Women and children are often the focus of humanitarian aid campaigns, generally considered to be the main victims of humanitarian emergencies. Previous research has explored the portrayal of victims within humanitarian action, focusing on humanitarian images, and how humanitarianism portrays the refugee. There is not, however, a lot of research that focuses on the humanitarian aid campaigns themselves, and not either on women´s victimisation specifically. This thesis thus makes a contribution to research by conducting a critical analysis of women´s portrayal in humanitarian aid campaigns, asking the research question of how women in the Democratic Republic of Congo are portrayed in humanitarian aid campaigns, with a broader aim of examining why humanitarian aid campaigns are gender based. I argue in this thesis through a single within case study that the empirical case “The worst period of her life” campaign created by ActionAid UK victimises women by associating women´s dignity with menstrual health, appealing to donors through the common hardships of menstruation, and picturing women as passive victims. The woman is portrayed as someone who is not capable of action, requiring external intervention. Using Agamben´s framework of “bare life” and homo sacer, this thesis concludes that women´s portrayal in the “The worst period of her life” campaign reduces the female victim to the realm of “bare life”. The already disadvantageous position that women have in the broader societal structure is reinforced by removing their agency in humanitarian aid campaigns. The results thus highlight problematic factors of women´s portrayal in humanitarian aid campaigns, opening for further research on the implications of the victimisation of women within humanitarian action.

Submitted by Jadson Francisco de Jesus SILVA (jadson@uefs.br) on 2018-09-18T22:28:21Z No. of bitstreams: 1 DIssertacaoCristianeMartins.pdf: 2498693 bytes, checksum: 401a9906739eca46d6900a643ca8a6e7 (MD5) / Made available in DSpace on 2018-09-18T22:28:21Z (GMT). No. of bitstreams: 1 DIssertacaoCristianeMartins.pdf: 2498693 bytes, checksum: 401a9906739eca46d6900a643ca8a6e7 (MD5) Previous issue date: 2018-07-27 / This dissertation aims to analyze the representation of women in history textbooks directed to the last years of Elementary School (8th and 9th grades), used in the public schools of Brazil, approved by the Programa Nacional do Livro Did?tico (PNDL) [The National Program of Textbook] in 2008, 2011, and 2014. Among the questions contained in the dissertation, there is the concern about the way in which the performance of women as historical agents was built up over the years in didactic materials. The analysis focuses on the texts and images included in the following textbooks: Hist?ria, Sociedade & Cidadania (2006), Projeto Ararib? (2007), and Estudar Hist?ria: Das origens do homem ? era digital (2011), since textbooks are important tools in the process of consolidation and propagation of representations. Hence, we sought to think the sphere of women?s representation in the textbooks created after a period of educational reforms: the process of evaluation of the textbooks undertaken by PNDL, which has started in the beginning of 1996; the elaboration of the Par?metros Curriculares Nacionais (PCNs) [National Curriculum Parameters], in 1998; and the Diretrizes Curriculares Nacionais (DCNs) [National Curriculum Guidelines], in 2013. Furthermore, we have tried to problematize what will be, from now on, the possibilities of change, also in history textbooks, after the approval of the Base Nacional Curricular Comum (BNCC) [National Curricular Common Base] in 2017. The analysis of the sources allowed us to verify that most of the contents, in the textbooks, continue to privilege the political and economic aspects. In this way, the approaches on women, when mentioned, appear in complementary texts, separated from the main subject. The study of representations, as proposed by Roger Chartier, was the basis for the construction of the analyzes that constitute this work. / Este trabalho tem por objetivo analisar as representa??es sobre as mulheres nos livros did?ticos de hist?ria direcionados aos ?ltimos anos do Ensino Fundamental (8? e 9? ano) utilizados nas escolas p?blicas do Brasil, aprovados pelo Programa Nacional do Livro Did?tico - PNLD em 2008, 2011 e 2014. Entre as quest?es contidas na disserta??o est? presente a inquieta??o em rela??o ? forma como a atua??o das mulheres enquanto agentes hist?ricos foi constru?da ao longo dos anos nos materiais did?ticos. O foco principal das an?lises recaiu sobre os textos e imagens contidas nos seguintes livros did?ticos - LD Hist?ria, Sociedade & Cidadania (2006), Projeto Ararib? (2007) e Estudar Hist?ria: Das origens do homem ? era digital (2011), haja vista que os livros did?ticos s?o ferramentas importantes na consolida??o e propaga??o de representa??es. Desse modo, procurou-se pensar a esfera da representa??o das mulheres nos livros escolares produzidos ap?s um per?odo de reformas educacionais: o processo de avalia??o dos livros did?ticos empreendidos pelo PNLD, que teve in?cio em 1996, a elabora??o dos Par?metros Curriculares Nacionais - PCN (1998), das Diretrizes Curriculares Nacionais - DCN (2013). Al?m disso, buscou-se problematizar quais ser?o, daqui para frente, as possibilidades de mudan?a tamb?m nos livros did?ticos de Hist?ria ap?s a aprova??o da Base Nacional Comum Curricular - BNCC (2017). A an?lise das fontes nos permitiu constatar que a maior parte dos textos, nos LD, continua privilegiando os aspectos pol?ticos e econ?micos. Desse modo, as abordagens sobre as mulheres, quando mencionadas, aparecem em textos complementares, separadas do corpo principal do conte?do. O estudo das representa??es, tal como proposto por Roger Chartier, foi a base para a constru??o das an?lises deste trabalho.