Made available in DSpace on 2016-03-22T17:26:44Z (GMT). No. of bitstreams: 1 Carolina RodeghieroD.pdf: 3378938 bytes, checksum: bcd4ed393becb8cb15da620b96915cfd (MD5) Previous issue date: 2012-05-30 / The most popular social network website of nowadays is about to have more than 900 millions of people connected by it. This is a start point to social relations and its features, in which we can find not only good communication, but concrete examples about how violence can be significant in such environment. This study makes a deep analysis about bullying in virtual context, showing how cyberbullying is being part and changing social organization with the massive participation of people on Facebook. For that, we show how communication technologies arrived until today with social networks and social networks websites, studying violence and its history and concept, showing through authors like Hannah Arendt (2009) how this is related to power and dominance, and comparing it to the contribution of Foucault (2009) about how surveillance is about punishment and control, then closing the theories about violence, surveillance and cyberbullying with Smith et al. (2009), talking about virtual violence and it relations to social networks websites. After that, as theorical reference and methodology, we use Critical Discourse Analysis with enphasis in Tridimentional Discourse Concept from Fairclough (2003) and Visual Grammar from Kress & Leeuwen (2006) to make a deep view into Facebook publications that present violence signals. For that we have a perspective not only at the publication itself, but in it production, distribution and reception, which makes this study caracterized like how cyberbullying can be found not only at school environment, but at virtual, adult and public context, what makes of bullying even more violent and full of abusive power / O site de redes sociais mais aderido de hoje está prestes a ter mais de 900 milhões de pessoas conectadas a ele. Este é um ponto de partida para as relações sociais e suas características, no qual se pode encontrar não só comunicação, mas exemplos concretos sobre como a violência pode ser grande em tal ambiente. Este estudo faz uma análise sobre o bullying em seu contexto virtual, mostrando como o cyberbullying pode mudar as relações sociais com a participação massiva de pessoas no Facebook. Para isso, apresentamos como as tecnologias da informação se desenvolveram até os dias de hoje com as redes sociais e sites de redes sociais, estudando a violência em sua história e conceito, baseando o estudo em autores como Hannah Arendt (2009) com teorias de como estão relacionados poder e dominação, e comparando isso com a contribuição de Foucault (2009) de como a vigilância é sobre punição e controle. Em seguida, fechando as teorias sobre a violência, vigilância e cyberbullying com Smith et al. (2009), falando sobre a violência virtual e sua relação com sites de redes sociais. Depois, como referencial teórico e metodologia, usamos Análise Crítica do Discurso com ênfase na concepção tridimensional do discurso de Fairclough (2003) e na Gramática Visual de Kress & Leeuwen (2006) para fazer uma análise em publicações do Facebook que apresentam sinais de violência. Por mantermos o foco não só na própria publicação, mas na sua produção, distribuição e recepção, este estudo é sobre como o cyberbullying pode ser encontrado fora do ambiente escolar ou adolescente, no contexto virtual, de adultos e público, o que faz esse tipo de bullying ser ainda mais violento e sem preocupação com o abuso de poder nele existente

This thesis explores the scope for children’s voices offered to children in court mandated investigations regarding custody, residence or contact. The focus is on children who have been exposed to their father’s violence against their mother The aim is to study how the legislators’ intentions concerning children’s participation in this area are implemented in work groups. The assumption is that implementation can be seen as collective learning. Implementation may in this case challenge established relations of power like age and gender orders. Professional discourses on violence have to shift from gender neutral to gendered discourses and discourses on children have to include a participation discourse. Learning which includes a shift in discourses and challenges established power relations is defined as radical learning.The approach is social constructionist and draws on group interviews with social workers specialized in family law.The thesis analyses which discourses of violence and of children are accessible and used at group level. This can be seen as a discursive opportunity structure. The discourses in question are: gender violence, child protection, treatment and family law discourses as well as care and participation discourses. The conclusion is that all these discourses are accessible to the professionals and the effects of the different discourses are discussed regarding the possibilities for creating a safe situation for mother and child during the investigation.The thesis furthermore analyses the organisation of the work groups. These characteristics can be seen as an organisational opportunity structure. The analysis shows different patterns in the groups when it comes to structure and stage of learning process. One group seems to be at the stage where the members are prepared to start talking to the child about the father’s violence.The final chapter presents a discussion of radical learning and the possibilities for radical social change when established power relations are challenged.