Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-23T12:49:35Z No. of bitstreams: 1 Eduardo Celso Bastos Navarro de Andrade.pdf: 1619486 bytes, checksum: 8b583b6ecc6fefca77014182b9d81299 (MD5) / Made available in DSpace on 2018-07-23T12:49:35Z (GMT). No. of bitstreams: 1 Eduardo Celso Bastos Navarro de Andrade.pdf: 1619486 bytes, checksum: 8b583b6ecc6fefca77014182b9d81299 (MD5) Previous issue date: 2018-05-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This dissertation presents the results of a research about the historical trajectory of the Trade Union Studies Center (TUSC), educational institution that provides assistance aimed at strengthening the Trade Union syndicalism classist and timeframe of your foundation year, 1985, by the end of 1989. The research sought to understand, first, the process of constitution of the TUSC in the period of political opening, thinking about the meaning of the trade union development to which proposed to do courses, activities, curriculum, reflecting on what were the major collective experiences lived by Brazilian laborers and that are in the core of formation process of the center. What they understood by Union upbringing at that time? What were the steps taken for the drafting of the courses offered, the definition of the contents and curriculum? As hypothesis, confirmed by the end, we thought about the possibility of TUSC suit it’s curriculum over the years, first, approaching the main issues of that time, as a way of basing the process of upbringing of workers to concrete experiences of the working class, in that specific period of history. Later, as a way of organizing own trade union structure that were remodeling, changing their axes. Stands for "curriculum" operation of constitution of knowledge within the socio-historical processes presented in the understanding of the working class formation. As sources, were use documents gathered from TUSC archives, as minutes, reports, teaching programs, assessments, activity plans and interviews with directors. The analysis focused on the production of knowledge in the magazine Trade Union Debate, the main instrument of communication of the entity to identify whether the editorial line presented in the magazine stated that the same intentions that the educational activities / Essa dissertação apresenta os resultados de uma pesquisa que narra a trajetória histórica do Centro de Estudos Sindicais, CES, instituição de educação que presta assessoria sindical visando o fortalecimento do sindicalismo classista e tem como recorte temporal o ano de sua fundação, 1985, até o final de 1989. A pesquisa buscou compreender, em primeiro lugar, o processo de constituição do CES no período de abertura política, pensando o significado da formação sindical ao qual se propunha a fazer, seus cursos, suas atividades, seu currículo, pensando quais foram as grandes experiências coletivas vivenciadas pelo conjunto dos trabalhadores brasileiros e que estão no âmago do processo de formação sindical do centro em questão. O que entendiam por formação sindical naquele momento? Quais foram os passos dados para a elaboração da grade de cursos ofertados, a definição dos conteúdos e do currículo? Tomamos como hipótese, ao final confirmada, a possibilidade de o CES adequar seu currículo ao longo dos anos, primeiro, aproximando-o aos temas candentes de época, como forma de basear o processo de formação dos trabalhadores às experiências concretas da classe trabalhadora, naquele período específico da história; depois, como forma de organização da própria estrutura sindical que ora se remodelava, alterando os seus eixos de formação. Compreende-se por “currículo” a operação de constituição de saberes dentro dos processos sócio-históricos apresentados, no entendimento da formação da classe trabalhadora. Foram utilizados como fontes os documentos recolhidos nos arquivos da entidade, como atas, relatórios, programas de ensino, balanços e planejamentos de atividades, entrevistas com dirigentes. Privilegiou-se a análise da produção de saberes na revista Debate Sindical, principal instrumento de comunicação da entidade, para identificar se a linha editorial apresentada na revista consagrava as mesmas intenções que as atividades formativas

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-05-15T14:09:00Z No. of bitstreams: 1 EduardoSilveiradeMenezes.pdf: 1532094 bytes, checksum: 1cd2b06be50f680d7868d0eea155a7ba (MD5) / Made available in DSpace on 2015-05-15T14:09:00Z (GMT). No. of bitstreams: 1 EduardoSilveiradeMenezes.pdf: 1532094 bytes, checksum: 1cd2b06be50f680d7868d0eea155a7ba (MD5) Previous issue date: 2011-12-01 / Nenhuma / Tomando como referência a Economia Política da Comunicação e utilizando-se do materialismo histórico-dialético como instrumento de reflexão teórico-prático, a presente pesquisa analisa de que forma a comunicação alternativa pode contribuir para a construção de espaços democráticos, com atuação de atores sociais contra-hegemônicos. Nessa direção, procura-se, com este estudo, não apenas acompanhar, mas, acima de tudo, questionar o papel da atuação sindical no campo da comunicação. Não no sentido de contrapô-la, mas retomando a sua trajetória e, desta forma, aproximando-a das experiências audiovisuais contemporâneas. Deste modo, antes de abordar propriamente o espaço de disputa do alternativo, em meio à operacionalização da mídia sindical, é traçado o panorama histórico da televisão brasileira, atualizando o processo de apropriação dos recursos de áudio e vídeo pelos operários metalúrgicos do ABC. Ao observar as especificidades do padrão tecno-estético alternativo percebe-se que, embora ainda de forma muito incipiente, a contra-hegemonia manifesta-se no bojo produtivo da TV dos Trabalhadores (TVT), sobretudo se comparada ao restante das configurações estético-produtivas provenientes desta emissora. Os processos midiáticos decorrentes de tal prática operacional estão inseridos no contexto das mídias digitais, cuja alteração nas relações de produção afeta diretamente o conjunto das relações sociais e, conseqüentemente, o resultado final dos conteúdos. Evidencia-se, portanto, a dificuldade de ruptura com o modelo hegemônico, mesmo em um canal de televisão mantido por uma organização sindical com passado marcante no período de redemocratização do Brasil. / Taking as a reference to Political Economy of the Communication and using the historical materialism-dialectic as an instrument of reflection theoretical-practical, this research analyzes how the alternative communication can contribute to building democratic spaces with performance of actors counter-hegemonic. In this direction, we try to, with this study, not only follow but, above all, questioning the role of union activity in the field of communication. Not in the sense to oppose it, but resuming its trajectory and, thus bringing it closer to the audiovisual contemporary experience. In this way, before to approach exactly the area of dispute of the alternative communication, , is traced the historical background of brazilian television, updating the process of ownership of the resources of audio and video by the workers of the metallurgical ABC. Looking at the specifics of the alternative techno-aesthetic standard we can perceive that, even incipiently, the counter-hegemony manifests in the TV programming Workers (TVT). Especially, compared with the rest of the aesthetic and productive settings this television channel. The media processes resulting from the practice operating the television channel of the metallurgical is placed in the context of digital media, where changes in production relations directly affect the set of social relations and, consequently, outcome of the content. It is evident, therefore, the difficulty in breaking with the hegemonic model, even in a television channel maintained for one labor union with remarkable past during the re-democratization of Brazil.

<p>The aim of this thesis is to contribute to knowledge about how the work and profession of upper secondary school teachers is understood and shaped by the teachers in the beginning of the 21st century, and to relate that understanding of work and professional development to the strivings of the teachers’ trade unions and the state. With the implementation of an innovation as a starting point, the teachers’ narratives also described their work in a broader sense. Connections and contradictions between those descriptions of everyday work are analysed in relation to central ideas in research and state and trade union policy. The empirical data were mainly generated through interviews and studies of state- and teachers’ trade union policy documents. Twenty-three teachers at four upper secondary schools were interviewed twice, with a one year interval. Five school leaders were also interviewed. A minor questionnaire added data concerning professional development. 102 documents published by the State and the teachers’ trade unions between 1964 and 2004 were analysed using critical discourse analysis.</p><p>The analysis is eclectic, drawing on perspectives and conceptions from theories on professions, organisations, school development and the frame factor theory. The overall approach of the study is practice related research and includes an intention to draw attention to connections between micro and macro levels.</p><p>The analyses of the teachers’ narratives on implementation indicate that they were able to do the job despite unsatisfactory conditions thanks to high work morale and extensive experience. The infrastructure provided by the frame factors was weak or working at cross purposes. The school-wide support for development was stronger at one of the four schools.</p><p>The teachers’ formal freedom of action was substantial. In practice it was restricted by frame factors and the fact that the potential freedom was not fully used. Thus, the actual autonomy was more limited than it appeared to be. The school culture included elements of balkanised and contrived collegiality. Many tasks were delegated to the interdisciplinary work teams, but the teams did not seem to live up to expectations. Primarily, they lacked time and an appropriate group composition. There was a clash between the interdisciplinary work teams and the teachers’ need to co-operate within subject work teams. The teachers did not regard interdisciplinary work teams as useful for school or professional development.</p><p>Supportive conditions for long-term, shared learning and dialogue between researchers and practitioners were largely lacking. Visions such as learning organisations were far removed from the everyday life in the schools. Changes in organisational structures at the schools have partly been counterproductive.</p><p>The far-reaching restructuring of the Swedish upper secondary schools implemented from the end of the 1980s and during the 1990s was in line with international reform trends. It also had specific national characteristics. The concept professional teachers was introduced in some Government bills around 1990. The teachers’ trade unions adopted the concept and it became increasingly significant in trade union policy during the 1990s. At the turn of the millennium it was a dominant idea in their documents.</p><p>During the 1990s several influential discourses became established as shared views between the State, trade unions and some researchers, e.g. what I have called change and professional discourses. They were rarely problematized in state and teachers’ trade union policy documents. The two agreements between the teachers’ trade unions and the employers, in 1995 and 2000, constituted another component of what has been termed a system-shift in the Swedish school system. They influenced the teachers’ working conditions and implied new strategies for the trade unions. The professional, change and management discourses salient in the documents were brought into schools with insufficient opportunities for the teachers to develop a deep meaning of the discourses.</p><p>The study emphasizes the importance of practice oriented studies, related to wider contexts, in order to provide insights into teachers’ work and professional development. It also brings nuances to, and problematizes theoretical conceptions and discourses in the field.</p><p>Key-words: teaching profession, upper secondary teachers, change, school reform, professional development, school development, frame factors, school governance, school policy, trade union</p>

<p>This rapport examines six Swedish workplace unions, in manufacturing internationalised companies, degree of internationalised trade union work. The report is based on interviews with local shop stewards. All local workplace unions were in some form internationalised. They were placed in three different groups of strategies: Passive, Tactical and Strategic. The Passive union only tried to get information; the Tactical unions were reactive against initiative from company management and used the channels provided of Industrial Relation laws. The Strategic unions where acting from an analysis that demanded collaboration with foreign trade unions and were active in trying to build contacts.In discussing why a local workplace trade union become internationalised three explaining factors was constructed: A relation to the company which gave the union more information and resources than the minimum level of required legislation. Second; a strategic analysis involving a threat against the employees. And third; a belief that the trade union could make a difference.</p>

<p>The purpose of this research is to determine employee satisfaction towards union service delivery and the effect it might have on their motivation. For the purposes of the research, the term customer applies to all union members being serviced by the union and enjoying benefits of negotiations at a centralised or de-centralised level. More generally, trade unions and collective bargaining are seen to enhance the dignity of workers and their control of their working lives, hence the important role trade unions play within the workplace. Service deliveries from a trade union to its members are an important element of employee behaviour and motivation. The research will aim to&nbsp / measure union member&rsquo / s (customer) satisfaction of the service they receive from their union and the impact it possibly has on otivation. The hypothesis of the research is that if workers are satisfied by the service they receive from their trade union their motivational levels will also be high. Alternatively, if workers are dissatisfied by the service they receive from their trade union, their motivation will be low. A Biographical questionnaire, the Organizational Motivation Questionnaire (OMQ) and the Service Quality Questionnaire was administered to respondents to elicit responses on how the aspects of union service delivery impacts on their motivation in the workplace.&nbsp / The results emanating from the current study indicate that there are statistically significant relationships between work content, payment, promotion, recognition, working conditions, benefits, personal, leadership/ supervision, general and work motivation and satisfaction in the technical department of a media organisation in the Western Cape. Furthermore, results show the nine independent variables (work content, payment, promotion, recognition, working conditions, benefits, personal, leadership/ supervision and general) significantly explained the variance in work motivation and service-delivery. The study also shows a statistically significant difference in motivation and job-satisfaction based on the biographical variables (gender, home language, marital status, age, race, job classification, education, qualifications, job grade and tenure). Multiple regression analysis revealed these variables significant explained the variance in job satisfaction and motivation. The results reveal some interesting insights into the relationship between union service delivery, motivation and job satisfaction amongst unionised workers in a media organisation in the Western Cape. Recommendations are made with respect to the management of this focal area of research.</p>

The aim of this thesis is to contribute to knowledge about how the work and profession of upper secondary school teachers is understood and shaped by the teachers in the beginning of the 21st century, and to relate that understanding of work and professional development to the strivings of the teachers’ trade unions and the state. With the implementation of an innovation as a starting point, the teachers’ narratives also described their work in a broader sense. Connections and contradictions between those descriptions of everyday work are analysed in relation to central ideas in research and state and trade union policy. The empirical data were mainly generated through interviews and studies of state- and teachers’ trade union policy documents. Twenty-three teachers at four upper secondary schools were interviewed twice, with a one year interval. Five school leaders were also interviewed. A minor questionnaire added data concerning professional development. 102 documents published by the State and the teachers’ trade unions between 1964 and 2004 were analysed using critical discourse analysis. The analysis is eclectic, drawing on perspectives and conceptions from theories on professions, organisations, school development and the frame factor theory. The overall approach of the study is practice related research and includes an intention to draw attention to connections between micro and macro levels. The analyses of the teachers’ narratives on implementation indicate that they were able to do the job despite unsatisfactory conditions thanks to high work morale and extensive experience. The infrastructure provided by the frame factors was weak or working at cross purposes. The school-wide support for development was stronger at one of the four schools. The teachers’ formal freedom of action was substantial. In practice it was restricted by frame factors and the fact that the potential freedom was not fully used. Thus, the actual autonomy was more limited than it appeared to be. The school culture included elements of balkanised and contrived collegiality. Many tasks were delegated to the interdisciplinary work teams, but the teams did not seem to live up to expectations. Primarily, they lacked time and an appropriate group composition. There was a clash between the interdisciplinary work teams and the teachers’ need to co-operate within subject work teams. The teachers did not regard interdisciplinary work teams as useful for school or professional development. Supportive conditions for long-term, shared learning and dialogue between researchers and practitioners were largely lacking. Visions such as learning organisations were far removed from the everyday life in the schools. Changes in organisational structures at the schools have partly been counterproductive. The far-reaching restructuring of the Swedish upper secondary schools implemented from the end of the 1980s and during the 1990s was in line with international reform trends. It also had specific national characteristics. The concept professional teachers was introduced in some Government bills around 1990. The teachers’ trade unions adopted the concept and it became increasingly significant in trade union policy during the 1990s. At the turn of the millennium it was a dominant idea in their documents. During the 1990s several influential discourses became established as shared views between the State, trade unions and some researchers, e.g. what I have called change and professional discourses. They were rarely problematized in state and teachers’ trade union policy documents. The two agreements between the teachers’ trade unions and the employers, in 1995 and 2000, constituted another component of what has been termed a system-shift in the Swedish school system. They influenced the teachers’ working conditions and implied new strategies for the trade unions. The professional, change and management discourses salient in the documents were brought into schools with insufficient opportunities for the teachers to develop a deep meaning of the discourses. The study emphasizes the importance of practice oriented studies, related to wider contexts, in order to provide insights into teachers’ work and professional development. It also brings nuances to, and problematizes theoretical conceptions and discourses in the field. Key-words: teaching profession, upper secondary teachers, change, school reform, professional development, school development, frame factors, school governance, school policy, trade union

Labour migration to Sweden is analysed from a labour perspective. As regards theory, the thesis focuses on how class and ethnicity intersect in a capitalistic setting, but it also gives attention to gender and age as structural principles. The main purpose is to analyse migrants in Sweden as a party in the relationship between labour and capital, and to explore how the immigration and the active recruitment of workers in other countries affected and was affected by the relative strengths of the parties on the labour market, covering the period 1945–1952. The relationship between labour and capital, regarding migration-related issues, is analysed from above and below on both national and local level, and the thesis discerns how the state mediated between the parties. It examines the first encounters between foreign-born and native-born workers at shop-floor level, how these encounters affected the relationship between the trade union and the industrial management concerned, and explores how all this, in turn, affected the relationship between the national parties on the Swedish labour market. A structural perspective is combined with micro analyses of narratives from the actors involved, which opens up for a study of the history of society. Firstly, the thesis addresses the relationship between the Swedish Engineering Employers’ Association and the Swedish Metalworkers’ Union, and secondly it is a local workplace study, focusing on Svenska Stålpressnings AB in Olofström (the Swedish Steel Pressing Company). The more precise focus of attention is on war refugees from Estonia employed by the company in Olofström between 1945 and 1947, and on Estonians recruited directly from West German refugee camps in the early 1950s. The study reveals that the Metalworkers’ Union at first opposed labour recruitment abroad – at both national and local level –, but also how coincident interests developed between labour, capital and the state regarding labour immigration. An important finding is that the Metalworkers’ Union had great influence considering which companies would be allowed to recruit foreign-born workers, and that the trade union could direct the migrations to workplaces with acceptable staff policies. A fundamental research problem for the thesis is, furthermore, how social groups construct ethnic boundaries between “us” and “the others”. It is stressed that Estonians’ background experiences and social memories differed from those of the Swedish workers, and that these differences affected the outcomes of the first encounters. But it is also pointed out that the Estonian group was internally divided, with a basis in interwar Estonian political history and in disparate class backgrounds among the Estonians.

This is a study of the trade union journal for female blue collar women in Sweden, Arbetets Kvinnor, between 1927 and 1931. The purpose is to examine how a female trade union activist's constructs collective identity by those notions of social class, sex, and moral values that are articulated in the journal. The main theoretical basis is Alberto Melucci's analysis where he argues that a collective identity in social movements is made in an interaction between individuals, where the action possibilities and limits are defined. Another purpose is how the female blue collar worker's resistance and/or adaption to the male hegemonic trade union and the bourgeoisie hegemonic society are presented. The essay shows how the collective identity is made of both historical and contemporary images of the working class women as workers and trade union activists. It also shows that the identity is based on an international class struggle in which the labour women walk hand in hand with the labour men, embracing social democratic ideas. The conception of the woman of the labour class is multifaceted, for example she is pictured as a class comrade and simultaneously as a one whose main purpose is motherhood. Arbetets Kvinnor shows that the trade unionist women bid the bourgeoisie dominance resistance and it also depicts the women making opposition to the male hegemony in the trade union. The moral values that are presented are solidarity, responsibility and the urge of education into making the goal of an equal society possible to reach.

Français : Partant de la question du renouvellement de la main-d’œuvre québécoise, ce mémoire s’intéresse aux salariés professionnels des organisations syndicales québécoises. Ces dernières se sont dotées d’un important salariat professionnel dont le renouvellement en cours ou à prévoir suppose des défis importants, notamment à propos de la transmission de la culture organisationnelle. Ainsi, ce mémoire portera sur la socialisation des salariés professionnels des organisations syndicales québécoises à partir de quatre études de cas (FTQ, Syndicat des Métallos, CSN et FIQ). Il sera notamment question des pratiques de gestion de personnel de ces organisations liées au transfert de la culture, soit les pratiques de socialisation et de recrutement, de la formalisation de ces pratiques et de leur contrôle. Les résultats permettent de mettre en évidence les rapports entre la structure administrative des organisations syndicales et le modèle de socialisation des salariés professionnels nouvellement embauchés y ayant cours. De plus, bien que la tendance va en s’amplifiant, les pratiques de socialisation, à l’instar des autres pratiques de gestion de personnel en milieu syndical, demeurent peu formalisées. Enfin, les résultats permettent également de constater que le contrôle des dirigeants syndicaux sur la transmission de la culture aux professionnels est relativement faible comparativement à celui des pairs. / English : In the larger question of staff renewal in Québec, it is interesting to tackle more specifically union staff renewal. The union organizations are in the process or will soon be largely hiring new appointed staff, which will be a challenge in terms of organizational culture transmission. This memoir will research into the socialization of the appointed staff of Québec’s unions based on four case studies: the FTQ, Syndicat des Métallos, CSN and FIQ. The question of culture transfers in the personnel management practices of these organizations will be tackled by studying hiring and socialization practices, and the formalization and control of these practices. The results of our studies bring forth a link between administrative structure in the studied unions and the way the newly hired appointed staff are socialized. Even if there is a slight increase in the socialization practices’ formalization, on the whole, like in other practices of personnel management in union organizations, the formalization is minor. Moreover, our studies also show that the union leaders’ hold on culture transmission is minimal compared to the peers’.

No description available.