This study explored how first and second generation Puerto Rican female headed households residing in Springfield, Massachusetts, utilize the extended family network in childrearing responsibilities. The study will examine how the process of acculturation to the mainland culture has influenced the structure and the dynamics between single-parent families and the extended Puerto Rican family. More specifically, it explored in what ways the traditional shared childrearing responsibilities between single-parent families and extended family have been adapted to fit with the mainland culture. In addition, it explored the aspects of the traditional shared childrearing responsibilities that remain functional. The results suggest that first generation and second generation Puerto Rican female heads of household are quite similar in how the extended family network is involved in the shared child-rearing practices.

[pt] O presente trabalho está situado em um contexto mais amplo, o das pesquisas que investigam instituições educacionais que alcançam resultados positivos em avaliações oficiais, sejam elas do setor público ou do setor privado. É um recorte de outra pesquisa mais ampla, intitulada Contextos institucionais e a construção da qualidade do ensino na educação básica e que vem sendo desenvolvida desde 2009 pelo SOCED – Grupo de Pesquisa em Sociologia da Educação. Foi utilizado material empírico derivado de um survey composto de distintos questionários aplicados aos pais, alunos e professores, de dez escolas, quatro públicas municipais e seis do setor privado na cidade do Rio de Janeiro. Do questionário respondido pelos professores foi obtida a maior parte dos dados utilizados. A pesquisa objetivou investigar o papel do professor nesse universo a partir da análise de dados como o nível socioeconômico, condições de trabalho, trajetórias profissionais, práticas pedagógicas, visões e expectativas acerca dos alunos. Foi estabelecida uma comparação entre as escolas de melhores resultados dentro do conjunto investigado, uma pública e uma do sistema privado, buscando identificar as características dos professores e de suas práticas que produzem bons desempenhos discentes, independentemente das diferenças entre os subsistemas escolares em que estejam inseridos. Com base no material empírico produzido, levantamos algumas hipóteses sobre o efeito-professor na produção de trajetórias escolares de sucesso. / [en] This research is a cutting from a broader research, entitled Institutional Contexts and the Construction of Teaching Quality in Basic Education and that has been developed since 2009 by SOCED - Group Research in Sociology of Education. We used empirical data derived from a survey composed of separate questionnaires to parents, students and teachers from ten schools, four public and six local private sector in the city of Rio de Janeiro. From questionnaire answered by teachers was obtained most of the data. The study investigated the role of the teacher in this universe from the analysis of data such as socioeconomic status, working conditions, career paths, pedagogical practices, visions and expectations about the students. We established a comparison between the best performing schools within the set investigated, one public and one private system, seeking to identify the characteristics of teachers and their practices that produce good performances students, regardless of the differences between the subsystems that are embedded in school. Based on empirical material produced, we raise some hypotheses about the teacher-effect in the production of well succeed school trajectories.

Thèse de doctorat en cotutelle internationale . / Que se passe-t-il lorsque l’enseignant du secondaire se situe à distance de classe de ses élèves ? Quid de cette rencontre où le premier n’est pas familier des seconds ? Et à quel point les expériences socialisatrices de l’enseignant pèsent-elles sur sa pratique ? Ou encore : le contexte d’exercice et ses contraintes spécifiques sont-ils susceptibles de provoquer chez lui un ensemble de transformations ? Voilà quelques-unes des questions auxquelles nous nous intéressons dans ce travail. Plus exactement, la thèse suivante est posée : les enseignants transforment et ajustent partiellement leurs dispositions – corporelles et langagières – selon le contexte d’action et les caractéristiques socio-culturelles des élèves auxquels ils s’adressent. Celle-ci s’appuie sur un travail exploratoire. Mais aussi sur une campagne d’entretiens avec des enseignants du secondaire. Les informations recueillies dans ce cadre constituent le cœur du matériau exploité. Plus précisément, ce travail propose d’une part de comprendre et d’expliquer les formes de socialisations et de transformations – corporelles et langagières – des enseignants qui se réalisent ou non en fonction des contextes de travail où ils évoluent. Et d’autre part d’explorer les difficultés des enseignants à se transformer et à s’adapter à leurs élèves. / What happens when the secondary school teacher is at a distance from his students? When teacher and students are not familiar ? How much are the teacher's social experiences about his practice ? These are some of the questions that interest us in this work. Teachers transform and partially adjust their dispositions. This is based on exploratory work. But also on a campaign of interviews with secondary school teachers. The information collected in this context is the heart of the material used in this thesis. This work offers describe, understand and explain the forms of socializations and transformations - bodily and language - teachers who are fulfilled according to the work contexts. And explore the difficulties of teachers to transform and adapt to their students.

This thesis addresses a gap in research on collaborative creativity. Prior research has investigated how groups of professionals, young people and children work together to co-create work, but the distinctive contribution of this thesis is a socioculturally framed understanding of undergraduates’ interdisciplinary practices over an extended period. Guided by a socioculturally framed theory of creativity, this thesis observed 4 students creating a 10 minute performance piece, and presents a longitudinal analysis of the co-creation process which occurred through a total of 28 meetings recorded over the course of a twelve-week term (24 hours of recordings in total). Specific episodes were selected from the full set of recordings, constituting 2 hours of recordings for in-depth analysis. Sociocultural discourse analysis was used to examine how social and cultural contexts constituted an ecology of undergraduate practice in interdisciplinary creative collaboration. Offering a new methodology, this discursive approach for studying context (Arvaja, 2008) was combined with interaction analysis (Kumpulainen & Wray, 2002; Scott, Mortimer & Aguiar, 2006) to analyse how moment-by-moment creative developments and contexts were resourced and constituted through dialogue, artifacts and physical settings. With implications for theory and practice, the analysis showed how the students’ collaborative contexts were constituted through dialogue, and how their emerging co- creative practice was mediated through multiple social and physical settings. It further evidenced how common knowledge was constructed through the process of collaboration, the value of peer feedback for fostering confidence, and students’ need for ‘silent witnessing’; for space to reflect and contribute to a long-term cumulative conversation. The thesis also discusses how resourceful the students were, in terms of negotiating unfamiliar and unpredictable co-creating activities. Evidence is provided for the collaborative value of creating and appropriating new tools to develop common knowledge, and for the significance of imagination as a psychological resource for building common knowledge about hypothetical future activities, showing how technology-mediated co-creating can be seen as a complex interactional accomplishment.

Scholars for decades have studied the achievement gap and attempted to explain it in regards to race and class. Throughout the existing literature regarding the achievement gap between black and white students, however, there is a dearth of research exploring why the gap exists for upper-class black students; this population is largely ignored. This research seeks to explain why an achievement gap exists between white and black students who come from households of similar incomes. Ten students (five white and five black gradates) of a private, non-parochial school in Washington DC are interviewed about high school and post-high school experiences. Using cultural capital and labeling theory frameworks, this study follows the work of Billings (2011), Pattillo-McCoy (2000), Lacy (2007), and Khan (2011) in their focus on black students, cultural capital, and embodied privilege, and builds on that of Lensmire (2012), Dixon-Roman 2014, Orr (2003) Adams (2010) and Tyson et al. (2005). Results uncover the uniquely complex configuration of class and race. Latent issues as a result of race can arise, and the research illustrates how they affect the achievement ideology and attainment of both black and white students. This study’s findings suggest that two mechanisms shape the achievement gap: academic support and social interactions and interpretations, with the former rooted largely in class differences and the latter rooted in racial differences. This study aims to improve our understanding of the distinct role race and class play in influencing educational and professional outcomes from upper-class backgrounds.

La Théorie de l’agir communicationnel (1981), du théoricien allemand Jürgen Habermas, figure parmi les plus importants ouvrages de sociologie et de philosophie sociale du XXe siècle : son caractère universaliste, visant l’élaboration d’une théorie globale de la société occidentale moderne, en fait un écrit dont la réputation n’est plus à faire dans une diversité de champs académiques issus des sciences sociales. Toutefois, la théorie habermassienne n’a inspiré à ce jour qu’un nombre restreint d’études portant spécifiquement sur son articulation à l’éducation, que ce soit sur le plan de la nature de l’activité éducative ou encore d’une caractérisation théorique de l’éducation moderne institutionnalisée : ainsi, comment la théorie de l’agir communicationnel nous permet-elle de mieux comprendre les rouages de l’acte éducatif moderne et contemporain ainsi que l’évolution historique, politique et sociale des institutions scolaires européennes et nord-américaines? En tant que théorie de la société basée sur un renouvellement communicationnel du concept de rationalité, de quelle façon s’inscrit-elle dans une tradition philosophique éducative aux sources de l’école occidentale, et nous renseigne-t-elle sur les fondements de la relation pédagogique entre maîtres et élèves? En proposant une série de considérations à ce propos, cette thèse représente à la fois une étude des rapports entre la pensée philosophique et sociologique d’Habermas et l’éducation ainsi qu’une forte critique de celle-ci : en effet, la problématique centrale qui se dresse et subsiste à une articulation de la théorie habermassienne à différentes sphères éducatives demeure celle du statut de l’enfant dans un tel système rationaliste qui, malgré ses visées émancipatoires et libératrices pour l’acteur social, perpétue une négation de l’enfance propre au rationalisme de Platon à Kant. Dès lors, comment réfléchir l’éducation contemporaine à l’aune de la pensée habermassienne? Comment, finalement, penser l’éducation pour et contre Habermas? / The Theory of Communicative Action (1981), by the German theorist Jürgen Habermas, is among the most important works of sociology and social philosophy of the 20th century: its universal character, which aims to develop a comprehensive theory of the Western modern society, benefits from a well-established reputation in a variety of academic fields from social sciences (philosophy, sociology, anthropology, political science, law, history, ethics, etc.). However, to date, Habermas's theory has only inspired a limited number of studies in education in terms of the nature and aims of the educational activity or the theoretical characterization of institutionalized education in Modernity : thus, how does the theory of communicative action allow us to better understand the foundations of education’s historical, social and political development in Europe and North America? As a theory of society based on a communicative reinterpretation of the concept of rationality, how does Habermas's theory, as a prolongation of the educational and philosophical traditions at the sources of the Western modern school, can inform us about the mechanisms of the pedagogical relationship between teachers and students? In proposing a series of considerations to answer these questions, this thesis is both a study of the relationship between the philosophical and sociological thought of Habermas and a strong critic of his perspective : the central issue that remains unanswered from the philosopher is the child's status in such a rationalistic system that, despite its emancipatory and liberating ideals for the social actor, perpetuates a form of denial of childhood present in the rationalist tradition from Plato to Kant. How can we then reflect on contemporary education regarding Habermas's theory? How, finally, can we conceptualize education with and against Habermas?

Entre idas e vindas na história do currículo escolar desde o século XIX, a Sociologia como disciplina do ensino médio volta a ser debatida. Com o fim da ditadura militar no país e desde a promulgação da Lei de Diretrizes e Bases da Educação Nacional, em 1996, ganhou status diferente na legislação a cada mudança de governo. Na busca por compreender as especificidades da docência nesta área, objetivo central desta tese, foram adotados dados quantitativos e qualitativos, baseados em entrevistas com onze professores e dez professoras, em cargos efetivos de Sociologia no ensino médio da rede estadual paulista. Trajetórias, condições de trabalho e conteúdos e contornos que esta disciplina assumiu por meio dos professores foram os elementos verificados para apreender sua unicidade, no intervalo entre sua obrigatoriedade, em 2008, e a confusa condição de estudos e práticas, colocada pela reforma do ensino médio instituída em 2017. Os resultados mostram um cenário de equilíbrio numérico entre professores e professoras no quadro docente, um traço de sua singularidade. Sua incorporação recente ao currículo obrigatório se desdobra em ausência de referências comuns e condições de trabalho mais frágeis, com grande acúmulo de atividades e menores médias salariais. Entre ser uma escolha e uma possiblidade, as Ciências Sociais, como formação voltada à compreensão do mundo social, e a docência, como alternativa de inserção profissional, atraem professores e professoras com origem na classe trabalhadora, cujas biografias são permeadas pelas artes e pelo universo político, que se deslocam aos sentidos atribuídos à Sociologia no ensino médio. O cotidiano dos alunos é abordado como objeto de estudo pelos professores, numa tentantiva de conferir maior democratização do conhecimento escolar. É, também, lugar de fruição, em que a Sociologia é adotada como suporte para promover a vivência e a reflexão de relações sociais na escola. Alunos e alunas ganham protagonismo com o apoio dos professores de Sociologia, que entendem o fortalecimento das demandas estudantis como parte de seus trabalhos. Na combinação entre o movimento em torno de seu status na legislação educacional, e as falas dos professores e professoras de Sociologia, com seus medos e inquietações, tem-se uma fração relevante dos embates que circunscrevem a escola pública na história recente do país. / Looking back and forth through the history of school curriculum since the 19th century, Sociology as a high school subject is again debated. After the end of the military dictatorship in the country and since the National Education Basic Law and Guidelines were ratified, in 1996, it received a different status in the Law at each government change. Looking forward to understanding the specific features of the teaching in this area, a central objective of this thesis, quantitative and qualitative data were adopted, based on interviews with eleven male and ten female teachers, holding teaching positions in Sociology in São Paulo State High School network. Careers, work conditions and content and outlines that this subject assumed through the teachers were the elements checked to seize its uniqueness, in the meantime between its requirement, in 2008, and the confusing condition of studies and practices, stated by the High School reform constituted in 2017. The results show a scenario of numeric balance between male and female teachers in the teaching staff, a feature of its singularity. Its recent incorporation to the mandatory curriculum unfolds in the absence of common references and most frail work conditions, performing multiple activities and the lowest wage averages. Between a choice and a possibility, Social Sciences, as an education facing the understanding of the social world, and the teaching profession, as an alternative of employability, attracts male and female teachers coming from the working class, whose biographies are filled with arts and the political universe, which move towards the senses attributed to Sociology in High School. Teachers approach the daily routine of students as an object of study, in an attempt to have a more democratic school knowledge development. It is, furthermore, a place of fruition, where Sociology is adopted as a support to promote the experience and the reflection on social relations in school. Students, boys and girls, get center stage with the support of their Sociology teachers, who understand the empowerment of the demand of students as part of their tasks. In combining the movement around its status in educational law, and the speeches of Sociology teachers, with their fears and worries, we have a relevant share of clashes that restrain the public school in the recent history of the country.

O objetivo desta pesquisa foi verificar a potência das Licenciaturas em Música em ressocializar o indivíduo em sua formação musical. Propôs-se a verificação de como esta instância socializadora sanciona a composição do habitus e a construção identitária de jovens professores de música. O estudo abrangeu todas as instituições com o curso de Licenciatura em Música na modalidade presencial no Estado do Paraná, região sul do Brasil. A pesquisa contou com cento e sessenta indivíduos investigados na primeira fase (2015), os quais eram estudantes das séries finais do curso; e destes, dezessete indivíduos foram selecionados para uma entrevista em profundidade, concretizada na segunda fase do estudo (2017). A primeira etapa analítica recebeu um tratamento quantitativo, privilegiando a análise descritiva, seguida da Análise de Correspondências Múltiplas (ACM) e da Análise de Clusters. Esta abordagem visou realizar um mapeamento do gosto cultural dos sujeitos da pesquisa revelando diferentes perfis de gostos e práticas. A segunda etapa analítica teve um processamento de caráter qualitativo, e permitiu encontrar pluralidades de formas de socialização no mundo contemporâneo, que promoveram a construção de identidades com disposições híbridas de habitus, forjadas a partir de diversas matrizes de cultura e em interações humanas significativas. As trajetórias de vida foram marcadas pela presença da música, em situações permeadas de afetos, que colaboraram para a construção de uma linguagem na área. Essa linguagem foi sendo aprimorada a cada fase da vida, num tempo vivido, à medida que os acontecimentos permitiram condições de possibilidades. As Licenciaturas em Música do Paraná foram capazes de promover uma percepção mais crítica e reflexiva acerca do universo musical, o que implicou na manutenção, transformação e ruptura de gostos e práticas. Verificou-se também, que essas socializações universitárias corroboraram na construção de identidades profissionais docentes na área da música. Desta forma, a presente tese contribui com os estudos sociológicos que buscam demonstrar a dualidade de forças entre estruturas e agentes, entre as realidades materiais e as subjetividades. / The objective of this research was to verify the power of the university graduate of Music Education of the State of Paraná (Southern Brazil) in resocialization the musical education of the individuals. It was proposed to analyse how this instance of socialization participated in the composition of habitus of the agents and to construction of identities of young music teachers. The study covered all the institutions with the Bachelor in Music in the State of Paraná, southern region of Brazil. First, a questionnaire was administered to a 160 participants, who were completing their bachelor\'s degree. Then a sub-sample of seventeen participants was selected to do a depth interview. To define profiles of musical tastes and practices, a Multiple Correspondence Analysis (MCA) was performed, suited by a Clusters Analysis to define types of participants, according their profiles. The qualitative approach of the research allowed to identify pluralities of forms of socialization in the contemporary world, which promoted the construction of identities with hybrid dispositions of habitus, it was minted for many different instances of socialization and in significant human interactions. The life trajectories were stamped by the presence of the music, in situations permeated by affections that collaborated to the construction of a language in the area. This language was being upgraded every stage of life, in a lived time, as the realities promoted conditions of possibilities. The Bachelors in Music in the State of Paraná were able to foment a more critical and reflexive perception about the musical universe, which implied in the maintenance, transformation and rupture of tastes and practices. It was also verified that these university socializations corroborated in the construction of professional identities in the area of music. In this way, the present thesis contribute with the sociological studies that search to demonstrate that the structure and agency as complementary forces.

Die meisten Menschen denken, dass Klimawandel und Nachhaltigkeit wichtige Herausforderungen darstellen. Allerdings legen zu wenige Weltbürger mit hohem treibhausgasproduzierenden Verhalten nicht in ausreichendem Maße auch ein treibhausgasverringerndes Verhalten an den Tag, um den Anstieg von Treibhausgasen und anderen Umweltproblemen aufzufangen. Warum ist das so? Strukturelle Barrieren, wie. z. B. eine klimaschädliche Infrastruktur, sind ein Teil der Antwort, aber auch psychologische Barrieren verhindern ein Verhalten, das Mitigation, Anpassung und ein nachhaltiges Umweltmanagement ermöglicht. Aber wer kann die psychologischen und ethischen Barrieren entfernen, um ein umweltfreundliches Verhalten zu etablieren? Die aktuellen Institutionen dieser Welt haben es nicht geschafft, die Bedrohung durch den Klimawandel adäquat zu adressieren. Keiner der Politiker war bisher dazu bereit, das kurzfristige ökonomische Wohl seines Landes zu opfern, auch wenn sie gleichzeitig einsehen, dass Nachhaltigkeit auf lange Sicht unabdingbar ist. Die Umweltkrise ist nicht einfach nur ein technologisches Problem (wie es von einigen Industrieländern definiert wird). Probleme entstehen auch nicht, weil unsere Technologie nicht genügend Nahrungsressourcen zur Verfügung stellen kann und auch nicht, weil wir nicht in der Lage sind, fortschrittlichere Technologien zu erfinden, um den Giftmüll, den wir produzieren, herauszufiltern. Das Wesen der modernen Umweltkrise dreht sich um die moderne Zivilisation und die Werte, die ihr zugrunde liegen. „Unsere ökologische Krise ist das zwangsläufige Ergebnis des Mangels an Sensibilität der modernen Wirtschaft gegenüber der Verletzlichkeit und der Grenzen der Natur, des verrückten Machtkampfes der modernen Politik, des weltweiten Verhaltens der Völker, Glück mit materieller Befriedigung gleichzusetzen, und deren überwältigenden Akzeptanz einer mechanischen und dualistischen Sichtweise der Natur.“ / Most people think Climate Change and sustainability are important problems, but too few global citizens engaged in high-greenhouse-gas-emitting behaviour are engaged in sufficient mitigating behaviour to stem the increasing flow of greenhouse gases and other environmental problems. Why is that? Structural barriers such as a climate-averse infrastructure are part of the answer, but psychological barriers also impede behavioural choices that would facilitate mitigation, adaptation and environmental sustainability. But who can remove the psychological and ethical barriers to pro-environmental actions? The world''s present institutions have failed to address adequately the threat of Climate Change. No politician has been willing to sacrifice the short-term economic welfare of his or her country, even while agreeing that sustainability is essential in the long term. The environmental crisis is not simply an issue of technology (as defined by some developed countries). It is neither because our technology cannot provide enough resources for us to consume, nor because we cannot invent more advanced technology to refine the toxic wastes we produce that environmental problems arise. The essence of the modern environmental crisis is about modern civilization and its underlying values. “Our ecological crisis is the inevitable outcome of the modern economy’s insensitivity to the vulnerability and limits of nature, the mad power struggle of modern politics, modern people’s universally equating happiness with material satisfaction, and their overwhelming acceptance of a mechanical and dualist view of nature.”

A presente dissertação tem como objeto de estudo a democratização do ensino superior federal decorrente de programas governamentais que visaram à ampliação da oferta de vagas (expansão) e, por conseguinte, a diversificação do perfil do estudante de graduação (redução das desigualdades educativas). Para tanto, tomou-se como base o caso da Universidade Federal de São Paulo, por meio de: a) informações institucionais (história, infraestrutura); b) dados sociodemográficos dos estudantes coletados por meio de questionário aplicado com os ingressantes; c) bem como de entrevistas realizadas com discentes de dois dos cinco campi de expansão desta universidade. Como principais resultados obtidos constatou-se que uma democratização uniforme ou segregativa (identificada por meio dos dados de 2011) que mantem as desigualdades entre os grupos sociais está dando lugar a uma democratização equalizadora (identificada pelos dados de 2014) que reduz as desigualdades somente após a implantação da lei de cotas, mesmo que ainda parcialmente instalada, na Unifesp. Apesar de promissor, os dados das entrevistas e observações desvelam um panorama de conflitos entre os estudantes de grupos que historicamente foram segregados do ensino superior e a instituição universitária que fora erigida tendo em vista outro público estudantil / This work has as study object the democratization of higher education due to federal government programs that aimed to expand the number of places (expansion) and, therefore, diversification of undergraduate student profile (reducing educational inequalities). For this, it was taken as the base case of the Federal University of São Paulo, through: a) institutional information (history, infrastructure); b) demographic data of students collected through a questionnaire applied to the entrants; c) as well as interviews with students of two of the five campuses of this university expansion. The main results obtained it was found that a uniform or segregative democratization (identified through the 2011 data) - which maintains inequalities between social groups - is giving way to an equalizing democratization (identified by the 2014 data) - which reduces inequalities - only after the implementation of the quota law, even if still partially installed in Unifesp. Although promising, the data from interviews and observations unveil an overview of conflicts between student groups who have been historically segregated higher education and the university - which had been erected with a view another student audience