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This netnography depicts the notions of India’s subaltern voices entering the public via social media. The study puts an emphasis on feminists and caste critics, divided into two case studies. The study witnessed dynamics of Twitter use between sociality and activism as well as the notions of performance and identity of these two intersecting, yet polarised groups.Privilege remains a governing factor, which regulates access, accessibility and the use of the subaltern sphere and makes it exclusive for a privileged group of the subaltern. The main benefits of Twitter in the subaltern sphere, as the study suggests, is the factor of sociality and networking around causes, which leads to peer dialogue in the public sphere and increases visibility. This eventually leads to more attention for certain causes in the public discourse and to the countering of mainstream media narratives, for example in the case study of the Dalit Lives Matter Movement and its ad hoc fame, which evolved after the suicide of the Dalit PhD scholar Rohith Vemula.Further, while online activism is present, its impact remains hard to measure. The main benefits of the space are the plurality of voices that inhabit it. Also, the unleashing of the counter­narratives towards the mainstream media that are even more controlled by the state than the new media landscape, is an important benefit.

No / The widespread protests of November 2019 may be marked as the bloodiest recent chapter of the Islamic Republic of Iran's history in terms of popular dissent. The two major protests in December 2017 and November 2019, followed by the public reaction to the shooting down of the Ukrainian International Airlines Flight 752 by the IRGC over Tehran after the US killing of General Soleimani, suggest that the prevailing dynamics of political protest in Iran are changing. There is an increasing sense of radicalisation among protesters, while the state is prepared to resort to extreme violence to maintain control. The geography of political protest has changed. The declining economic situation has had a profound impact on the more vulnerable segments of the society who are now increasingly playing a more proactive role in challenging the state. The methods of protest have been evolving over the last four decades, especially in the cultural arena. Last but not least, the willingness of the protesters both to endure and inflict violence is precipitously transforming state-society relations beyond recognition. This article begins by providing a brief overview of protest in the history of the Islamic Republic, up to the public reaction to the 2020 downing of the Ukrainian airline over Tehran. This provides a historical context to assess the ways in which both the political climate and protests have changed over the last four decades. A section identifying and analysing the factors which have created the current political cul-de-sac then follows. The changing dynamics of the protests are the result of the existing political gridlock and the economic crisis, and it is thus important to evaluate the prevailing conditions which have paved the way for the radicalisation of political climate in Iran. The final section examines the changing dynamics of political protest.

O presente trabalho desenvolve uma reflexão sobre as violências presentes no contexto escolar. A violência é compreendida como uma manifestação histórica e social, de múltiplas e complexas faces, que interage com o ambiente cultural da escola. Trata-se de uma pesquisa teórica, desenvolvida a partir de um estudo documental sobre violência escolar e de um estudo de caso em escolas públicas localizadas no município de São Paulo. Um dos objetivos deste trabalho foi identificar as faces da violência no contexto escolar, apresentando uma síntese da leitura de mundo sobre o tema a partir de pesquisas realizadas após os anos 90. A tese teve ainda por objetivo caracterizar o tema da violência nas obras elaboradas por Paulo Freire, de modo a explicitar as dimensões tomadas pelo autor para denunciá-la e apontar possibilidades de construção de um outro mundo possível. Os levantamentos realizados para revisão da literatura sobre violência escolar buscaram consultar resultados de pesquisa apresentados sob a forma de artigos e livros. Entre os procedimentos metodológicos e técnico-operacionais adotados para a construção teórica e o estudo documental estão estudo temático e análise textual. Percebeu-se que a violência escolar deve ser considerada em dois planos. Por um lado, considera-se a dimensão material e objetiva, por meio das perdas materiais e diferentes agressões físicas. Na dimensão simbólica consideraram-se a sutil imposição de significações alheias à comunidade com destaque para a rejeição ao diferente e a crescente insegurança, medo e receio diante das relações interpessoais. A indicação de Paulo Freire é a de que a reação dos oprimidos poderá confrontar a consciência necrófila presente nos gestos e nas ações violentas. Os oprimidos, assumindo a vocação do ser mais, a vocação de valorização da vida, acima dos desejos e interesses mesquinhos e individualistas, assumindo como instrumento de luta a amorosidade, poderão constituir outra civilização, mais humana, com menos opressão e menos injustiça. As violências escolares, tomadas como objeto de investigação e reflexão, relacionadas às considerações desenvolvidas por Paulo Freire permitem compreender que é possível um enfrentamento histórico, no âmbito social e escolar. O trabalho aponta para a escola pública e popular, fundamentada em de concepções e práticas críticas e progressistas de educação, que deve constituir-se (historicamente) como espaço de conscientização, luta e enfrentamento das várias manifestações de violência que afligem e atingem seus sujeitos. Um dos caminhos férteis é o diálogo, a educação dialógica e libertadora. / Some reflections are presented in this work trying to account for various kinds of violence observed to exist in the school context. Violence is here understood as a social and historical manifestation of a multiplicity of complex dimensions and factors, which interact with the cultural environment of the school. We are dealing here with a theoretical investigation primarily based on a documentary study of school violence and, additionally, in a study of municipal public schools in São Paulo. One of the main objectives with this study was to identify the various dimensions of violence in the school context. This was done by presenting a synthesis of available readings of the world (\"leitura do mundo\") concerning this topic, based on the analysis of various studies carried out after the 1990s. Moreover, another aim with this thesis was to characterize violence as a theme addressed by Paulo Freire in various of his works. Whereby he made explicitly identified some dimensions of violence both to denounce them as well as to point towards alternative possibilities to construct another possible world. In the review of the literature dealing with school violence, we gave priority to research results found in books and scientific articles. Thematic study and text analysis were included among the various methodological and social research techniques used in this work to support our theoretical constructs and also as guidelines for our documentary work. The concluded that school violence must be considered in two distinct planes. On the one hand, with reference to the material and objective losses and different kinds of physical aggresions. On the other hand, taking into account the symbolic dimension, one refers to the subtle imposition of inappropiate meanings attached to the violent acts in the community, with a particular emphasis on the rejection of \"otherness\", and a growing sense of insecurity, fear and distrust in the realm of interpersonal relations. Paulo Freire\'s prescription for overcoming this kind of violence lies, in the response potential of the oppressed to confront the necrophilic conscience inherent in violent gestures and actions. The oppressed, by assuming their vocation to be human, to value life, to raise over and above mean and individualistic values and interests. By assuming love as their preferred instrument of their struggle, they will be able to construct another civilization, more human, less oppresive and more just. Taking into account the reflections of Paulo Freire on the matter of school violence, here approached as a subject for investigation and reflection, lead us to understand that it is possible to historically confront it in both the social and school realms. This work points to a renewed potential of the public and popular school, when based in the critical and progressive conceptions and practices of education. A kind of school that must be (historically) constructed as a space of concietization, struggle and of confrontation against all the various manifestations of violence inflicted and adversely affecting the potential victims. We find that dialogue, dialogic and liberating education constitute some of the fertile ways we have at our disposal to attain our aims of diminishing both physical and symbolic violence in the school context and culture.

Made available in DSpace on 2016-04-28T20:56:59Z (GMT). No. of bitstreams: 1 Mestrado final completo1.pdf: 1008772 bytes, checksum: 9017536a5eae44c756ac21f80a06434f (MD5) Previous issue date: 2006-04-28 / O método do Teatro do Oprimido propõe pesquisar maneiras de superações de situações de opressão vividas por homens e mulheres e ensaiar, portanto, ações para a articulação de grupos na conquista do cumprimento de seus direitos. O presente estudo buscou compreender as possibilidades do uso do Teatro do Oprimido na construção de um processo educacional dialógico, segundo a perspectiva de Paulo Freire. A pesquisa-ação de referencial teórico-metodológico de Paulo Freire orientou a pesquisa realizada com um grupo de jovens participantes do projeto Protagonistas de Direitos Humanos , no qual a autora dessa dissertação foi também educadora. Os dados desse estudo provêm dos diários de campo elaborados ao longo do projeto e das duas entrevistas reflexivas realizadas junto aos participantes. Para análise dos dados, usou-se a fenomenologia de cunho hermenêutico, com o objetivo de compreender os horizontes que se abrem num processo dialógico, bem como os possíveis caminhos para a construção deste processo. A trajetória do grupo revelou a construção de uma consciência crítica em relação à luta pela garantia dos direitos dos jovens, numa perspectiva reflexiva de reinvenção, mudança e inovação. O Teatro do Oprimido foi um instrumento auxiliador na construção de uma educação para libertação: como prática dialógica, ele não acontece na desesperança, mas somente com a certeza das possibilidades de transformação

Made available in DSpace on 2016-04-29T14:27:19Z (GMT). No. of bitstreams: 1 Ronald Lobo.pdf: 1081187 bytes, checksum: b9124717e299fd8f59bc6fe1edd15974 (MD5) Previous issue date: 2011-05-12 / The aim of the present study is to propose a reading of the book of Isaiah 58,1-12 which deals with a genuine fasting. The prophecy of Trito Isaiah, is intrinsically connected to justice and righteousness. As for the exegetical study the synchronic perspective is used. The study of literary aspect and historical context leads us to situate the perícope at the beginning of post-exilic period around 538-520 b.C. The exiled judean community returns to the homeland, and tries to reconstruct itself at the beginning of the Persian rule. In this context, the prophet s criticism tries to correct the religious practice, the fast as it is practiced, cut off of social solidarity with the fragile groups like those of hungry, naked and homeless. Through eight innovative forms of doing justice and righteousness the text proposes a new fast. Orders the end of all forms of oppression and on the counterpart proposes sharing of bread, clothing and boarding. The proposal goes ahead, asks for sharing of one s own life through a radical solidarity. For those who practice genuine fast, the LORD promises his continuous presence, the necessary protection and a happy future. The dissertation is divided into four parts, all along, the commentary style prevails. The study wants to contribute, the understanding of fasting in present time, in the hopes and problems our society faces today / O presente estudo tem como meta propor uma leitura de Isaías Is 58,1-12 que fala de verdadeiro jejum. Na profecia de Trito Isaías, está intrinsecamente vinculada à prática da justiça e do direito. Quanto à metodologia exegética, a pesquisa é conduzida por meio da perspectiva sincrônica. O estudo literário e o contexto histórico da perícope levam-nos situá-lo no início do pós-exílio, por volta dos anos 538-520 a.C. A comunidade dos judeus exilados regressou à pátria sob o domínio persa e tenta reconstruir-se. Neste contexto, a denúncia profética tem por objetivo corrigir a prática religiosa, ou seja, o jejum praticado, no caso da perícope em questão, desassociada de uma prática social solidária com os grupos frágeis como famintos, nus e desabrigados. O texto propõe um novo jejum através dos oito modos inovadores de praticar a justiça e o direito. Pede-se o fim de toda forma de opressão e exige-se a partilha do pão, da veste e da moradia. A proposta segue adiante, pede-se a partilha da própria vida através duma solidariedade radical. Aos que seguem o novo jejum, o SENHOR promete-se a sua presença continua, proteção necessária e um futuro feliz. O trabalho divide-se em quatro partes, prevalece o estilo de comentário. Este estudo quer contribuir com a atualização do sentido e da prática do jejum nos dias de hoje, a partir dos desafios e das esperanças de nossa sociedade

Made available in DSpace on 2016-04-26T18:18:41Z (GMT). No. of bitstreams: 1 Anderson Zotesso Rodrigues.pdf: 2671537 bytes, checksum: fbd5e67f11d15757972b721ddccdb282 (MD5) Previous issue date: 2010-05-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present study brings to light the ramifications, incorporations and dialogues between radio and television elements in plays and/or sketches based upon the poetics of the Theater of the Oppressed as systematized by the dramatist Augusto Boal, paradigmatically, against the attempts of mediatic manipulations of individual behaviors and cultural practices. The purpose, specifically, is to demonstrate how, predominantly in popular theater stagings, ways to interpret, to narrate, certain gestures, themes and songs that are part of these two mediums of mass communication embedded in the urban home tend to appear as a part of the plays. The theoretical basis of this research lays in the elaborations by Jesus Martin-Barbero of the dialogues between mass media and culture, and in the relations between media, culture and economy as proposed by Néstor García Canclini. The bibliography by Augusto Boal as well as articles about his propositions also constitute an important part of the present study, since they serve as material for the poetical elaboration of the plays staged by the researched groups. To accomplish our field research, certain plays were elected as objects of study, such as Que onda con Borges? , staged by the Infierno de los vivos, a group from Buenos Aires, Argentina, and the play Um dia a casa cai , staged by GATO (Teenage group of theater of the oppressed), from São Paulo, Brazil. Interviews with members and analysis of the plays were conducted between July, 2008 and January, 2010. The present study also contains a critical analysis of the institutional, political and economical relations developed by organizations and theatrical groups of São Paulo and Londrina, in order to detail and interrelate the political and aesthetic options of such groups / A presente dissertação busca apontar e descrever desdobramentos, incorporações e diálogos entre elementos do rádio e da televisão em peças e/ou esquetes da Poética Teatral do Oprimido, sistematizada pelo teatrólogo Augusto Boal e, paradigmaticamente, contrárias às tentativas de manipulação mediática dos comportamentos individuais e práticas da cultura. O objetivo, especificamente, é demonstrar como emergem, em encenações de teatro predominantemente populares, modos de interpretação, narrativas, gestos, temáticas e canções componentes de programas desses dois meios de comunicação incrustados nos lares das grandes cidades. O referencial teórico da pesquisa assenta-se nas concepções do diálogo cultura - medias de massa propostas por Jesús Martín-Barbero e das relações entre media - cultura - economia apontadas por Néstor García Canclini. Também serve de base a bibliografia de Augusto Boal por constituir-se como fundamento para o desenvolvimento poético dos grupos pesquisados, além de textos acadêmicos diretamente ligados ao tema. Para produzir o trabalho de campo foram prioritariamente eleitas as montagens Que onda con Borges? do Grupo Infierno de los Vivos, de Buenos Aires Argentina e Um dia a Casa Cai, do GATO (Grupo Adolescente de Teatro do Oprimido), de São Paulo, praticantes com os quais foram realizadas entrevistas e estudos de suas montagens entre os meses de Julho de 2008 e Janeiro de 2010. Há também análises críticas acerca das relações institucionais, políticas e econômicas desenvolvidas por organizações e outros coletivos teatrais de São Paulo e Londrina, em prol do detalhamento das suas opções políticas, estéticas e plásticas

Teachers have an undeniable influence on youth, on whose shoulders tomorrow rests. It is vital for teachers to be conscious of their role in both the local and global community in order to facilitate occasions for students to develop a sense of global consciousness. By imparting to students the desire to learn and to explore their interactions with things, people and experiences, and actively pursue knowledge, they develop critical literacy skills required to both acquire understanding and be(come) understood. Through this research study, the implications of applying David Diamond’s community drama work called Theatre for Living, as an effective and critical literacy practice to enhance social conciousness within a middle school, is assesssed. The program was implemented in a split grade 7/8 and grade 8 classroom in southwestern Ontario. The study exemplifies for educators a practical yet significant step for initializing and developing a broad sense of awareness in students; that is the sense of global consciousness.

Teachers have an undeniable influence on youth, on whose shoulders tomorrow rests. It is vital for teachers to be conscious of their role in both the local and global community in order to facilitate occasions for students to develop a sense of global consciousness. By imparting to students the desire to learn and to explore their interactions with things, people and experiences, and actively pursue knowledge, they develop critical literacy skills required to both acquire understanding and be(come) understood. Through this research study, the implications of applying David Diamond’s community drama work called Theatre for Living, as an effective and critical literacy practice to enhance social conciousness within a middle school, is assesssed. The program was implemented in a split grade 7/8 and grade 8 classroom in southwestern Ontario. The study exemplifies for educators a practical yet significant step for initializing and developing a broad sense of awareness in students; that is the sense of global consciousness.