published_or_final_version / Social Work / Master / Master of Social Work

The purpose of this case study was to compare the pedagogical and affective efficiency and efficacy of creative prose fiction writing workshops taught via asynchronous computer-mediated online distance education with creative prose fiction writing workshops taught face-to-face in order to better understand their operational pedagogy and correlative affective features to determine if workshops are transferable to a computer-mediated delivery system in order to aid administrative decision-makers regarding the possible pedagogical usefulness of expanding their existing writing program to offer an optional-residency creative writing program in concert with their current high residency program. Qualitative data were collected through non-participatory virtual observation of two computer-mediated workshops and in person at a face-to-face mediated workshop. Both workshops used the traditional social constructivist workshop approach which is widely considered to be the gold standard method by the majority of creative writing programs based on its long-standing success as a pedagogical method. In addition to observing the respective workshops, one-on-one interviews were conducted with three creative writing program administrators and three creative writing instructors, one of whom was also a former program administrator. Creative writing students participating in the three observed workshops were also interviewed one-on-one. Findings revealed that from a pedagogical perspective both the computer-mediated and the face-to-face mediated workshops are pedagogically efficient and effective using a social constructivist model when workshop teachers demonstrate a strong teaching presence focused on honing novice writers’ ability and desire to write. Additionally, the researcher concluded a robust teaching presence is imperative in order to establish and maintain a strong social presence between students and between students and the instructor, as both components are critical for learner autonomy in a social constructivist teaching and learning community. However, teaching presence alone cannot guarantee a strong affective social presence as differences between students’ and/or between students’ and an instructor’s social, cultural, educational, and historical ontogenies can lead to unresolved conflicts that increase psychological distance in the teaching and learning community. Additionally, while pedagogically equivalent, computer-mediated workshops have important time management and potentially affective advantages compared to the face-to-face mediated workshop that help ensure establishment and maintenance of social presence.

Dès la fin du Ier s. ap. J.-C., la population de Rome avoisine le million d’habitants. À cette époque, Auguste planifie la conquête des contrées septentrionales. L’approvisionnement du peuple de l’Vrbs et des armées est une préoccupation de premier ordre et le ravitaillement en huile d’olive, produit indispensable au quotidien romain, devient un enjeu de taille. La province de Bétique réunit toutes les conditions nécessaires pour accueillir une production d’huile à grande échelle, grâce à son climat optimal et aux conditions d’exportation idéales que lui offrent ses cours d’eau navigables. C’est ainsi que l’huile produite dans le Bassin du Guadalquivir et transportée dans les amphores globulaires Dressel 20 alimentera tout l’Occident romain entre le Ier et le IIIe s. ap. J.-C. Si ce phénomène économique majeur est relativement bien appréhendé du point de vue des sites de consommation, la question de la production de l’huile et des amphores en Bétique a été longtemps délaissée.Les ateliers de potiers d’amphores à huile (Dressel 20 et Dressel 23), installés sur les berges du Guadalquivir et du Genil, sont indéniablement les meilleurs témoins de l’intensité de l’oléiculture dans la région, en raison de l’ampleur des vestiges occasionnés par cette industrie potière. En tant qu’activité subsidiaire de l’oléiculture spéculative, l’évolution de la fabrication d’amphores est donc le reflet fidèle de celle de ce secteur économique. Cette étude microrégionale, consacrée aux ateliers de la vallée du Genil, constitue une approche détournée pour parvenir à appréhender le développement de l’oléiculture à caractère spéculatif. Elle vise à analyser la dynamique économique des ateliers d’amphores à huile de ce territoire, à comprendre les interactions existantes entre la production industrielle d’huile, le développement de l’industrie potière et les conséquences de ces activités sur l’environnement.Cette thèse qui s’inscrit dans une perspective archéo-historique, repose à la fois sur un travail documentaire et sur une analyse globale des faits matériels mis en évidence lors d’enquêtes de terrain. Les campagnes de prospections conduites dans la zone étudiée et la fouille de l’atelier de potiers de Las Delicias ont permis un renouvellement considérable des connaissances grâce à la collecte de nombreuses données inédites. La caractérisation des ateliers qui découle du classement et de l’analyse de ces données a permis d’aborder un certain nombre de problématiques relatives à l’organisation du travail, aux procédés de fabrication et aux différentes activités connexes à la production des amphores à huile.De plus, la richesse épigraphique qui caractérise l’amphore Dressel 20, a permis de corréler les observations archéologiques d’ordre structurel et topographique avec les marques de fabrique à caractère onomastique et toponomastique. L’étude épigraphique poussée des estampilles des différents centres de production a ainsi permis de retracer l’histoire de chaque atelier, en identifiant les acteurs de la production, les stratégies et les modes de gestion mis en place par ces derniers.Cette approche multiscalaire, partant de l’analyse de chaque atelier, pour ensuite passer à la mise en corrélation des résultats obtenus à l’échelle de la vallée, et rejoindre enfin la sphère de l’oléiculture, a permis de mettre en regard l’histoire sociale avec l’histoire des techniques, et ainsi retracer tout un pan de l’histoire socio-économique de la Bétique romaine. / From the end of the 1st century BC, the population of Rome is close to one million inhabitants. At this time, Augustus plans the conquest of the northern regions. The supply of the people of the Vrbs and the armies is a prime concern and the refuelling of olive oil, essential product of the Roman daily, becomes a major challenge. The province of Betica combines all the conditions necessary to accommodate large-scale oil production, thanks to its optimal climate and the ideal export conditions offered by its navigable waterways. Thus the oil produced in the Guadalquivir Basin, transported in the Dressel 20 globular amphorae, will feed the entire Roman West between the 1st and the 3rd centuries. Although this major economic phenomenon is relatively well understood from the point of view of consumption sites, the question of the production of oil and amphorae in Betica has long been neglected.The oil amphorae potters' workshops (Dressel 20 and Dressel 23), located on the banks of the Guadalquivir and Genil, are undeniably the best witnesses to the intensity of olive growing in the region, due to the magnitude vestiges caused by this pottery industry. As a subsidiary activity of speculative olive growing, the evolution of amphora production is therefore a faithful reflection of this economic sector. This microregional study, devoted to the workshops of the Genil valley, is an indirect approach to apprehend the development of speculative olive growing. It aims to analyse the economic dynamics of oil amphorae workshops in this region, to understand the existing interactions between industrial oil production, the development of the pottery industry and the consequences of these activities on the environment.This thesis, which is part of an archaeo-historical perspective, is based at the same time on a documentary work and on a global analysis of the material facts highlighted during field investigations. The archaeological surveys conducted in the study area and the excavation of the Las Delicias potters' workshop have allowed a considerable renewal of knowledge thanks to the collection of many brand-new data. The characterization of the workshops resulting from the classification and analysis of these data made it possible to address a number of issues relating to the organization of work, the manufacturing processes and the various activities related to the production of oil amphorae.In addition, the epigraphic richness that characterizes the Dressel 20 amphora has made it possible to correlate archaeological observations of structural and topographical order with onomastic and toponomastic stamps. The in depth epigraphic study of the stamps of the different production centres thus made it possible to trace the history of each workshop, identifying the actors of the production, the strategies and the management methods put in place by the latter.This multiscalar approach, starting from the analysis of each workshop, then moving on to the correlation of the results obtained at the valley scale, and finally joining the sphere of olive growing, made it possible to confront the social history with the history of techniques, and thus trace a whole section of the socio-economic history of the Roman Betica.

O presente trabalho teve como objetivos: identificar as percepções e as contradições das mulheres enfermeiras acerca das práticas sociais da enfermagem, analisar a prática das enfermeiras enquanto prática social na perspectiva de gênero materializada em seu cotidiano de trabalho; compreender os significados atribuídos pelas enfermeiras ao seu fazer profissional para subsidiar a transformação da prática junto às usuárias através da enfermagem generificada. Foi realizada uma pesquisa com perspectiva de intervenção junto às enfermeiras que trabalham no ambulatório do Hospital Universitário da Universidade de São Paulo em 3 períodos, abrangendo um total de 7hr 30´ durante o mês de junho de 2000, através de oficinas de trabalho estruturadas em vários momentos: motivação, reflexão individual, reflexão grupal, síntese e avaliação. Foi realizada uma análise imediata dos discursos para efeito de intervenção durante a própria oficina e, posteriormente, através do aprofundamento dessa análise foram encontradas as seguintes categorias empíricas: ambigüidades e/ou multiplicidade de se viver e ser mulher enfermeira: um caminho para a superação das contradições; a mulher e a prática na enfermagem versus a mulher nos papéis tradicionais (des) generificando o trabalho feminino. Os resultados mostram que estas oficinas representam um avanço epistemológico, ficando evidente que esta metodologia gerou um locus de intervenção concomitantemente à coleta de dados que, permeado por um clima de confiança, levou ao aprofundamento das informações, em razão da construção de empatia entre investigadoras e investigadas, apontando novas saídas para uma verdadeira transformação do exercício profissional junto à população feminina. / This work had as objectives: identify women nurse’s perceptions and contradictions about nursing social practices, to analyze nurse’s practice as social practice in the gender perspective materialized in their usual work; to understand meanings given to their professional work by the nurses to give support to the practice’s transformation together with the clients through a nursing under gender point of view. It was made an intervention research with nurses that work in the ambulatory center, at the University Hospital of the Sao Paulo’s University in six stages, including 7 hours 30´ during June, 2000, using Workshops, divided in many moments: motivation, group reflection, synthesis and evaluation. It was made a quick speech analysis for intervention during the workshop and afterwards with a deeper analysis there were found the next empiric categories: Ambiguities and/or multiplicities of living and being a nurse woman: A way to get over contradictions; Woman and the nursing practice vs. woman in traditional roles. (Mis) gendering feminine work. The results show that these workshops represent an epistemological advance, being clear that this methodology let us an advanced compared the focal groups method, or the group interviews method, and other methodological options, because it created a way of intervention at the same time of data collection that helped by reliable environment, let us to go inside the information, as a result of researchers and researched empathy, showing new ways for a real change of the professional work with women.

Submitted by Mariana Dornelles Vargas (marianadv) on 2015-05-13T13:24:16Z No. of bitstreams: 1 inovacao_pelo.pdf: 5427161 bytes, checksum: 8fa399f681b83d9d8836dd8ce696cc3b (MD5) / Made available in DSpace on 2015-05-13T13:24:16Z (GMT). No. of bitstreams: 1 inovacao_pelo.pdf: 5427161 bytes, checksum: 8fa399f681b83d9d8836dd8ce696cc3b (MD5) Previous issue date: 2012 / Nenhuma / A inovação pelo Design é um termo que está na pauta de discussão das empresas e na pesquisa das academias atualmente, porém, sua abordagem, quando feita através de workshops, carece de referencial teórico que lhe dê suporte e embasamento. Esta dissertação investiga a contribuição dos métodos de Design no processo criativo, base da inovação, a serem utilizados de forma modular em workshops. O estudo foi dividido em duas partes, sendo a primeira composta de uma revisão acerca da evolução dos métodos e teorias sobre Design, lançando uma lente teórica no Design Thinking, no Design Estratégico e na inovação, como um modelo de aprendizagem experiencial. Na segunda parte, foi realizado uma pesquisa-ação que propôs dois workshops e que resultou em uma revisão da metodologia proposta e algumas recomendações acerca da mesma. A partir do estudo realizado, pôde-se identificar, ao longo das diferentes etapas da pesquisa, 14 variáveis relevantes para promover dinâmicas e interações que contribuem para o processo criativo durante um workshop, das quais seis foram testadas em um primeiro workshop e cinco em um segundo. Dessa forma, foi proposto um processo de workshops com três fases temporais e oito variáveis que estimulassem a geração de ideias e que resultassem em inovações. / Innovation through Design is a subject that has been much discussed in organizations and universities recently. Yet its approach, by means of workshops, lacks theoretical reference that may provide it with support and foundation. This work investigates how Design methods, when applied in modular ways in workshops, can contribute to the creative process, which is the foundation of innovation. This study was divided into two parts. The first one is a theoretical overview regarding the evolution of the Design theories and methods, focusing on Design Thinking, Strategic Design and innovation as an experiential learning process. The second part consists of an action research that proposed two workshops, resulting in a revision of the previously proposed methodology and some related recommendations. Based on this work it was possible to identify, throughout the different phases of the research, 14 relevant variables to promote dynamics and interactions that contribute to the creative process in a workshop; 6 of these variables were tested in the first workshop and 5 were tested in the second one. Thus a process of workshops was proposed in which 3 temporal phases and 8 variables could stimulate the generation of ideas that led to innovation.

Made available in DSpace on 2016-04-26T18:11:59Z (GMT). No. of bitstreams: 1 Cristina Paiva.pdf: 1178563 bytes, checksum: 975405423235e54a6d2c261658778740 (MD5) Previous issue date: 2012-06-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research is mainly focused on the analysis of communicative aspects present in contemporary creation workshops which general aim is to guide its members in the search for singular ways of poetic expression, arising from the confrontation between the individual and the collective, based on a wide range of possibilities experienced. These workshops are focused mainly on the creation process and not so much on the outcomes. These proposals come over others oriented to the search for final products that match pre-established aesthetic models. As a consequence, rather than adopt a single methodological approach to drive all participants towards similar results, both workshops analyzed are guided by the understanding of creation processes as a result of the dialogic interaction between the artist and his cultural environment, in which cognitive resources, perception, memory and imagination play a fundamental role. Thus, our hypothesis is that such workshops are configured as networks under construction as conceptualized by Cecilia Almeida Salles in Crítica de Processos Criativos (Criticism of Creative Processes). For this analysis, we selected two workshops proposals, one artistic and other literary the first designed by the artist Edith Derdyk and the second by the writer Mario Bellatin. The methodological strategy adopted was the analysis of the theoretical assumptions on which are based such workshops, as well as the way both are structured and organized, ie. the ways its creators implement their proposals. Then, these proposals are discussed in the light of Salles Theory, in order to extract, from the examination of its singularities, aspects that can be generalized as characteristics of workshops of contemporary creation. In addition, we rely on other researchers and theorists who could help in the analysis of the proposals addressed, such as Merleau-Ponty, Flávio Motta, Luigi Pareyson, Jorge Fornet and Donald Shaw / A problemática central desta pesquisa concerne à análise de aspectos comunicativos presentes em oficinas de criação contemporâneas que têm como objetivo geral conduzir seus integrantes na busca por caminhos singulares de expressão poética, que surjam do embate entre o indivíduo e a coletividade, a partir de uma ampla gama de possibilidades. O foco dessas atividades é dirigido mais à construção e vivência do processo de criação do que ao resultado final da oficina. Essas propostas surgem em detrimento de outras, que têm como objetivo a busca por produtos finais que correspondam a modelos estéticos preestabelecidos. Como consequência, em vez de adotarem um caminho metodológico fixo para que todos os participantes alcancem resultados semelhantes, as oficinas analisadas são guiadas pelo entendimento dos processos de criação enquanto resultado da interação dialógica entre o artista e seu ambiente cultural, no qual os recursos cognitivos, da percepção, da memória e da imaginação desempenham papel fundamental. A hipótese é que essas oficinas organizam-se como redes em construção, como conceituado por Cecilia Almeida Salles. Para a realização dessa análise, elegemos duas propostas de oficinas, uma artística e outra literária a primeira, criada pela artista plástica Edith Derdyk e a segunda, pelo escritor Mario Bellatin. A estratégia metodológica adotada foi a análise dos pressupostos teóricos sobre os quais se baseiam as oficinas em questão, assim como das formas de estruturação e organização das mesmas, ou seja, os modos como seus criadores realizam suas propostas. Em seguida, essas propostas são discutidas à luz da Crítica de Processos Criativos de Salles, a fim de extrair, da leitura de suas singularidades, aspectos que possam ser generalizados como característicos de oficinas de criação contemporâneas. Além disso, recorremos a outros pesquisadores e teóricos na análise das propostas abordadas, como Merleau-Ponty, Flávio Motta, Luigi Pareyson, Jorge Fornet e Donald Shaw

Notre étude porte sur les monuments publics réalisés en Asie Mineure sous les Flaviens (69/96 ap. J.-C.). Nos recherches ont permis de réfléchir sur le rôle des différents intervenants impliqués dans les projets et à mettre en lumière les traces de leur activité. Bien que rares, les sources textuelles, comme les dédicaces, apportent de nombreuses informations sur les évèrgètes et nous offrent parfois certains détails sur les coopérations entre les commanditaires, les épimélètes et l’administration impériale. L’étude détaillée des éléments architectoniques,en révélant des tours de mains, nous a permis d’aborder la question des structures des ateliers micrasiatiques et de proposer, pour certains, leur parcours sur les différents chantiers du dernier quart du 1e s. ap. J.-C. Cette étude s’est associée à celle des techniques de réalisation des blocs, mettant en évidence l’effort conséquent de standardisation mis en place en Asie Mineure, et plus particulièrement à Ephèse sous Domitien. Nous nous sommes également penché sur la question de la réception et de la diffusion des modèles de décor et avons mis en évidence l’influence contrastée de Rome sur les créations flaviennes micrasiatiques, en raison de la présence de traditions culturelles fortes dans cette région. Ainsi, des créations endogènes, certes limitées, montrent que des artisans locaux ont été capables d’innover, bien souvent en reformulant d’anciens modèles hellénistiques.Enfin nos recherches ont conduit à mettre en évidence l’attrait tout particulier des monuments des eaux en Asie Mineure, à travers les nombreuses réalisations balnéaires sous Vespasien en Lycie ou l’élaboration de fontaines monumentales dans la province d’Asie sous Domitien. / Our study handles the question of public buildings built in Asia Minor during the flavian Period (69/96 A.D.).Our researches led us to have a reflection about the different people intervening in the projects and to showsome traces of their activity. Even if they are rare, the textual sources, such as dedications, bring manyinformations about the evergetes, and offer some details on the cooperation between the patrons, the curatorsand the imperial administration. The detailed study of the architectural elements, revealing some productionskills, allowed us to have a reflection about the structure of workshops in Asia Minor and led us to offer, insome case, a view of their course between different buildings sites of the end of the first century A.D. Thisstudy naturally got associated with others handling the question of block construction, showing the importanteffort developed to achieve standardisation in Asia Minor, and more specifically at Ephesus under Domitian.We also studied the reception and spreading of setting models and showed the contrasted influence of Rome onthe flavian creations in Anatolia, because of the presence of strong cultural traditions in this country. Thus,limited endogenous creations show that local craftsmen were able to innovate, often using basis of ancienthellenistics models. Finally our study lead us to enhance the particular attraction for water buildings in AsiaMinor, through the many bathing facilities built under Vespasian in Lycia or the development of monumentalfountains in Asia under Domitian.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Esta pesquisa teve como objetivo testar as sequÃncias bÃsicas de letramento literÃrio, proposta metodolÃgica de Cosson (2014), utilizando o gÃnero crÃnica em uma turma do sexto ano do Ensino Fundamental. A motivaÃÃo para a realizaÃÃo deste estudo foi, como professora da turma objeto de estudo, contribuir de uma forma mais eficaz para o letramento dos estudantes. Dividiu-se a pesquisa em dois momentos: a avaliaÃÃo da utilizaÃÃo do texto literÃrio em sala de aula pelos docentes do sexto ano de uma escola de Ensino Fundamental do municÃpio de Fortaleza; e a realizaÃÃo de quatro oficinas para aplicaÃÃo de sequÃncias bÃsicas de letramento literÃrio. A pesquisa à colaborativa e qualitativa, contando com a participaÃÃo de docentes de LÃngua Portuguesa da unidade escolar onde o estudo foi realizado. Como fundamentaÃÃo teÃrica, utilizamos as teorias de Street (1984), Soares (2002), Cosson (2014), Kleiman (1995), MagalhÃes (2012) entre outros. Em relaÃÃo ao primeiro momento, observou-se que os docentes envolvidos no estudo nÃo adotavam prÃticas visando ao letramento literÃrio dos estudantes. No que tange ao segundo momento, percebeu-se que a professora colaboradora da pesquisa aprovou a prÃtica de sequÃncias bÃsicas de letramento literÃrio, demonstrando interesse em continuar adotando a prÃtica em suas aulas. Os discentes do grupo estudado demonstraram entusiasmo em participar das leituras e discussÃes realizadas durante as oficinas de sequÃncia bÃsica de letramento literÃrio.

Made available in DSpace on 2015-04-22T22:03:58Z (GMT). No. of bitstreams: 1 perla.pdf: 973484 bytes, checksum: 9378b146329537cc0be455846f5c9db8 (MD5) Previous issue date: 2013-04-02 / Fundação de Amparo à Pesquisa do Estado do Amazonas / This dissertation focuses on the pleasure-pain of teachers who work with inclusive education in the city of Manaus. Aiming to understand the general pleasure-suffering teachers who work with inclusive education in Manaus from the analysis of the psychodynamic processes work. And the specific objectives of the research were: to characterize the organization of the work of teachers who work in inclusive education; recognize the suffering in the work; aggravating the distress signal, defense strategies and possible pathologies of work; identify the subjective mobilization and factors that contribute to the transformation of suffering; contribute to a reflection on the work in the context of inclusive education. We used a qualitative methodology, according to the theoretical contributions of psychodynamic work in that listening and preparation leads to a mobilization of change and transformation. Participants who composed the study were twenty-five teachers who work with inclusive education in the education system of municipal Manaus. Of the total, five are men and twenty women are. The research was conducted in a classroom of a public school located in the central-west of Manaus. Workshops were held listening clinic suffering, grounded in psychodynamic theory work, which was proposed in the discussion of subjective experiences at work. The speech was shared in the collective of workers and listening was based on the experiences of work. It was used as an instrument recorder and data sessions were transcribed and adopted the systematic analysis of Grounded Theory - ATF (GroundedTheory), adapted by Moraes (2010), using it specifically as technical analysis. The speeches were organized in the following lines of analysis: Work organization and work process; aggravating the suffering, signs and symptoms of illness; Processes subversion of suffering: subjective mobilization, cooperation and recognition. The categories were compared, leading to the axes of analysis, combining the data with the theoretical. From this study, it was concluded that the lack of a space for discussion configured the initial complaint from teachers and from the meetings was favored the formation of a collective in the sense of belonging was built. The study highlighted the contradictions between prescribed work and real, especially when dealing with the law of the process of inclusive education and the practice of this teacher to receive a disabled child. Since there are favorable conditions to carry out the work and the lack of limitation is one of the main guiding this work. It can be inferred that there was a transformation process in speech and action of these teachers. From the meetings and the possibility of discussions among teachers, there was a transformation of this positioning towards a joint responsibility, an identification in order to assume the inclusion as an action in your doing from the mobilization and cooperation. Thus, it was possible to understand the relationships between employee and the organization of work, as well as mediations and actions of those in favor of change in work. Thus, this study contributed to knowledge of how this transformation occurs subject and how the work is mobilizing to do this. / A presente dissertação enfoca as vivências de prazer-sofrimento de professores que atuam com educação inclusiva na cidade de Manaus. Tendo como objetivo geral compreender as vivências de prazer-sofrimento de professores que atuam com educação inclusiva em Manaus a partir da análise dos processos psicodinâmicos do trabalhar. E os objetivos específicos da pesquisa foram: caracterizar a organização do trabalho dos professores que atuam com educação inclusiva; reconhecer o sofrimento no trabalhar; sinalizar os agravantes de sofrimento, as estratégias de defesa e as possíveis patologias de trabalho; identificar a mobilização subjetiva e os fatores que contribuem para a transformação do sofrimento; contribuir para uma reflexão acerca do trabalhar no contexto da educação inclusiva. Utilizou-se metodologia de natureza qualitativa, segundo os aportes teóricos da psicodinâmica do trabalho, em que a escuta e a elaboração leva a uma mobilização de mudanças e transformações. Os participantes que compuseram a pesquisa foram vinte e cinco professores que atuam com educação inclusiva no sistema de ensino municipal de Manaus. Do total, cinco são homens e vinte são mulheres. A pesquisa foi realizada em uma sala de aula de uma escola municipal localizada na zona centro-oeste de Manaus. Foram realizadas oficinas de escuta clínica do sofrimento, fundamentadas na teoria psicodinâmica do trabalho, em que foi proposta a discussão das vivências subjetivas no trabalho. A fala foi compartilhada no coletivo de trabalhadores e a escuta foi pautada nas vivências de trabalho. Utilizou-se gravador como instrumento e os dados das sessões foram transcritos e adotou-se a sistemática da Análise de Teoria Fundamentada ATF (GroundedTheory), adaptada por Moraes (2010), utilizando-a especificamente como técnica de análise. As falas foram organizadas nos seguintes eixos de análise: Organização do trabalho e o processo do trabalhar; Agravantes do sofrimento, sinais e sintomas de adoecimento; Processos de subversão do sofrimento: mobilização subjetiva, cooperação e reconhecimento. As categorias foram comparadas entre si, conduzindo aos eixos de análise, articulando os dados com o referencial teórico. A partir deste estudo, concluiu-se que a falta de um espaço de discussão configurou a queixa inicial dos professores e a partir dos encontros foi favorecida a formação de um coletivo em que o sentimento de pertencer ao grupo foi construído. O estudo evidenciou as contradições entre trabalho prescrito e o real, principalmente ao se tratar da legislação do processo de educação inclusiva e da prática deste professor ao receber uma criança com deficiência. Uma vez que não encontram condições favoráveis para realizar o trabalho e a falta de prescrição é um dos principais norteadores deste trabalho. Pode-se depreender que houve um processo de transformação no discurso e na ação destes professores. A partir dos encontros e com a possibilidade de discussões entre os professores, houve uma transformação deste posicionamento em prol de uma responsabilidade conjunta, uma identificação no sentido de assumir a inclusão como uma ação no seu fazer a partir da mobilização e de cooperação. Assim, foi possível compreender as relações entre o trabalhador e a organização do trabalho, em como as mediações e ações dos mesmos em prol de transformações do trabalho. Neste sentido, este estudo contribuiu a um saber de como se dá esta transformação do sujeito pelo trabalho e como ocorre a mobilização a este fazer.

Esta tese foi inspirada no desejo de aprofundar modos de pesquisar e intervir através da fotografia e no reconhecimento das condições de possibilidade de construção de novas práticas no campo da saúde mental. Realizou-se no contexto do projeto de pesquisa e extensão Oficinando em Rede – parceria entre Universidade Federal do Rio Grande do Sul e o Centro Integrado de Atenção Psicossocial para crianças e adolescentes (CIAPS) do Hospital Psiquiátrico São Pedro, em Porto Alegre. Tal projeto realiza oficinas tecnológicas – internet, robótica, fotografia e vídeo – junto aos trabalhadores e usuários do local. Nas oficinas de fotografia, observamos que a entrega de câmeras aos jovens, para que fotografassem livremente, produzindo suas próprias inscrições, era algo estranho no contexto, pois as práticas discursivas em hospitais psiquiátricos geralmente colocam usuários em uma posição de objeto do olhar médico-especializado. Isto se deu em função da fotografia manter uma relação de similaridade perceptiva com a realidade, o que a diferencia de outras práticas artísticas em saúde mental, como pintura, escrita e desenho. Por outro lado, se a legitimidade da fotografia é garantida por uma crença na possibilidade de reprodução do real, os exercícios de autoria muitas vezes ficam invisíveis. Nosso objetivo foi problematizar as vias de exercícios de autoria no âmbito institucional, assim como estudar a experiência de si de trabalhadores e jovens em relação aos discursos e práticas em saúde mental. Neste âmbito, formulamos quatro proposições para esta tese. A primeira delas, teórica, é baseada nas noções de Michel Foucault e consiste em estabelecer relações entre experiência de si e exercícios de autoria. A segunda, também teórica, busca aprofundar a discussão sobre as peculiaridades da fotografia através da teoria de Gilbert Simondon e consiste em analisar os processos de individuação da fotografia. A terceira, designada como metodológica, é produzir conhecimento acerca da fotografia enquanto estratégia de pesquisa e intervenção. A quarta, empírica, consiste em construir vias de exercícios de autoria através de oficinas de fotografia no CIAPS. O trabalho de campo se deu a partir da realização de oficinas de fotografia dirigidas aos trabalhadores (equipe fixa e terceirizada) e jovens (ambulatório e internação) do CIAPS. Elas eram divididas em três etapas: 1) sensibilização para a condição simbólica da imagem e possibilidade de exercícios de autoria através da fotografia; 2) solicitação de que os sujeitos fotografassem a partir da questão “como você percebe o CIAPS?” e 3) expressão verbal sobre a experiência e as imagens. As análises incidiram sobre a forma como a proposta foi recebida, o processo de fotografar, as possibilidades de exercícios de autoria no regime no local e as diversas leituras dos sujeitos e pesquisadores acerca das imagens produzidas. As imagens e discussões abordaram o aprisionamento, as contradições nas políticas públicas em saúde mental e o questionamento à lógica manicomial. A fotografia se mostrou potente não apenas pela condição simbólica, que enfatizava exercícios de autoria, mas também pelas posições icônica e indiciária, que permitiram análises e discussões com o comitê de ética, trabalhadores e jovens. Em função disso, entende-se que a potencialidade de trabalhar com fotografia em pesquisa e intervenção reside na construção de estratégias que abarquem sua complexidade epistemológica. / This thesis was inspired by the desire to pursue ways to perform research and intervention through photography, and in the recognition of the possibilities of constructing new practices in the field of mental health. It took place in the context of the Oficinando em Rede research and extension project – a partnership between the Federal University of Rio Grande do Sul and the Integrated Center for Psychosocial Care of Children and Adolescents (CIAPS) of the São Pedro Psychiatric Hospital in Porto Alegre, Brazil. This project develops technological workshops – on internet, robotics, photography and video – with hospital workers and young patients. During the photography workshops, we observed that giving cameras to patients and allowing them to use the equipment freely and to produce their own inscriptions generated a feeling of unease in the hospital personnel, due to the torsion of legitimized positions in which patients were usually viewed as objects of specialized medical knowledge. This was due to the fact that photography maintains a similarity relationship with reality which differentiates it from other artistic practices in mental health (such as painting, writing and drawing). On the other hand, if the legitimacy of photography is warranted by the belief in its capability to reproduce reality, exercises of authorship through it are frequently invisible. Our aim was to discuss the ways in which authorship is exercised in the institutional context, and to study the self-experience of workers and patients with regard to the discourses and practices in mental health. In this context, we formulated four propositions for this thesis. The first, theoretical, is based on the concepts of Michel Foucault and consists of establishing relationships between self-experience and exercises of authorship. The second one, also theoretical, aims to discuss the peculiarities of photography through the theories of Gilbert Simondon and consists in analyzing individuation processes in photography. The third, designated as methodological, is to produce knowledge about photography as a research and intervention strategy. The fourth one, empirical, consists of building ways to exercise authorship through photography workshops in the CIAPS. Our field work consisted of organizing photography workshops directed to workers (permanent and third-party) and patients of the CIAPS (outpatients and inpatients). These workshops were divided into three stages: 1) sensitization to the symbolic condition of photography and to the possibility of exercising authorship through photography; 2) requiring subjects to photograph based on the question “What is the CIAPS?” and 3) verbal expression about the experience and photographed images. Our analysis was based on the way in which the proposal was received, on the process of photographing, on the possibilities of exercises of authorship within the institution and on the various readings of the subjects and researchers concerning the photographed images. The photographs and discussions revolved around themes such as imprisonment, contradictions in public policies on mental health and questioning on the role of the psychiatric hospital. Photography was shown to be powerful not only due to its symbolic condition, which emphasized exercises of authorship, but also to its iconic and index positions, which allowed analysis and discussions with workers, patients and the hospital’s ethics committee. Based on this, we believe that the potential of working with photography in research and intervention resides in the construction of strategies which can encompass its epistemiological complexity.