aluno para a construção de sentidos, marcando seu ponto de vista

Made available in DSpace on 2016-04-29T14:23:53Z (GMT). No. of bitstreams: 1 Ana Carolina Rocha Vaz.pdf: 691245 bytes, checksum: 0fd6901a116520cf58e82d6d007d39d3 (MD5) Previous issue date: 2010-03-19 / The aim of this project is to identify and analyze the impacts of mobile telephone use in society. It was observed that use of this device can strengthen relationships through the exchange of information between users by means of photos, videos, text messages and phone calls. The mobile phone has proven to be a key element in ubiquitous computing and what differentiates it from other mobile devices is the fact that it can combine a number of features in one super-portable piece of equipment. Mobile phones are an efficient tool for coordinating activities. The possibility of rescheduling commitments in real-time, during breaks between one activity and another, can transform the experience of time according to researchers. The addition of localization systems to this device allowed new methods of appropriating physical space, especially in urban centers. The consequences of being available any time, any place, were also discussed. There are two movements going in opposite direction: although we have our entire social network available, at the same time, we become more vulnerable to those who wish to find us. This study is the result of reading the work of authors who analyzed the social changes occurring due to the advances in the development of smart technologies such as Pierre Levy and Manuel Castells. The issue of the impact caused by the use of mobile phones was discussed based on the research by Lucia Santaella, André Lemos, Adriana Souza e Silva, Richard Ling and Howard Rheingold / Este trabalho tem por objetivo apontar e analisar os impactos do uso do telefone celular na vida em sociedade. Observou-se que o uso desse aparelho pode fortalecer relacionamentos através da troca de informações entre os usuários por meio de fotos, vídeos, mensagens de texto e chamadas de voz. O celular mostrou ser o elemento central da computação ubíqua e o que o diferencia dos outros dispositivos móveis é o fato de poder reunir uma série de recursos dentro de um equipamento superportátil. O telefone móvel é uma ferramenta eficiente para a coordenação de atividades e a possibilidade de reagendamento de compromissos em tempo real, nos intervalos entre uma atividade e outra, pode transformar a experiência do tempo, segundo estudiosos da área. A inserção de sistemas de localização nesse dispositivo permitiu novas formas de apropriação do espaço físico, sobretudo nos centros urbanos. As conseqüências de se estar acessível o tempo todo, de qualquer lugar, também foram discutidas. Há dois movimentos ocorrendo em sentidos opostos: ao mesmo tempo em que temos ao nosso alcance nossa rede de contatos, também ficamos vulneráveis para quem quiser nos encontrar. Essa pesquisa é resultado da leitura do trabalho de autores que analisam as mudanças sociais que ocorreram com o avanço no desenvolvimento das tecnologias da inteligência, como Pierre Levy e Manuel Castells. A questão do impacto do uso do telefone celular foi discutida a partir de pesquisas de Lucia Santaella, André Lemos, Adriana Souza e Silva, Richard Ling e Howard Rheingold

Made available in DSpace on 2016-04-26T14:55:40Z (GMT). No. of bitstreams: 1 Jose Francisco Greco Martins.pdf: 3777368 bytes, checksum: 2e84278c0946fce6f6cb13dfbebd31d6 (MD5) Previous issue date: 2015-09-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present research problematizes the social practices and representations within the social space of the favela (slum) Jardim Maria Virgínia (JMV) in the years of 1999 and 2011/12. The area is located in the southern outskirts of the city of São Paulo, in the Campo Limpo district. The research was carried out through a qualitative approach. Besides the usual methods, photographic images were used as a research resource. In 1999, local people were facing a threat of eviction, which was photographed by then. At that time, some inhabitants were interviewed. Returning to the slum in 2011/12, it was investigated what had changed and what had remained steady concerning the social practices and representations experimented by the dwellers in 1999. Through an approach based on the presuppositions of the disruption of politics, the thesis development has revealed the settings of contrasts and continuities between the two moments which are distant in time, as well as it has shown an unstable, provisory and unfinished everyday life, characterized by violence, fear and silence, and whose synthesis is inscribed within the logic of incompleteness / O presente estudo problematiza as práticas e representações sociais no espaço social da favela Jardim Maria Virgínia (JMV), localizada no bairro do Campo Limpo, periferia da zona sul da cidade de São Paulo, em 1999 e 2011/12. Trata-se de uma pesquisa de ordem qualitativa que, além dos recursos metodológicos clássicos, empregou a imagem fotográfica como instrumento de pesquisa. Em 1999, a favela enfrentava o momento do perigo do despejo, o qual foi fotografado, e os moradores entrevistados. Ao retornar à favela em 2011/12, buscou-se verificar o que mudou ou se manteve constante nas práticas e representações sociais experimentadas por seus moradores em 1999. Com uma abordagem sustentada nos pressupostos do desmanche da política, o desenvolvimento da tese revelou a tessitura dos contrastes e continuidades entre os dois momentos distantes no tempo, assim como demonstrou um cotidiano instável, provisório e inacabado, revestido pela violência, medo e silêncio, cuja síntese inscreveu-se na lógica da incompletude

This study examines English language teaching practices at a public secondary school in Korea. The study documents teaching practices and participation and interaction in class, within the context of the National Curriculum for English Education. Classroom practices, the Curriculum and the textbook used by the teacher are analysed from the perspective of language as a meaning-making resource and language learning as learning how to mean. An ethnographic research approach to data collection and analysis has been employed. Classes were video-recorded and transcribed in order to describe English language use. This took place in two stages. In the first stage the teacher’s normal English lessons based on a textbook were documented. In the second, intervention stage, the teacher and researcher planned and implemented text-based lessons with the same class. The analysis of the Curriculum, the textbook and English use in normal classes reveals a theory of language and language teaching based on learning traditional grammar and memorization of words and phrases. The intervention lessons offered alternative opportunities for students to share meanings in English. The evidence from this study has provided insights into the social practices and discourses in an English as a foreign language secondary school class. The analysis shows discourse changes depending on the type of texts used. The use of authentic texts offered students opportunities for making meanings in context. This has implications for teaching English in Korea, particularly given the National Curriculum’s aim to develop communication skills in English. The study proposes further research into the application of text-based and content-based teaching to develop learners’ meaning-making in English. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1317189 / Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2007

This thesis focuses on the architectural production of Red Vienna in 1920s to examine the bourgeois conception of social housing program in a governmental socialist understanding of housing. Having a structural transformation through the First World War, Vienna became the enclave of Socialist Democrat Party and thereafter underwent radical housing and cultural transformative programs. Within these programs, it was intended to give the working-class the accurate social position by means of provided accessibility to their own private and public spheres. Among a wide range of housing examples built during the governance of the party, Karl Marx Hof, one of the largest projects, has been chosen to examine the reflections of bourgeois conception of culture. Based on the contradictory discourse and practices in political, architectural and cultural realms, the aim of the research is to redefine the privacy of the dwellings and the public qualities of the common spaces and thereafter to situate the proletarian housing in relation to bourgeois spatial values within the history of domestic space in Vienna.

La notion de patrimoine, autrefois rattachée à des concepts comme l’art et le monument, semble depuis ces dernières années s’émanciper de ses traditionnelles formes matérielles pour inclure de plus en plus de manifestations intangibles. Certains auteurs (Smith 2005; Graham, Ashworth et Turnbridge 2000) ayant voulu repenser la définition de cette notion ont même proposé de concevoir le patrimoine comme un processus culturel actif, produit de son environnement et constitué principalement d’actions comme la remémoration, la transmission de mémoire et de connaissances, la création identitaire et la cohésion sociale, s’effectuant au présent et étant constamment réactualisées. Ce mémoire propose l’exercice théorique d’appliquer cette nouvelle conception performative du patrimoine en général à l’étude du rôle que tiennent les vestiges industriels, type de patrimoine souvent laissé pour compte, dans la société montréalaise. L’adoption d’une nouvelle définition de la notion de patrimoine industriel, soutenant l’idée que le tangible ne peut être compris et interprété que par l’intangible, permet l’étude de pratiques sociales et culturelles inusitées comme l’exploration urbaine, la photographie de ruines et les installations artistiques, témoignant des valeurs et des significations qui sont attribuées par une partie de la population aux ruines industrielles. Ce travail aborde également les usages plus orthodoxes des restes industriels, comme la reconversion et la conservation patrimoniale, afin de vérifier s’ils peuvent également être inclus dans une approche performative du patrimoine industriel. Il est souhaité que cette étude des usages conformes et non conformes des restes industriels mène à une réflexion sur les modes d’expérimentation et de diffusion du patrimoine industriel aptes à consolider les significations et les valeurs accordées à ces vestiges. / The notion of heritage, formerly attached to concepts such as art and monument, seems to these past years emancipate itself from its traditional material forms to include more and more intangible manifestations. Authors (Smith 2005; Graham, Ashworth et Turnbridge 2000) wanting to rethink the shaping of the notion have even suggested to conceive heritage as a cultural active process that would be a product of its environment and would be mainly constituted of actions, such as remembering, transmission of memory and knowledge, definition of identity and social cohesion, all undergoing in the present and being continuously actualized. This dissertation proposes the theoretical exercise of applying this new active conception of heritage to the study of the role that industrial remnants, a sort of heritage often discarded, plays in Montreal’s society. The adoption of a new definition of the notion of industrial heritage that withstands the idea that the tangible can only be understood and interpreted by the intangible allows the study of social and cultural practices, like urban exploration, ruin photography and artistic installations, who attest of the values and significations that a part of the population associates with industrial ruins. This work will also tackle the more orthodox usages of industrial remnants, such as conversions or patrimonial preservations, to see if those can also be included in a performative concept of industrial heritage. This study on the conventional and non conventional usages of industrial ruins wishes to contribute to the reflection on modes of experiencing and sharing industrial heritage that could comply with the values and significations that are assigned to these remnants. / Pour respecter les droits d’auteur, la version électronique de ce mémoire a été dépouillée de ses documents visuels et audio‐visuels. La version intégrale du mémoire [de la thèse] a été déposée au Service de la gestion des documents et des archives de l'Université de Montréal.

Smart metering residential demand management programs, such as consumption feedback, variable pricing regimes and the remote control of appliances, are being used to respond to the resource management problems of peak electricity demand, climate change and water shortages. Like other demand management programs, these strategies fail to account for (and respond to) the reasons why people consume resources in their homes, namely to carry out everyday practices such as bathing, laundering, heating and cooling. In particular, comfort and cleanliness practices together constitute most of Australia's potable water consumption in urban centres, and represent most of household energy consumption. In addition, new household cooling practices involving air-conditioning appliances are the major contributor to the nation's rising peak electricity demand, which overloads the electricity system on hot days, costing consumers millions of dollars each year. The oversight of comf ort and cleanliness practices in smart metering demand management programs is concerning because these practices are continuing to shift and change, often in more resource-consuming directions, potentially negating the resource savings achieved through demand management programs. This thesis aims to bridge the problematic divide between the policies and strategies of demand managers, and the day-to-day practices which constitute everyday life. Using the empirical 'hook' of smart metering demand management programs and the everyday practices of comfort and cleanliness, this thesis develops a practice-based conceptual framework to study, understand and analyse these practices and the ways in which smart metering demand management programs reconfigure or further entrench them. A series of qualitative methods were employed in studying 65 households across four research groups, focusing specifically on the household practices of heating, cooling, bathing, laundering, toilet flushing and house cleaning. In addition, 27 interviews were conducted with smart metering industry stakeholders involved or implicated in delivering demand management strategies. Together, these lines of inquiry are used to analyse householders' existing and changing comfort and cleanliness practices, the role of several smart metering demand management strategies in reconfiguring these practices, and potential avenues and opportunities for further practice change in less resource-intensive directions. In particular, this thesis highlights the inherent contradictions and problems in accounting for everyday practices within the dominant demand management paradigm, and offers an alternative paradigm termed the co-management of everyday practices. The thesis concludes by briefly identifying the ways in which smart metering could potentially constrain or catalyse a transition towards this new paradigm.

Made available in DSpace on 2016-06-02T19:35:49Z (GMT). No. of bitstreams: 1 5158.pdf: 5813097 bytes, checksum: 4ba57c749247a69db8749359a12740c2 (MD5) Previous issue date: 2013-03-04 / Universidade Federal de Sao Carlos / The research is part of the Research Line Social Practices and Educational Processes of the Program of Post Graduation in Education of the Federal University of São Carlos PPGE/UFSCar and aims to identify and describe social practices and educational processes experienced in the everyday of the Terena village of the indigenous Land Taunay/Ipegue in the city of Aquidauana Mato Grosso do Sul, which enable the understanding of how the practices present in the culture Terena may, or may not, dialogue with the indigenous school education. To achieve the proposed objective we established the following research questions: What practices present in the Terena culture form the basis of their everyday education? How these educational processes may, or may not, dialogue with the the education offered in the existing schools in the villages? What do the Terena consider important to be taught in school? How the Terena indigenous school has historically constituted itself in space time of dialogue between the different knowledges of the subjects involved in this educational reality? To compose the theoretical referential of the research we used of contributions developed by central authors of the Research Line, among them Enrique Dussel, Ernani Fiori and Paulo Freire where we locate ourselves drawing on experiences and existences in Latin America. This is an ethnographic research as proposed by André (1995) and Geertz (1989), which is based on the thick description of the social practices and the educational processes experienced in everyday life of the Terena villages of of the Indigenous Land Taunay/Ipegue. The methodological procedures used consist in the analysis of the records of the Journal Field of moments lived with the Terena of the studied villages; the interview is conducted by the circle of conversations (the circle of Tereré and the moments around the fire); of the consultation of the registration of parent-teacher meetings and other meetings in the villages in the period from 2000 to 2010, and photographs that record the daily life of the villages surveyed. The knowledge fruit of the research seeks to meet what is proposed by the research line Social Practices and Educational Processes PPGE/UFSCar which aims to provide the formation of researchers whose work will allow interventions in educational processes located in Latin America. Starting from what was lived we seek to raise a series of questions, inquiries and reflections which could contribute to closer the dialogue between the educational processes of the Terena indigenous culture, with what proposes the education offered in the existing schools in the villages of Terena Indian Land Taunay/Ipegue of the city of Aquidauana MS in the context of Brazilian cultural diversity. / Este trabalho se insere na linha de pesquisa Práticas Sociais e Processos Educativos do Programa de Pós-Graduação em Educação da Universidade Federal de São Carlos (PPGE/UFSCar) e tem por objetivo identificar e descrever práticas sociais e processos educativos vivenciados no cotidiano das aldeias Terena da Terra Indígena Taunay/Ipegue do município de Aquidauana Mato Grosso do Sul, que permitam compreender como as práticas presentes na cultura Terena podem, ou não, dialogar com a educação escolar indígena. Para alcançar o objetivo proposto estabeleci as seguintes questões de pesquisa: Quais práticas presentes na cultura Terena constituem a base de sua educação cotidiana? Como esses processos educativos podem, ou não, dialogar com a educação oferecida nas escolas existentes nas aldeias? O que os Terena consideram importante que seja ensinado na escola? Como a escola indígena Terena tem se constituído historicamente em espaço/tempo de diálogo entre os diferentes saberes dos sujeitos envolvidos nessa realidade de ensino? Para compor o referencial teórico da pesquisa utilizei as contribuições dos autores centrais da Linha de Pesquisa, entre eles Enrique Dussel, Ernani Fiori e Paulo Freire, com os quais me situei produzindo conhecimento, partindo das experiências e vivências na América Latina. Trata-se de uma pesquisa etnográfica, tal como proposta por André (1995) e Geertz (1989), que se baseia na descrição densa das práticas sociais e dos processos educativos vivenciados no cotidiano das aldeias Terena da Terra Indígena Taunay/Ipegue. Os procedimentos metodológicos adotados consistem na análise dos registros do diário de campo sobre os momentos vividos com os Terena das aldeias pesquisadas, das entrevistas realizadas por meio das rodas de conversa (a roda de tereré e dos momentos ao redor do fogo), da consulta às atas de reuniões de pais e mestres e demais encontros realizados nas aldeias no período de 2000 a 2010 e de fotografias que registram o cotidiano das aldeias investigadas. O conhecimento resultante da pesquisa busca atender o que é proposto pela linha de pesquisa Práticas Sociais e Processos Educativos do PPGE/UFSCar, que tem como objetivo propiciar a formação de pesquisadores cujos trabalhos venham a permitir intervenções em processos educativos situados na América Latina. Partindo do vivido, levantei uma série de questionamentos, indagações e reflexões que possam contribuir para aproximar o diálogo entre os processos educativos da cultura indígena Terena com o que propõe a educação oferecida nas escolas existentes nas aldeias Terena da Terra Indígena Taunay/Ipegue do município de Aquidauana, no contexto da diversidade cultural brasileira.

Submitted by Leonardo Lemos da Silveira Santos (leonardo.lemos@uol.com.br) on 2014-04-13T16:05:59Z No. of bitstreams: 1 Tese - versão final.pdf: 70383258 bytes, checksum: 374e2aa147ed745fc2d547c2729da175 (MD5) / Approved for entry into archive by PAMELA BELTRAN TONSA (pamela.tonsa@fgv.br) on 2014-04-14T10:59:06Z (GMT) No. of bitstreams: 1 Tese - versão final.pdf: 70383258 bytes, checksum: 374e2aa147ed745fc2d547c2729da175 (MD5) / Made available in DSpace on 2014-04-14T12:49:46Z (GMT). No. of bitstreams: 1 Tese - versão final.pdf: 70383258 bytes, checksum: 374e2aa147ed745fc2d547c2729da175 (MD5) Previous issue date: 2014-02-26 / De maneira geral, a ideia central da presente tese é compreender como as organizações se organizam, ou seja, acontecem, constituem-se como tal, em tempo real. Para isso, do ponto de vista empírico tomei como referência o dia-a-dia de uma oficina ferroviária, especificamente a área responsável pelo reparo leve de locomotivas. Do ponto de vista ontológico, epistemológico e teórico optei por adotar como referência básica a proposta de Theodore Schatzki. Schatzki propõe uma ontologia das práticas sociais em que o site do social (ou, o contexto no qual a coexistência humana se desenrola) é composto por uma malha não só de nexos de práticas (fazeres e dizeres corporais humanos), mas também de arranjos materiais (objetos, artefatos, corpos). Nessa perspectiva, as organizações em geral poderiam ser entendidas como configurações de malhas de práticas#arranjos materiais. Assim, de forma mais específica procurei analisar – principalmente através do cotidiano dos mecânicos/eletricistas – os fazeres e dizeres corporais e os arranjos materiais envolvidos na prática de reparo e manutenção de locomotivas e que conformavam a oficina. O trabalho de campo, de caráter etnográfico, baseou-se em 6 meses de observação do dia-a-dia da oficina. Além da observação, construí dados através do registro de imagens (fotografias), da consulta a documentos e de entrevistas. A partir daí pude mostrar que a ‘oficina’ (em particular, ou uma organização, em geral), como um fenômeno social, poderia ser tratada como uma malha práticas#arranjos materiais. Apontei que as diferentes atividades (fazeres e dizeres) de programação da manutenção, de alocação de mão de obra, de identificação de defeitos, de inspeção, regulagem e troca de peças e componentes etc, executadas pelos programadores do PCM, pelos líderes de turma e supervisores, pelos especialistas do GAF, pelos mecânicos/eletricistas em meio a, e através de diferentes arranjos (elementos) materiais como o ‘escritório’, a ‘mesa’, os galpões, as valas, a sala de reunião, o sistema de gestão da manutenção, as ‘notas’, as planilhas do GAF, as ART´s e PT´s, a locomotiva, as peças e componentes, as ferramentas, para garantir a disponibilidade e a confiabilidade das locomotivas, bem como a segurança dos funcionários, é que dão ‘vida’ (animam) e ‘materializam’ a ‘oficina’. A partir do que pude observar no campo, recorri também à noção de ciborgue e cyborganization para descrever e aprofundar como elementos humanos (mecânicos/eletricistas) e não humanos (locomotivas, peças, componentes) intra-agiam. Transitei ainda pelo campo do embodiment tendo em vista que passei a me dar conta de que as intra-ações com as máquinas eram frequentemente experimentadas pelos mecânicos/eletricistas como corporais envolvendo posturas, movimentos e vivências. Nesse caso as capacidades perceptivas-sensoriais emergiram como elementos decisivos para que os mecânicos/eletricistas conseguissem realizar o seu trabalho. Argumento portanto que, no caso que estudei, o corpo-(mecânico/eletricista) é também sujeito, tem também papel ativo na vida organizacional, é capaz de produzir (e não só reproduzir) práticas. / This thesis aims to analyse how organizations happens, constitute themselves as such in real time. Empirically, this was done based on intensive fieldwork carried out in the area responsible for repairing locomotives in one of the largest railway workshop in Brazil. From the ontological, epistemological and theoretical perspective I adopted Theodore Schatzki´s version of social practices as the basic reference. Schatzki proposes an ontology of social practices – called site ontology - to which the social site (or the context in which human coexistence unfolds) is composed of nexuses of practices (bodily doings and sayings) and material arrangements (objects, artifacts, bodies). In this approach, organizations could be understood as meshs configurations of practices and material arrangements. More specifically, I tried to analyze - mainly from the mechanics/electricians perspective - the bodily doings and sayings and materials arrangements involved in performing locomotives repair and maintenance activities that gives life to the workshop. The fieldwork, conducted through ethnographic methods, was based on 6 months of direct observation of the workshop day-to-day. Besides observation, data was gathered by images (photographs), documents and interviews. Following the actors and their practices I could show that the ‘workshop’ (in particular and any organization, in general), as a particular social phenomenon, could be treated as a mesh of practices and materials arrangements. I pointed out that the different activities (doings and sayings) of maintenance scheduling, allocation of manpower, identification of machines problems, inspection, adjustment and replacement of parts and components, performed by the maintenance programmers, the leaders and supervisors of teamworks, by the fails analysts, mechanical/electricians, whithin, and through different material arrangements (and elements) as the ‘office’, ‘the table’, the sheds, the ditches, the meeting room, the maintenance management system, the failures analysts worksheets, the Risk Analysis and Permissions of Work, locomotives, their parts and components, tools, to ensure the availability and reliability of locomotives, as well as the safety of employees, are what actually give ’life’ (animate) and ‘materialize’ ‘the workshop’. From what was observed in the field, I also used the notion of cyborg and cyborganization to describe and discuss how humans (mechanics/electricians ) and nonhuman (locomotives, parts, components ) not simply inter-act, but intra-acted. I revisited the concept of embodiment given that I realized in the fieldwork that the intra-actions with the machines were often lived by mechanics/electricians as involving bodily postures, movements and experience. In this case the sensory-perceptual abilities emerged as a decisive element to mechanics/electricians carry out their work activities. I also argue that the (mechanics/eletricians)-body is also subject, has an active role in organizational life, is capable of produce (not just reproduce) practices

Submitted by Maria Fernanda Rios Cavalcanti (mfcavalcanti@gmail.com) on 2016-03-11T19:01:03Z No. of bitstreams: 1 Tese Biblioteca - Maria Fernanda Rios Cavalcanti.pdf: 2672379 bytes, checksum: f272b379223157f078e3b06fbe70c47a (MD5) / Approved for entry into archive by Pamela Beltran Tonsa (pamela.tonsa@fgv.br) on 2016-03-11T19:02:09Z (GMT) No. of bitstreams: 1 Tese Biblioteca - Maria Fernanda Rios Cavalcanti.pdf: 2672379 bytes, checksum: f272b379223157f078e3b06fbe70c47a (MD5) / Made available in DSpace on 2016-03-11T19:12:48Z (GMT). No. of bitstreams: 1 Tese Biblioteca - Maria Fernanda Rios Cavalcanti.pdf: 2672379 bytes, checksum: f272b379223157f078e3b06fbe70c47a (MD5) Previous issue date: 2016-02-11 / Social Entrepreneurship (SE) has attracted growing interest from a wide variety of actors over the last 30 years, especially due to a general agreement that it could be an important tool for tackling many of the world’s social ills. In the academic sphere, this growing interest did not translate into a matured field of study. Quite the opposite, a quick look at this literature makes it evident that: SE has been consistently subjected to numerous theoretical discussions and disagreements, especially over the definition of the concept of SE which is often based on a taken-for-granted notion of social change; it has been more systematically investigated in restricted contexts, often leaving aside so called developing/emerging countries like Brazil and especially lacking in-depth qualitative studies; SE literature lags behind SE practices and few studies focus on how SE actually occurs in a daily and bottom-up manner. In order to address such gaps, this thesis examines how social entrepreneurship practices accomplish social change in the context of Brazil. In this investigation I conducted an inductive practicebased, qualitative/ethnographic study in three Non-Governmental Organizations (NGOs) located in different cities in the Brazilian state of São Paulo. Data collection lasted from February 2014 until March 2015 and was mainly done through participant observations and through in-depth unstructured conversations with research participants. Secondary data and documents were also collected whenever available. The participants of this study included a variety of the studied organizations’ stakeholders: two founders, volunteers, employees, donors and beneficiaries. Observation data was kept in fieldnotes, conversations were recorded whenever possible and were later transcribed. Data was analyzed through an iterative thematic analysis. Through this I identified eight recurrent themes in the data: (1) structure; (2) relationship with other organizational actors (sub-themes: relationship with state, relationship with businesses and relationship with other NGOs); (3) beliefs, spirituality and moral authority; (4) social position of participants, (5) stakeholders’ mobilization and participation; (6) feelings; (7) social purpose; and (8) social change. These findings were later discussed under the lens of practice theory, and in this discussion I argue and show that, in the context studied: (a) even though SE embraces a wide variety of different social purposes, they are intertwined with a common notion of social change based on a general understanding and aspiration for social equality; (b) this social change is accomplished in a processual and ongoing manner as stakeholders from antagonistic social groups felt compelled to and participated in SE practices. In answering the proposed research question the contributions of this thesis are: (i) the elaboration a working definition for SE based on its relationship with social change; (ii) providing in-depth empirical evidence which accounts for and explains this relationship; (iii) characterizing SE in the Brazilian context and reflecting upon its transferability to other contexts. This thesis also makes a methodological contribution, for it demonstrates how thematic analysis can be used in practice-based studies. / O Empreendedorismo Social (SE) tem atraído um interesse crescente de uma ampla variedade de atores ao longo dos últimos 30 anos, especialmente devido a um entendimento de que o mesmo seria uma ferramenta importante para lidar com os problemas sociais do mundo. No âmbito acadêmico, este interesse não se traduziu em um campo de estudos maduro. Muito pelo contrário, um rápido olhar para esta literatura torna evidente que: a mesma tem sido constantemente submetida a inúmeras divergências, especialmente sobre a definição do conceito de SE, que é muitas vezes baseada em uma noção não explicada de mudança social; ele foi mais sistematicamente investigado em contextos restritos, muitas vezes deixando de lado os chamados países em desenvolvimento ou emergentes como o Brasil, em especial, nota-se uma falta de estudos qualitativos aprofundados nos mesmos; a literatura sobre SE se encontra defasada em relação às suas práticas, e poucos estudos se concentram em como o SE ocorre de forma diária e bottom-up. A fim de mitigar essas lacunas, esta tese examina como práticas de SE realizam mudança social no contexto do Brasil. Nesta investigação realizei um estudo indutivo/qualitativo baseado em práticas em três Organizações Não-Governamentais (ONGs) localizadas em diferentes cidades do estado de São Paulo. A coleta de dados durou de fevereiro 2014 até março de 2015 e foi feita principalmente por meio de observações participantes e de conversas não-estruturadas. Dados e documentos secundários também foram coletadas sempre que disponíveis. Os participantes deste estudo incluíram uma variedade de partes interessadas das organizações estudadas: dois fundadores, voluntários, funcionários, doadores e beneficiários. Dados de observações foram mantidos em diários de campo, conversas foram gravadas sempre que possível e foram posteriormente transcritas. Os dados foram analisados por meio de uma análise temática iterativa. Por meio desta, identifiquei oito temas recorrentes nos dados: (1) estrutura; (2) a relação com outros atores organizacionais; (3) crenças, espiritualidade e autoridade moral; (4) a posição social dos participantes, (5) a mobilização e participação das partes interessadas; (6) sentimentos; (7) finalidade social; e (8) a mudança social. Estes resultados foram posteriormente discutidos sob a ótica da teoria de práticas, e nesta discussão argumento e mostro que, no contexto estudado: (a) embora o SE abrace uma ampla variedade de diferentes fins sociais, eles estão interligados com uma noção comum de mudança social baseada em uma compreensão geral e aspiração pela igualdade social; (b) esta mudança social é realizada de forma processual e contínua, enquanto partes interessadas de grupos sociais antagônicos sentiam-se compelidos e participavam das práticas de SE. Ao responder à pergunta de pesquisa proposta, as contribuições desta tese são: (i) a elaboração de uma definição de SE com base em sua relação com a mudança social; (ii) o fornecimento de evidências empíricas que explicam esta relação; (iii) a caracterização do SE no contexto brasileiro e uma reflexão sobre a sua transferência para outros contextos. Esta tese também faz uma contribuição metodológica, pois demonstra como análise temática pode ser usada em estudos baseados em práticas.