Made available in DSpace on 2015-04-17T15:02:07Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 915669 bytes, checksum: 2c5f5e913c0b54ee20f7360fe8cd36c5 (MD5) Previous issue date: 2013-07-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The understanding of the importance of both rites and school for humanity, something so unique, sparked this investigative work. As a contribution, thinking about these considerations that rites accompany men in all stages of life and in school spaces which are places of learning, this research was structured referring to the purpose of the rite at school, bringing a symbolic approach of the first day of class. In this sense, the goal of this dissertation was to analyze the symbolic value of the initiation rite, in the context of Luiz Vaz de Camões School, in João Pessoa, Paraíba. In this case, the research was based on the observations of the first day of class of the students that change from elementary I into II. At first, it was highlighted the importance of school and learning acquired in this space, then it was stressed the importance of the rite for humans and thus to society, and eventually, school and rite were associated; assigning the symbolic value that initiation rite has for students on their first day of class. As a methodological tool, a literature search was done, so this study sought to be guided by the thought of some authors who work these issues: rite and school, such as Amado Luiz Cervo and Pedro Alcino Bervian, showing the importance of literature; Aldo Natale Terrin and Maria Ângela Vilhena, speaking of the importance of the rite; Carlos Rodrigues Brandão and Nelson Piletti, treating about education and school; Claude Lévi Strauss, Bronislaw Malinowski, along with Franz Boas, sharing about culture, José Maria Mardones, Mircea Eliade and Ernest Cassirer, talking about the symbols and symbolic ones, among others that supported this dissertation becoming their theoretical references. / A compreensão que se tem da importância tanto do rito como da escola para a humanidade, algo tão singular, despertou esse trabalho investigativo. Como forma de contribuir, pensando-se nestas considerações em que os ritos acompanham o homem em todas as etapas da vida e nos espaços escolares que são espaços de aprendizagem, procurou-se estruturar essa pesquisa reportando-se à finalidade do rito no espaço escolar, trazendo uma abordagem simbólica do primeiro dia de aula. Neste sentido, o objetivo dessa dissertação consistiu em analisar o valor simbólico do rito de iniciação, presente no contexto da escola Luiz Vaz de Camões, no município de João Pessoa, na Paraíba. Neste caso, a pesquisa foi baseada nas observações do primeiro dia de aula dos alunos que mudam do fundamental I para o fundamental II. Buscou-se, primeiramente, destacar a importância da escola e o aprendizado adquirido nesse espaço; em seguida, ressaltou-se a importância do rito para o ser humano e, consequentemente, para a sociedade; e por fim, associou-se a escola e o rito, atribuindo o valor simbólico que tem o rito de iniciação para os alunos no primeiro dia de aula. Como instrumento metodológico, foi feita uma pesquisa bibliográfica, por isso, esse trabalho buscou guiar-se pelo pensamento de alguns autores que trabalham essas temáticas de rito e escola, tais como, Amando Luiz Cervo e Pedro Alcino Bervian, que mostram a importância da pesquisa bibliográfica; Aldo Natale Terrin e Maria Ângela Vilhena, falando da importância do rito; Carlos Rodrigues Bradão e Nelson Piletti, tratando sobre a educação e a escola; Claude Lévi Strauss, Bronislaw Malinowski, junto com Franz Boas, compartilhando sobre cultura; José Maria Mardones, Mircea Eliade e Ernest Cssirer, falando sobre o simbolos e simbólicos, entre outros que embasaram esta dissertação tornando-se seus referenciais teóricos.

Cette étude renouvelle en profondeur notre perception des pratiques funéraires des premiers agro-pasteurs vivant en Italie et en France méridionale au début du Néolithique. L’hypothèse de leur uniformité, qui n’avait jusqu’ici jamais été véritablement questionnée, est désormais invalidée.Au contraire, l’essence même de l’idéologie funéraire portée et pérennisée durant plus d’un millénaire par ces groupes est la diversité des pratiques mortuaires. La variabilité des pratiques qui incluent différentes formes de dépôts du cadavre (primaire, secondaire, individuel, pluriel) a livré néanmoins des codes qui varient d’une culture à une autre, d’un groupe à un autre, d’un site à un autre et d’un individu à un autre, formant un système diversifié, mais cohérent. Cette étude a aussi dévoilé des pratiques symboliques exploitant des restes humains et en a révélé les modalités.En s’appuyant sur une vision raisonnée des processus de néolithisation et de la nature du complexe Impresso-cardial, ma réflexion aborde également le rôle de la sphère funéraire du début du Néolithique dans la complémentarité polymorphe existant entre les sites et le caractère innovant des gestes funéraires, dont l’ascendance mésolithique apparaît limitée. Adopter une approche archéothanotologique et mobiliser un large panel de témoins archéologiques de l’après morts ur un corpus étendu (45 sites, 87 unités funéraires, 128 individus) a donc permis non seulement, de cerner le système funéraire des groupes étudiés, mais plus largement d’étudier et de décrire le(s) comportement(s) qu’ils ont adopté(s) face à un cadavre et face à la Mort. / This study deeply renews our understanding of the funerary practices of the first farmers living in Italy and in southern France at the dawn of Neolithic. The hypothesis of their uniformity, which has been not truly questioned so far, is now invalidated. On the contrary, the very essence of the funerary ideology, that was spread and perpetuated by these societies during more than one millennium, is the diversity of the funerary practices. Indeed, this variability including variousforms of corpse deposits (primary, secondary, individual, plural) nevertheless displays codesvarying from a culture to another, a group to another, a site to another and from an individual toanother, creating a diverse but coherent system. This study has also highlighted symbolic practices exploiting human remains, and revealed their procedures. Relying on a reasoned visionof the neolithisation process and on the nature of the Impresso-cardial complex, this approach also reaches the role occupied by the funerary system within the multifaceted complementarity between sites as well as the innovation degree of burial gestures, whose Mesolithic origin appears limited. Following an archaeothanatological approach and mobilizing a broad panel of after-death archaeological testimonies on a wide corpus (45 sites, 87 funerary units, 128 individuals) has therefore not only allowed accessing the funerary system of the considered societies, but on the top of that, studying and describing the behaviours they adopted in regard of the corpse and towards Death.

Modern lifestyles in the developed regions of the world operate beyond our planet's resource capacity. Over-consumption has not only proven detrimental for the environment, but has also undermined our capacity to achieve deep life satisfaction and societal well-being. Embracing more sustainable ways of consuming and producing is key in order to foster the conditions for humanity to flourish. Strategies for disrupting the dominant consumption patterns lie within the next challenges, as adoption of sustainable innovation is still disappointingly low and needs to be accelerated. Design for Sustainability has contributed important technological advances to improve production and life cycle efficiency (i.e. eco design, cradle to cradle). However, it is increasingly recognised that sustainability is not just a technical matter, but ultimately a cultural issue. One of the problems is that people perceive sustainability as a loss, rather than a gain. Therefore, to drive demand, there is urgency to better understand users aspirations and expectations, i.e. the cultural and socio-symbolic aspects of consumption that influence decision-making. This thesis argues that the perceived value of sustainable innovations can be enhanced by paying more attention to the elaboration of meanings or symbolic value they bring to bear for the user, which can be achieved by strategically framing innovations using high-value contextual signifiers (cultural codes). Drawing on cognitive science, cultural studies and applied semiotics, this research contributes a theoretical framework and case studies of how these theories can support the design process in mapping sociocultural contexts, in order to elaborate sustainable innovations that are perceived as aspirational and relevant. The theory is applied to the case of sustainable Product-Service Systems (PPS bottom-up social innovations) due to the opportunities these pose for systemic disruption, and the cultural barriers for adoption. Through a series of Participatory Action Research interventions, the investigation developed three case studies of how of the framework may benefit sustainable PSS value proposition framing and design, with one application in the context of design education to support the development of designers critical and sociocultural deconstruction capacity and skills. Finally, in exploring the potential that cultural codes offer to improve the design and value proposition of sustainable innovations, this thesis contributes and advances a new perspective for understanding symbolic aspects of consumption, and highlights opportunities for sustainable design to have greater influence in societal transformation.

abstract: This study utilized symbolic interaction as a framework to examine the impact of mobility on four veteran elementary general music teachers' identities, roles, and perceptions of role support. Previous research has focused on teacher identity formation among preservice and novice teachers; veteran teachers are less frequently represented in the literature. Teacher mobility research has focused on student achievement, teachers' reasons for moving, and teacher attrition. The impact of mobility on veteran teachers' identities, roles, and perceptions of role support has yet to be considered. A multiple case design was employed for this study. The criteria for purposeful selection of the participants were elementary general music teachers who had taught for at least ten years, who had changed teaching contracts and taught in at least two different schools, and who were viewed as effective music educators by fine arts coordinators. Data were collected over a period of eight months through semi-structured interviews, email correspondence, observations, review of videotapes of the participants' teaching in previous schools, and collection of artifacts. Data were analyzed within and across cases. The cross-case analysis revealed themes within the categories of identity, role, and role support for the participants. The findings suggest that the participants perceived their music teacher roles as multi-dimensional. They claimed their core identities remained stable over time; however, shifts in teacher identity occurred throughout their years as teachers. The participants asserted that mobility at the start of their careers had a positive impact because they each were challenged to solidify their own teacher identities and music teacher roles in varied school contexts. Mobility negatively impacted role and teacher practices during times when the participants adjusted to new school climates and role expectations. Role support varied depending upon school context, and the participants discovered active involvement in the school community was an effective means of seeking and acquiring role support. Reflection experiences in music teacher preparation programs, as well as mentoring and professional development geared toward teacher identity formation and role maturation, may assist teachers in matching their desired school context with their teacher identities and perceptions of the music teacher role. / Dissertation/Thesis / D.M.A. Music Education 2011

Cette recherche se présente comme une contribution à une philosophie sociale de la violence abordée sous l’angle des rapports entre violences et identités. Elle propose une réflexion descriptive et normative sur les enjeux contemporains que nous adressent les conflits identitaires violents et la multiplication des théâtres de guerre et de massacres qui mettent les identités à feu et à sang. Pour étudier ces enjeux, nous avons choisi de confronter la sociologie critique de Pierre Bourdieu et la philosophie de Axel Honneth. Sur cette question, la sociologie de Bourdieu fournit de précieuses ressources théoriques non seulement pour comprendre le pouvoir de la violence symbolique sur la construction sociale des identités, mais aussi pour déterminer les formes contemporaines de souffrances susceptibles de révéler le franchissement d’un seuil de violence extrême et l’effondrement des identités qui en résulte. Or, le concept normatif de reconnaissance, qui est au centre de la théorie de Honneth, permet de dégager non seulement les potentiels de résistance et de révolte qui se logent dans ces expériences négatives, mais aussi le pouvoir qu’ont les luttes pour la reconnaissance de conjurer ou réparer les effets dévastateurs de la violence sur la constitution des identités : ses analyses sur la réification interrogent, par exemple, les mécanismes de neutralisation empathique qui sont à l’œuvre dans les situations où l’humain semble réduit à une simple chose. Si notre enquête trouve son point de départ dans une commune vulnérabilité des sujets humains à différentes formes de violences, qui sont autant de blessures infligées à l’identité, c’est aussi le potentiel politique d’émancipation de la violence, à la fois sur les groupes en lutte et les ordres sociaux, qui fait l’objet de notre étude. Certaines formes de violences contestataires portent en effet des demandes de justice et de dignité qui en font des conflits de reconnaissance orientés vers l’émancipation. Cette recherche se donne ainsi pour horizon de penser le problème de la justification des violences dans la perspective ouverte par la grammaire morale des conflits sociaux. / This thesis is conceived as a contribution to the social philosophy of violence, focusing on the specific interplay between violence and identity. It offers a descriptive and normative reflection on the questions raised by modern-day, violent identity-based conflicts and the multiplication of wars and massacres where identities are brutalised. These questions are explored using two distinct models, Pierre Bourdieu’s critical sociology and Axel Honneth’s philosophy. Indeed, Bourdieu offers resources to understand the power of symbolic violence, that is to say constraints applied by social forces, over the social construction of identities. Bourdieu’s sociology also assists the examination of modern forms of social suffering, which may entail a collapse of identities and experiences of extreme violence. The normative concept of recognition, which Honneth puts at the centre of his theory, then allows for a consideration of the potential for revolt and resistance nested in these negative experiences, as well as of the ability of struggles for recognition to offset or repair the devastating effects of violence on identity formation. Honneth’s analyses of reification investigate the mechanisms of neutralisation of empathy operating when human beings seem to be reduced to mere things. Although this study is grounded in the shared vulnerability of human beings subjected to different forms of violence which inflict damage to their identities, it also explores the political power of violence, both in groups involved in struggles and in the social order. Some forms of violent protest carry with them demands for justice and dignity, and can therefore be conceptualised as recognition struggles aiming at emancipation. This thesis therefore recasts the question of the justification of violence, building on the perspectives opened by the moral grammar of social conflicts.

abstract: In this thesis, we consider the problem of fast and efficient indexing techniques for time sequences which evolve on manifold-valued spaces. Using manifolds is a convenient way to work with complex features that often do not live in Euclidean spaces. However, computing standard notions of geodesic distance, mean etc. can get very involved due to the underlying non-linearity associated with the space. As a result a complex task such as manifold sequence matching would require very large number of computations making it hard to use in practice. We believe that one can device smart approximation algorithms for several classes of such problems which take into account the geometry of the manifold and maintain the favorable properties of the exact approach. This problem has several applications in areas of human activity discovery and recognition, where several features and representations are naturally studied in a non-Euclidean setting. We propose a novel solution to the problem of indexing manifold-valued sequences by proposing an intrinsic approach to map sequences to a symbolic representation. This is shown to enable the deployment of fast and accurate algorithms for activity recognition, motif discovery, and anomaly detection. Toward this end, we present generalizations of key concepts of piece-wise aggregation and symbolic approximation for the case of non-Euclidean manifolds. Experiments show that one can replace expensive geodesic computations with much faster symbolic computations with little loss of accuracy in activity recognition and discovery applications. The proposed methods are ideally suited for real-time systems and resource constrained scenarios. / Dissertation/Thesis / M.S. Electrical Engineering 2012

[pt] Este trabalho procura verificar o consumo do sofá da sala por agentes posicionados entre as camadas popular ou média baixa no espaço social carioca sob a ótica da dominação simbólica proposta por Bourdieu. Nesse contexto entendemos que simbolicamente esse consumo poderia ser reflexo da expressão individual desse sujeito ou fruto de um processo coercitivo de inculcação gerado pelas instâncias de legitimação e consagração que atuam no campo de design. Para essa verificação, além do apoio da teoria de Pierre Bourdieu, lançamos mão de uma investigação sobre a produção e uso social, no ocidente, dos assentos próximos ao que hoje entendemos ser um sofá, bem como procuramos averiguar como se deu a formação do que chamamos de sala da casa no Brasil. Juntamente a esse aporte teórico realizamos uma pequena pesquisa de campo, de caráter qualitativo, em um primeiro momento com indústrias de sofá, para conhecer como esse produto é elaborado, e, posteriormente, com consumidores, para entender como se dava sua decisão de escolha do sofá. Assim sendo, com a conjugação da teoria supracitada ao trabalho de campo, foi possível confirmar a presença de violência simbólica oriunda dos processos de inculcação, que, associada ao arbitrário social de como uma casa deve ser, exerce forte pressão sobre esses agentes pela aquisição de um modelo hegemônico de sofá. / [en] This work aims to verify the living room sofa consumption by agents positioned between the popular and lower middle layers in the Carioca social space from the perspective of symbolic domination proposed by Bourdieu. In this context, we understand that symbolically this consumption could be a reflection of individual expression of this subject or the result of a coercive process of inculcation generated by instances of legitimation and consecration working in the design field. To check this with the support of Pierre Bourdieu s theory we employ an investigation about the social production and use of it, in the West, of the seats next to what we now understand to be a sofa and tried to figure out how the formation of what we call living room in a brazilian home came to be. Along with this theoretical framework, we conducted a small field research, qualitative at first, with sofa industries, to know how this product is prepared, and later with consumers, to understand how your decision to choose the sofa was made. Thus, with the combination of the above mentioned theory with the field work, it was possible to confirm the presence of symbolic violence that, coming from the inculcation processes associated with the social arbitrary as a home should be, puts strong pressure on these agents for the acquisition of a hegemonic model of sofa.

The purpose of this study was to study experiences of everyday racism in individuals with overseas cultural backgrounds from outside situations. The study was made with five qualitative interviews. Theories that’s been used are about everyday racism, stereotypes, symbolic interactionism and Cooleys looking glass self. The result show that all the respondents have experienced everyday racism in a variety of situations in different places/environments. They have described situations where they have been ignored/excluded, stereotyped, exposed of grossly words and prejudices about their personality. Symbolic interactionism can explain everyday racism based on how the situations are defined, how situations change, which affects the interaction depending on how specific strong symbols are understood; like skin tone and a person looks. / Syftet med studien är att studera upplevelser av vardagsrasism hos individer med utomeuropeiska kulturella bakgrunder. Teori som använts är hur vardagsrasism kan förstås, stereotyper, symbolisk interaktionism gällande fem hörnstenar och Cooleys spegeljag. Det har gjorts fem kvalitativa intervjustudier där det framkommer att vardagsrasism sker på de flesta samhällsområdena i vardagslivet med undantag för fredade zoner som förorter. I intervjuerna framkom det att vardagsrasismen uttrycks genom exkludering, stereotypifiering, grova glåpord som till exempel blatte och svartskalle, fördomar om ens personlighet och att göras annorlunda/olik andra. Med symbolisk interaktionism kan vardagsrasismen förstås med hur situationer är föränderliga som påverkar interaktionen vilket beror på särskilda symboler; som hudfärg och utseende.

In a famous paper of 1931, Gödel proved that any formalization of elementary Arithmetic is incomplete, in the sense that it contains statements which are neither provable nor disprovable. Some two years before this, Presburger proved that a mutilated system of Arithmetic, employing only addition but not multiplication, is complete. This essay is partly an exposition of a system such as Presburger's, and partly an attempt to gain insight into the source of the incompleteness of Arithmetic, by linking Presburger's result with Gödel's.

This article discusses how legal education extends the symbolic violence intrinsic to the law and legal discourse. The article, while keeping in mind power relations inherent to legal education, discusses how disciplinary approaches reinforce the symbolic violence conveyed through legal education. The article presents «Interdisciplinarity» in contrast to a structuring and compartmentalized view of the law, and explains how interdisciplinarity can attenuate symbolic violence in legal education. Having this in mind, the author proposes an «ethics of violence» in legal education that suggests professors should moderate the levels of symbolic violence channeled during the educational process and participate in the unveiling of symbolic violence-generating structures. The article concludes with views on the limits of such an ethical proposition, particularly when considering how an ethics of violence could end up legitimizing the issues it initially sought to oppose. / El artículo explora cómo la violencia simbólica del derecho y del discurso jurídico se puede trasladar a la educación legal. Con tal objeto, y tomando en cuenta las relaciones de poder inherentes a la enseñanza del derecho, se analiza en qué medida el pensamiento disciplinario puede reforzar la violencia simbólica transmitida en la enseñanza del derecho. Frente al pensamiento disciplinario, se estudia cómo la interdisciplinariedad se presenta como una contracorriente a una perspectiva estructurante y aislacionista, propiciada por una visión formalista del derecho y de las disciplinas en general. Se expone cómo la interdisciplinariedad permitiría atenuar la violencia simbólica de la enseñanza del derecho. Ante esas observaciones se esboza una pistas de solución desde una ética de la violenciaen la educación legal que consiste principalmente en la moderación de la aplicación de la violencia del derecho y en el desvelamiento de las estructuras generadoras de violencia simbólica. Se concluye observando los límites de esta ética, pues podría resultar un instrumento de legitimación de la misma violencia simbólica.