The study seeks to answer how midlife gay men in Manchester manage growing older. It analyses accounts generated through in-depth interviews with 27 middle-aged gay men living in Greater Manchester (aged 39 - 61) and 20 participant observation sessions conducted in Manchester's 'gay village.' It deploys an interpretivist methodology and a 'pick and mix' analytical framework developed by Thomson (2009) that uses of Foucault's 'technologies of the self' (1987) (that concern capacities for agency) but located within 'fields of existence' (with their own norms) adopted from Bourdieu (1984). Through analysis of participants' accounts of bodily practices (dress, grooming, diet, exercise) and their relationships in various fields, the study examines the constraints on and choices around expression of midlife identity and ways of relating. The study's structuring theme concerns the mechanisms through which midlife gay men in Manchester differentiate themselves from others. Differentiation is achieved largely through moral and epistemic claims-making around an 'authentic' gay male midlife self that is central to the notion of a legitimate, (age-appropriate) form of socio-sexual citizenship. As extant scholarship has identified, there are normative restrictions on expression of a midlife self and the possibilities for interaction (especially with younger gay men) but men can use self-worth and political knowledges gained from life experience ('ageing capital' and age-related technologies of the self) to do other than comply with such restrictions. But, this study also illuminates men's ambivalent responses to age, ageing, gay ageism and homophobia that involve negotiation with discourses that inform understandings of ageing and sexuality. The study also maps a cultural "politics of the minor" (Rose 1999) operating at the micro-level, which is concerned to affect the context of interaction. The power relations of gay male ageism that are crucial to this expression of politics are multidirectional. Midlife gay men are not just the targets of ageism from younger gay men. They distinguish themselves in ways that can express ageism towards younger, (some) peer aged and old gay men. The study also complicates assumptions about midlife gay men and their lives: 1) Dressing for 'comfort' (part of an 'authentic' midlife self) contradicts the idea that midlife gay men obsess about the body, prolonging youth and maintaining sexual marketability. 2) Manchester's gay village is not overwhelmingly a site of exclusion for midlife gay men. They negotiate with the rules of the game and use emotional and cultural political knowledges gained through life experience to resist ageism and carve out a conviviality that involves friendship, affection and care for others in sexualised space. 3) Gay men continue to experience unequal access to public space but gains in self-worth with age and the recent tolerance dividend indicate that this is now more often experienced as safer. Gayness is now being claimed as integral to broader sexual citizenship. 4) Midlife gay men do not live outside of kinship. Subjects creatively reconfigured their kinship circles/friendship families over time. This form of kinship has special political significance for this present generation of middle-aged gay men in Manchester. Paul Simpson, Manchester University, PhD. Sociology. 11 September 2011.

A tese analisa como a discursividade empresarial brasileira direcionada aos Recursos Humanos mobiliza sua comunidade a aprender sobre as competências que credenciam o gestor de pessoas (líder) a alcançar uma empregabilidade bem-sucedida quando acionados certos domínios de ação sobre si. Sustentada por um quadro teórico inscrito na linha de pesquisa dos Estudos Culturais em Educação, na vertente pós-estruturalista, buscou-se apoio teórico em Larrosa (2011), Marín-Díaz (2012), Sennett (2006, 2008), Miller e Rose (2012), Camozzato (2012, 2014) e Saraiva (2009, 2013, 2015), além de em produções acadêmicas voltadas à discussão de como se configura o trabalho contemporâneo e suas interconexões com a educação. Os procedimentos metodológicos envolvem um rigoroso escrutínio de artigos publicados no site da Associação Brasileira de Recursos Humanos (ABRH) no período de 2011 a 2015. Nesse recorte temporal, foi possível compreender que há uma intrincada e complexa produção de textos que se interpenetram em um jogo de possibilidades na produção do sujeito. As particularidades, descontinuidades e rupturas percebidas conduziram à construção do corpus de análise. A direção das discussões buscou acompanhar algumas das distintas maneiras de acionar competências que transcendam o "eu" profissional. Considerou-se que a produção cultural examinada aciona uma pedagogia da empregabilidade ao promover e ensinar práticas que dão destaque a aspectos tais como a busca do autoconhecimento, a resiliência e a inteligência emocional e social, para que associados e leitores do site se alinhem aos moldes dos procedimentos que as postulações neoliberais sobre o mercado indicam ser pertinentes para o alcance de uma bem-sucedida carreira profissional. / This thesis analyzes the way that the Brazilian entrepreneurial discursivity directed to Human Resources has mobilized its community to learn about competences that qualify people managers (leaders) for successful employability when certain actions are taken. Supported by a theoretical framework inscribed in the research line of Cultural Studies in Education in its post-structuralist approach, I have searched for theoretical support in Larrosa (2011), Marín-Díaz (2012), Sennett (2006, 2008), Miller & Rose (2012), Camozzato (2012, 2014) and Saraiva (2009, 2013, 2015), besides academic productions discussing how contemporary work is arranged. The methodological procedures have involved a strict examination of articles published on the website of the Brazilian Association of Human Resources (ABRH) from 2011 to 2015. In this time span, it has been possible to understand that an intricate and complex production of texts intertwines in a game of possibilities and acts in the production of subjects. Particularities, discontinuities and disruptions have guided the construction of the corpus. The discussions have been focused on different ways of triggering competences that transcend the professional "self". It has been considered that the cultural production under examination puts into action a kind of employability pedagogy by both fostering and teaching practices that highlight some aspects, such as self-knowledge, resilience, as well as emotional and social intelligence, so that the website members and readers can be in line with the standards that neoliberal assumptions about the market have pointed out as pertinent to the achievement of a successful professional career.

A tese analisa como a discursividade empresarial brasileira direcionada aos Recursos Humanos mobiliza sua comunidade a aprender sobre as competências que credenciam o gestor de pessoas (líder) a alcançar uma empregabilidade bem-sucedida quando acionados certos domínios de ação sobre si. Sustentada por um quadro teórico inscrito na linha de pesquisa dos Estudos Culturais em Educação, na vertente pós-estruturalista, buscou-se apoio teórico em Larrosa (2011), Marín-Díaz (2012), Sennett (2006, 2008), Miller e Rose (2012), Camozzato (2012, 2014) e Saraiva (2009, 2013, 2015), além de em produções acadêmicas voltadas à discussão de como se configura o trabalho contemporâneo e suas interconexões com a educação. Os procedimentos metodológicos envolvem um rigoroso escrutínio de artigos publicados no site da Associação Brasileira de Recursos Humanos (ABRH) no período de 2011 a 2015. Nesse recorte temporal, foi possível compreender que há uma intrincada e complexa produção de textos que se interpenetram em um jogo de possibilidades na produção do sujeito. As particularidades, descontinuidades e rupturas percebidas conduziram à construção do corpus de análise. A direção das discussões buscou acompanhar algumas das distintas maneiras de acionar competências que transcendam o "eu" profissional. Considerou-se que a produção cultural examinada aciona uma pedagogia da empregabilidade ao promover e ensinar práticas que dão destaque a aspectos tais como a busca do autoconhecimento, a resiliência e a inteligência emocional e social, para que associados e leitores do site se alinhem aos moldes dos procedimentos que as postulações neoliberais sobre o mercado indicam ser pertinentes para o alcance de uma bem-sucedida carreira profissional. / This thesis analyzes the way that the Brazilian entrepreneurial discursivity directed to Human Resources has mobilized its community to learn about competences that qualify people managers (leaders) for successful employability when certain actions are taken. Supported by a theoretical framework inscribed in the research line of Cultural Studies in Education in its post-structuralist approach, I have searched for theoretical support in Larrosa (2011), Marín-Díaz (2012), Sennett (2006, 2008), Miller & Rose (2012), Camozzato (2012, 2014) and Saraiva (2009, 2013, 2015), besides academic productions discussing how contemporary work is arranged. The methodological procedures have involved a strict examination of articles published on the website of the Brazilian Association of Human Resources (ABRH) from 2011 to 2015. In this time span, it has been possible to understand that an intricate and complex production of texts intertwines in a game of possibilities and acts in the production of subjects. Particularities, discontinuities and disruptions have guided the construction of the corpus. The discussions have been focused on different ways of triggering competences that transcend the professional "self". It has been considered that the cultural production under examination puts into action a kind of employability pedagogy by both fostering and teaching practices that highlight some aspects, such as self-knowledge, resilience, as well as emotional and social intelligence, so that the website members and readers can be in line with the standards that neoliberal assumptions about the market have pointed out as pertinent to the achievement of a successful professional career.

De-radicalisation has become increasingly prevalent in the UK’s counter-terrorism policy as a strategy for tackling the threat of religiously inspired violence/extremism. Recently, British citizens fighting in Middle Eastern conflicts have rekindled the preoccupation of policymakers with the radicalisation of British Muslims. In fact the work of PREVENT post 2011 has primarily been recalibrated towards a greater focus on de-radicalisation interventions, which is delivered by the police through the Channel programme. Channel is perceived by policy-makers to be a more streamlined and effective way of dealing with radicalised/extremist individuals than the wide remit of PREVENT initiatives between 2006 and 2010. Indeed since becoming placed on a statutory footing in 2015, PREVENT requires public institutions, like schools and universities, to identify ‘vulnerable’ individuals’ at risk of radicalisation. And yet despite the greater attention on de-radicalisation, very little continues to be known about what makes violent individuals leave terrorism behind. De-radicalisation in PREVENT is characterised by the absence of credible research, little or no empirical evidence for policy development, confusion surrounding its conceptual framework, and conflicting policy logics. The following thesis is based on a case-study examination of de-radicalisation with 27 PREVENT practitioners. Through qualitative semi-structured interviews, my investigation seeks to address the problems that arise from the concept and practice of de-radicalisation in PREVENT by ascertaining (a) an ontological understanding of de-radicalisation and (b) the practice of de-radicalisation. The findings of the fieldwork data revealed the existence of multiple conceptions of de-radicalisation and a number of conceptual features unique to the UK context. Despite yielding a more fruitful conceptual and empirical understanding of de-radicalisation, the data in itself nevertheless could not fully explicate the relationship between several critical themes comprehensively within an analytically generative framework. With the inductive method falling short, I draw on Michel Foucault’s concept of the ‘technologies of the self’. Comprising of discursive, disciplinary, and confessional technologies, it is argued that the technologies of the self allows us to reframe the concept beyond the narrow confines of counter-terrorism policy and place it within wider governmental relations. Situated within neo-liberal governmentality, the technologies of the self encourage individuals to work on themselves and regulate their behaviour through a wide range of discursive, practical, and technical interventions. Seen in this way, de-radicalisation is therefore less about the mitigation of violence and more about the making of a particular political and ethical subjectivity. Ultimately, the technology of the self eschews the conceptual problems inherent in the PREVENT conception of de-radicalisation, the limitations evident in the literature, whilst amplifying the salient findings of my fieldwork data. It provides a more robust concept and theory that successfully captures and explains de-radicalisation in the UK context. This thesis thus makes an original contribution to knowledge by (1) being the first study to gather primary data on de-radicalisation in the UK; (2) offering an alternative concept of de-radicalisation; and (3) contributing to theories on the governmentality of radicalisation policies, focusing on the micro-politics of identity in neoliberal governance.

No description available.

本文以網路性愛為題，旨在探討網愛者自我技術之過程，希望從中勾勒出網愛者如何運用科技與身體在網愛互動中獲得愉悅並產生抵抗。本研究取徑質化研究方法，透過網路參與觀察以及深度訪談蒐集資料，包括各式網愛者發表的網路文本，以及與受訪者接觸過後的訪談資料。 研究發現，第一，網路空間因為既隔離又連結的特質，讓網路世界成為網愛者展演情慾以及形塑情慾自我的管道。第二，網路性愛緊扣著網路性意識的發展，包括網路成為另一建構情慾的社會化場域，出現了新的人際連結型態—具有「陌生人」特質的親密關係，性意識領域在網路上的分殊化。網路性愛同樣也是網愛者與性意識部署爭奪詮釋權的場域，在性代理者的合作下，網愛成為反常的性論述，網愛者透過網愛獲得破除性規範的機會，也在實體世界中小心翼翼的保護在網路世界爭奪而來的自我詮釋空間。第三，網愛權力運作與現實世界的人際關係、身體資源相關連，網愛者藉此轉換為所需的幻想資本，產生愉悅與反思，有機會重新詮釋原本所在的社會位置與身體，最後的倫理主體，是屈從、規訓，也是挪用、挑戰的結果。此外，視訊的興起挑戰原有網愛所需的資本，網愛者從「寫」身體走向「看」身體。第四，肉身的影響仍在，且仍是性意識固著之處，賽伯人是透過科技賦予肉身權力，得以和壓制自我的性意識挑戰協商。在科技與肉身的合作之下，抵抗可分為三部分來談：(1)網愛個體成為積極的性主體(2)在性意識層面有機會打破二元性別的性刻板印象(3)網愛性社群的集體力量興起。

A felicidade tem figurado como tema para diversos grupos humanos e indivíduos em diferentes tradições e épocas. Para os professores, não raras vezes, o tempo feliz da profissão tremeluz em uma realidade passada. Atualmente, parece dominar a infelicidade e a sensação de se constituírem como vidas-vítima na profissão. Assim, uma miríade de campos discursivos dirigidos aos docentes prometem-lhes a reversão da situação atual e uma existência mais harmoniosa, apaziguada e feliz na profissão na medida em que se engajem em uma série de saberes, comportamentos e procedimentos destinados ao diagnóstico, a interpretação e a transformação de si mesmo O que faz você feliz você que faz! O que você faz pra ser feliz?. Desde essa perspectiva, pensamos a questão da felicidade no magistério como um objetivo associado a certas formas de exercício profissional, que incita os professores a postarem-se como objetos de sua própria reflexão e transformação. O objetivo de nossa pesquisa é esquadrinhar o funcionamento de uma gama de \"práticas de subjetivação\", nas quais os professores são convocados a se relacionarem consigo mesmos sob formas particulares e a se capacitarem a compreender, falar, avaliar e colocar em ação a si mesmos através de técnicas, exercícios e procedimentos especifícos em nome de determinados fins relacionados ao sucesso, ao êxito e à felicidade. Produzimos um cenário temático que buscou, por um lado, evidenciar que a reivindicação docente por seu paraíso perdido não é tão atual como possa se pensar, atualizando-se em diferentes circunstâncias do século XX, e, por outro, que o acoplamento do trabalho a noções de bem-estar e felicidade não é óbvia e ahistórica. Como plataforma analítica, elegemos os estudos de Michel Foucault e pós-estruturalistas, operando com os conceitos de governamentalidade, tecnologias de governo e tecnologias/técnicas da relação consigo (pragmática de si). As fontes empíricas compreendem três campos discursivos que ganharam força nos últimos anos no Brasil, a saber: o da pedagogia crítica, alinhado ao processo de redemocratização do país; o do mal-estar docente, comprometido com as explicações sobre o sentimento de vazio propiciado pelas mudanças do mundo globalizado; e o da pedagogia das competências, que leva ao limite a aprendizagem pela vida inteira, o aprender a aprender. Assumindo, como critérios metodológicos, a dispersão dos enunciados e os diferentes níveis de circulação e autoridade dos documentos, agregamos, às produções bibliográficas dos campos supracitados, materiais referentes à formação de professores da Secretaria Municipal de Educação de São Paulo entre os períodos de 1989 a 2000 (transcrição de cursos, seminários e palestras, coletâneas de textos, apostilas, publicações institucionais). Contextualizados em uma sociedade caracterizada como da aprendizagem exigente do aprendiz permanente, os três campos objetivam a produção de um professor reflexivo, e, com isso, mais satisfeito e feliz, dotado de certo tipo de eu interior e de uma essencialidade humana inacabada, definidos como propriedades não somente do profissional, mas da pessoa. Dessa maneira, a engrenagem subjetivadora, levada a cabo para a formação de professores, produz efeitos na profissão e fora dela. / Happiness has figured as a theme for various human groups and individual in different traditions and times. For teachers, not infrequently, the happy time of the profession flickers in a past reality. Nowadays, it seems to dominate the unhappiness and the sensation of being a lifevictim in the profession. Thus, a myriad of discursive fields directed to teachers promise them the reversal of the current situation and a more harmonious, appeased and happy professional existence, insofar as they engage in a series of knowledges, behaviors and procedures for the self-diagnosis, self-interpretation and self-transformation What makes you happy you do! What do you do to be happy? From this perspective, we think of the issue of hapiness in teaching as an objective associated with certain forms of professional practice, which encourages teachers to remain as objetcs of their own reflection and transformation. The aim of our research is to explore the working of a range of subjectivation practices in which teachers are called to relate to themselves in particular ways and to enable themselves to understand, speak, evaluate and act through specific techniques, exercises and procedures in the name of certain ends related to success and happiness. We have produced a thematic scenario that sought, on the one hand, to show teaching claim for its lost paradise is not as current as one might think, updating itself in different circumstances of the twentieth century, and on the other, that the coupling of work to notions of well-being and happiness is not obvious and unhistorical. As an analytical platform, we chose Michel Foucaults and post structuralists studies, working with the concepts of governmentality, government technology and technologies of the self (pragmatic of the self). The empirical sources comprise three discursive fields that gained strenght in recent years in Brazil, namely: that of critical pedagogy, aligned with the process of redemocratization of the country; that of teacher malaise, commited to explain the feeling of emptiness caused by the changes in a globalized world; and that of the pedagogy of competences, which pushes the concept of lifelong learning to the limit, learning to learn. Assuming as methodological criteria the dispersion of the statements and the different levels of circulation and authority of the documents, we added to the bibliographical productions of the aforementioned fields, materials referring to the formation of teachers of the Municipal Department of São Paulo from 1989 to 2000 (transcriptions of courses, seminars and lectures, compilations of texts, institutional publications). Contextualized in a society characterized as learning whose the subject is the lifelong learner, the three discursive fields aim at the production of the reflective teacher, and thereby more satisfied and happy, endowed with a certain type of inner self and unfinished human essence defined as properties not only of the professional but of the person. In this way, the process of subjectivation of teacher education produces effects in the profession and outside it.

Os Projetos Especiais de Ação pertencem à história dos professores da rede municipal há quase vinte anos. Implantados, primeiramente, como uma ferramenta para as escolas gerenciarem melhorias em seus contextos, constituem, atualmente, o principal instrumento da formação docente em serviço. Tal formação objetiva provocar efeitos totalizantes, alcançando práticas institucionais e efeitos individualizantes, incitando cada professor a dar visibilidade às suas ações educativas a fim de recompô-las em modos particulares de pensar, fazer e dizer a profissão. Portanto, aliam-se, nos Projetos, uma tecnologia governamental, que busca conduzir e formatar ações escolares, e tecnologias do eu, que permitem, a cada indivíduo em formação, operar mudanças em si mesmo. Daqui, abrem-se e desenvolvem-se os capítulos iniciais do presente trabalho. Um capítulo dedicado a acompanhar disposições legais, publicações oficiais e acontecimentos que foram conformando os Projetos Especiais de Ação à formação docente no âmbito do trabalho; o outro, empenhado em delinear uma lógica de funcionamento desses instrumentos a partir de três eixos permanentes nas diversas configurações que tomaram ao longo das gestões municipais: a autonomia, a centralidade do aluno e a totalização das práticas em favor de alguma qualidade de ensino. Tais eixos acomodaram e levaram aos professores uma miríade de concepções de ensino e educação, mas também delimitaram as regras pelas quais as mudanças na escola e a própria formação poderiam ser pensadas. Contudo, este trabalho filia-se aos referenciais pós-estruturalistas e aos estudos de Michel Foucault, construindo a análise do ponto de vista das relações de poder e dos processos de subjetivação. Por isso, ao aproximar-se da vida que se vive nos tempos e espaços concretos de formação, depara-se com um campo aberto a múltiplas possibilidades de realização. Desse terreno, um horário coletivo de uma Escola Municipal de Educação Infantil, onde as professoras agem, pensam, falam, brincam, riem e produzem-se, destacaram-se os termos teoria e prática e o discurso da vitimização docente. Os primeiros elementos são utilizados intensamente para definir os posicionamentos profissionais e as relações estabelecidas com a formação em serviço; e o segundo fundamenta as maneiras de lidar com a profissão, normaliza o magistério e a infância e modula uma certa terapêutica do espaço formativo. Vidas ressentidas, doentes e frustradas por uma formação que não realiza a escola idealizada, regozijam-se nas satisfações e nos prazeres mais imediatos, mesmo que estes sejam fugazes. As professoras refutam colocar o presente em questão, entregando-se a posturas queixosas; dão as costas à política, restringindo-se a não aderir às propostas públicas de formação; e não assumem o risco de educar, apegando-se aos seus saberes, creditados como tipicamente docentes, e às formas habituais de pensarem a profissão. Não se pretende uma atitude ajuizadora dos modos de esses sujeitos constituírem suas existências profissionais, mas acredita-se que, para se imaginar novos desenhos para a formação em serviço ou para assumi-la como importante ou dispensável para a docência, é preciso perguntar sobre o que se tem feito, atualmente, nos tempos e espaços destinados aos professores pensarem sua profissão. / The Projetos Especiais de Ação (Special Project of Action) belong to the history of the municipal school teachers for almost twenty years. Deployed first as a tool for schools to manage improvements in their contexts, constitute today the main instrument of in-service teacher education. That education intents to cause totalizing effects, achieving the institutional practices and individualizing effects, inciting, each teacher, to show their educational actions to recomposition of them in particular ways of thinking, doing and saying the profession. Therefore, ally, on the Projects, a government technology, which seeks to conduct and format the school actions and technologies of the self which allow to every individual in education to operate changes in yourself. From this point, the initial sections of this research will be opened end developed. One section dedicated to follow the legal dispositions, the official publications and the happenings that had been conformed the Projetos Especiais de Ação (Special Project of Action) to in-service teacher education; the other one engaged to design a working logic of this instruments from the three permanent axles in different settings which took over the municipal administrations: the autonomy, the centrality of the student and the aggregation of efforts in favor of some quality of teaching. Those axels placed and conducted a plenty of educational conceptions to the teachers, but also delimited rules by which the school changes and the education could be thought. However, this research is affiliated to the poststructuralist references and to the Michel Foucaults studies, developing the analysis from the power relations and the subjectivity point of view. Therefore, when approaching the life that is lived in the factual time and place of education, it faced with a filed open to multiple possibilities of achievement. In this field, a collective time of a public school early childhood education, where the teachers act, think, speak, play, laugh and produce themselves, it was detached the terms theory and practice and the teaching victimization discourse. The first elements intensively used to define the professional positioning and the relations established with the in-service education. The second one based ways of dealing with the profession, normalizes the teaching and the childhood and modulates a certain therapeutic of the education. Resentful, sick and frustrated lives for an idealized school that cannot be implemented rejoice themselves with the more immediate satisfactions and pleasures, even if fleeting. The teachers refute to put the present into question, indulging in complainant postures; turning their backs on politics, restricted to ignore the proposed of public in-service education; and do not taking the risk of educating, clinging to their knowledge, credited as typically teaching, and to the habitual ways of thinking about the profession. Do not want an attitude of censorship of the ways the subjects constitute their professional existences, but it is believed to imagine new designs for the in-service education or to take it as important or dispensable for teaching, it is necessary to ask what has been done, nowadays, in times and places for teachers thinking their profession.

A felicidade tem figurado como tema para diversos grupos humanos e indivíduos em diferentes tradições e épocas. Para os professores, não raras vezes, o tempo feliz da profissão tremeluz em uma realidade passada. Atualmente, parece dominar a infelicidade e a sensação de se constituírem como vidas-vítima na profissão. Assim, uma miríade de campos discursivos dirigidos aos docentes prometem-lhes a reversão da situação atual e uma existência mais harmoniosa, apaziguada e feliz na profissão na medida em que se engajem em uma série de saberes, comportamentos e procedimentos destinados ao diagnóstico, a interpretação e a transformação de si mesmo O que faz você feliz você que faz! O que você faz pra ser feliz?. Desde essa perspectiva, pensamos a questão da felicidade no magistério como um objetivo associado a certas formas de exercício profissional, que incita os professores a postarem-se como objetos de sua própria reflexão e transformação. O objetivo de nossa pesquisa é esquadrinhar o funcionamento de uma gama de \"práticas de subjetivação\", nas quais os professores são convocados a se relacionarem consigo mesmos sob formas particulares e a se capacitarem a compreender, falar, avaliar e colocar em ação a si mesmos através de técnicas, exercícios e procedimentos especifícos em nome de determinados fins relacionados ao sucesso, ao êxito e à felicidade. Produzimos um cenário temático que buscou, por um lado, evidenciar que a reivindicação docente por seu paraíso perdido não é tão atual como possa se pensar, atualizando-se em diferentes circunstâncias do século XX, e, por outro, que o acoplamento do trabalho a noções de bem-estar e felicidade não é óbvia e ahistórica. Como plataforma analítica, elegemos os estudos de Michel Foucault e pós-estruturalistas, operando com os conceitos de governamentalidade, tecnologias de governo e tecnologias/técnicas da relação consigo (pragmática de si). As fontes empíricas compreendem três campos discursivos que ganharam força nos últimos anos no Brasil, a saber: o da pedagogia crítica, alinhado ao processo de redemocratização do país; o do mal-estar docente, comprometido com as explicações sobre o sentimento de vazio propiciado pelas mudanças do mundo globalizado; e o da pedagogia das competências, que leva ao limite a aprendizagem pela vida inteira, o aprender a aprender. Assumindo, como critérios metodológicos, a dispersão dos enunciados e os diferentes níveis de circulação e autoridade dos documentos, agregamos, às produções bibliográficas dos campos supracitados, materiais referentes à formação de professores da Secretaria Municipal de Educação de São Paulo entre os períodos de 1989 a 2000 (transcrição de cursos, seminários e palestras, coletâneas de textos, apostilas, publicações institucionais). Contextualizados em uma sociedade caracterizada como da aprendizagem exigente do aprendiz permanente, os três campos objetivam a produção de um professor reflexivo, e, com isso, mais satisfeito e feliz, dotado de certo tipo de eu interior e de uma essencialidade humana inacabada, definidos como propriedades não somente do profissional, mas da pessoa. Dessa maneira, a engrenagem subjetivadora, levada a cabo para a formação de professores, produz efeitos na profissão e fora dela. / Happiness has figured as a theme for various human groups and individual in different traditions and times. For teachers, not infrequently, the happy time of the profession flickers in a past reality. Nowadays, it seems to dominate the unhappiness and the sensation of being a lifevictim in the profession. Thus, a myriad of discursive fields directed to teachers promise them the reversal of the current situation and a more harmonious, appeased and happy professional existence, insofar as they engage in a series of knowledges, behaviors and procedures for the self-diagnosis, self-interpretation and self-transformation What makes you happy you do! What do you do to be happy? From this perspective, we think of the issue of hapiness in teaching as an objective associated with certain forms of professional practice, which encourages teachers to remain as objetcs of their own reflection and transformation. The aim of our research is to explore the working of a range of subjectivation practices in which teachers are called to relate to themselves in particular ways and to enable themselves to understand, speak, evaluate and act through specific techniques, exercises and procedures in the name of certain ends related to success and happiness. We have produced a thematic scenario that sought, on the one hand, to show teaching claim for its lost paradise is not as current as one might think, updating itself in different circumstances of the twentieth century, and on the other, that the coupling of work to notions of well-being and happiness is not obvious and unhistorical. As an analytical platform, we chose Michel Foucaults and post structuralists studies, working with the concepts of governmentality, government technology and technologies of the self (pragmatic of the self). The empirical sources comprise three discursive fields that gained strenght in recent years in Brazil, namely: that of critical pedagogy, aligned with the process of redemocratization of the country; that of teacher malaise, commited to explain the feeling of emptiness caused by the changes in a globalized world; and that of the pedagogy of competences, which pushes the concept of lifelong learning to the limit, learning to learn. Assuming as methodological criteria the dispersion of the statements and the different levels of circulation and authority of the documents, we added to the bibliographical productions of the aforementioned fields, materials referring to the formation of teachers of the Municipal Department of São Paulo from 1989 to 2000 (transcriptions of courses, seminars and lectures, compilations of texts, institutional publications). Contextualized in a society characterized as learning whose the subject is the lifelong learner, the three discursive fields aim at the production of the reflective teacher, and thereby more satisfied and happy, endowed with a certain type of inner self and unfinished human essence defined as properties not only of the professional but of the person. In this way, the process of subjectivation of teacher education produces effects in the profession and outside it.

The purpose of this study was to compare Turkey and the European Union (EU) regarding aspects (use, self-confidence and attitude) of students&rsquo / information and communication technologies (ICT), the relationships between ICT aspects and mathematical and problem solving literacy performances, and to understand education policy makers&rsquo / perceptions on ICT in Turkey. A multimethod (quantitative and qualitative) research design was used in this study. Country groups &ndash / an EU member group, a new EU member group and Turkey- were formed on the basis of the status of a country in the EU, and that of having ICT data in the Programme for International Student Assessment (PISA) 2003. This study has three focuses. The first focus of the present study was to examine similarities and differences in ICT use, self-confidence in ICT and attitudes toward computers in students from Turkey and the EU. The sample of this focus was those students from the EU member group (N=56,610), the new EU member group (N=24,834) and Turkey (N=3,231) who participated in the PISA 2003. Multivariate analysis of covariance - controlling students&rsquo / economic, social and cultural status (ESCS) and attitudes toward computers- and univariate analysis of covariance -controlling ESCS- were conducted to see whether students&rsquo / ICT aspects differ across country groups. The first focus of the present study indicated that Turkish students have lower self-confidence in using computer and the Internet and they use the Internet less frequently than students in the EU. Contrary to this, the findings of this focus revealed that Turkish students have relatively more positive attitudes toward computers and they use program/software more frequently than do students in the EU. The second focus of the present study was to model the relationships among ICT factors and mathematical and problem solving literacy performances of Turkish and the EU students. The sample of this focus was those students from the EU member group (N=57,787), the new EU member group (N=25,359) and Turkey (N=3,590) who participated in the PISA 2003. The proposed path analytic models were separately tested for each country group. The second focus revealed that students&rsquo / socioeconomic and cultural status and selfconfidence in routine computer tasks have positive and medium level relationships with their mathematical and problem solving literacy performances, for all country groups. Furthermore, students&rsquo / self-confidence in Internet tasks had a positive and low level relationship with these performances for all country groups. On the other hand, it was found that students&rsquo / frequency of computer and Internet use and their self-confidence in high-level computer tasks have generally negative and small relationships with these literacy performances in all country groups. The third focus aimed to investigate education policy makers&rsquo / perceptions of the ICT policy making and implementation process in Turkey, and their evaluations of the findings of the quantitative phase of this study. The participants of this focus consisted of seven education policy makers from the Ministry of National Education and universities in Turkey. The data, collected with interviews, were content-analyzed by coding data, identifying, and relating the categories and sub-categories, that is, open, axial and selective coding were conducted respectively. In the third focus of the present study, participants specified the primary issues of ICT policy making and the implementing process in Turkey and made suggestions on these issues. Participants frequently related the findings of the quantitative phase of this study to the economic, social and cultural status of students.