Dissertations / Theses on the topic 'Identity and autonomy'
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Hill, Barbara Ann, and mikewood@deakin edu au. "The identity and autonomy of the indigenous community within Christianity." Deakin University. School of History, Heritage and Society, 2004. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060817.094156.
Full textHuang, Jing, and 黃景. "Autonomy, agency and identity in foreign language learning and teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41757981.
Full textHuang, Jing. "Autonomy, agency and identity in foreign language learning and teaching." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41757981.
Full textHague, Ros. "Conceptualising identity for ourselves : political and feminist theories of autonomy." Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/30698.
Full textMoyle, Sally. "Identity crisis within the role of the emergency nurse practitioner? : an exploration of autonomy and identity." Thesis, University of the West of England, Bristol, 2018. http://eprints.uwe.ac.uk/32454/.
Full textMattiace, Shannan L. "Peasant and indian : political identity and indian autonomy in Chiapas, Mexico, 1970-1996 /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
Full textFernandes, Thomas Dreux Miranda. "Diplomacia militar - Antônio Francisco Azeredo da Silveira: autonomia e interferências, o Itamaraty e o regime militar 1974-1979." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8161/tde-10032017-142914/.
Full textThe subject proposed for study in this research is to investigate, delimitate and understand the different levels of autonomy and interference that existed inside the Itamaraty during the brazilian dictatorship. The main object of analysis is the life, career and performance of an ex-member of the brazilian diplomacy, Antônio Azeredo da Silveira, Foreign Relations Minister during the administration of Ernesto Geisel, in the years of 1974-1979. The sources used in this investigation are basically the Personal Archive of the diplomat, avaiable and digitalized at CPDOC/FGV. Besides that, are also used offical documents of the Comissão Nacional da Verdade avaiable online, were consulted as well some periodics and secundary sources. The theorical basis have as fundamental mark what David do Nascimento Batista points out as Habitus Diplomático being capable of indicate an reformulation of practices wich Itamaraty had been through during the dictatorship, nevertheless, do not put an end in the discussion about autonomy and national identity. This research intends to help to fullfill an important blank in the brazilian historiography about the performance of the brazilian diplomacy during the dictatorship.
Algander, Per. "Harm, Benefit, and Non-Identity." Doctoral thesis, Uppsala universitet, Avdelningen för praktisk filosofi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-206059.
Full textBurgess, Melissa Faye. ""You Can't Put People In One Category Without Any Shades of Gray:" A Study of Native American, Black, Asian, Latino/a and White Multiracial Identity." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/32728.
Full textMaster of Science
Marques, Francine de Fátima da Cunha. "Autonomia docente: trajetórias e desafios na implementação de um projeto interdisciplinar." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/97/97138/tde-06072016-154549/.
Full textThe current demands on the teacher are established around their ability and sensitivity to build, plan and manage a curriculum capable of forming a citizen in a position, in addition to taking socially responsible attitudes, can also produce changes in search of solutions to problems they face in their daily lives. It is expected, therefore, that the teacher develop, plan and develop educational projects. However, research shows that most teachers are not always able to deploy, run and manage such projects and, generally, reproduce education who had the experiences they experienced as students. In our research, we will seek to investigate the career trajectory by two professors of physics, members of a group of teachers who, in a work of action research, sought to implement an interdisciplinary project in order to understand how the rescue of teaching intellectual dimension can or not contribute to the development of professional autonomy of science teacher. Our research starts from the hypothesis that many of the difficulties faced by teachers are related to the teaching identity of each teacher and their conceptions of the exercise of their professional autonomy. Therefore, we chose to adopt the method of qualitative research called case study, because we are more interested in identifying specific aspects of the teaching reality and the school environment that interfere decisively in the way teaching is practiced, to thus analyze how aspects intrapersonal, interpersonal and institutional interfered of teachers in project implementation; characterize the autonomy of physics teachers and consider whether it developed along the path of intellectual rescue Teacher craft. Therefore, data collection methodology, the research will consist of three phases: planning, decision making and analysis that teachers do pedagogical measures adopted. For analysis, we will use the benchmarks studying teaching autonomy relating it to the professional identity of the teacher, fixing our attention mainly on the reflective processes from establishment of the quad dialogue and the development of otherness.
Gautier, Robert. "Esquisse d'une théorie de l'identité libérale." Thesis, Montpellier 3, 2016. http://www.theses.fr/2016MON30079/document.
Full textWe have first led a study of A Theory of Justice and other works by John Rawls (Political Liberalism, Justice et démocratie, Collected Papers, etc.)which offers us a picture of a representative contemporary ideal democracy built on an original version of social contract, a contract aiming at the Just (the Good being left to each individual's discretion). This study gives us the opportunity to release the defining caracteristics of the liberal individual ("liberal" taken in the american use of the word)such as he has to be represented in order to be a plausible contractor in search what is justice going to be once he will have determined the fundamental principles of society. The partner's liberal identity, as he is contracting and deliberating on the principles,establishes the foudation of the contemporary individual's personal identity , at least in the way he represents his identity. We confronted, within the framework of our prospect,the led personal identity by the choice of a contractual theses aimed at a critic of a democratic historical society as it stands, with theses by M. Sandel and C. Taylor, especially. They do not only criticise Rawls' contractual theses, but above all, for us, the image it allows us to built of personal identity as liberal. The liberal individual, because he represents himself first and fundamentally free, links himself to rights (and their conditions of exercise)which he gives himself, and is only secondarily interested by the Good.It is precisely this auto-representation of the self which is rejected, because, e.g., it is not anymore the agent's good aimed at that is worthy of respect but the agent himself becaus he chose it. So, society should not consider the effects of his choice. In our An Outline of a Theory of Liberal Identity, we ask ourselves if it can resist these critics and, in fine, of what liberty, as the liberal self thinks it establishes his life, consists
Davis, Elizabeth M. "Common Characteristics of Young People Who Text: The Connection to Autonomy, Identity and Self-Esteem." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/596.
Full textBrandley, Celestial Starr. "The Effect of an Educational Intervention on Adolescent Cognitive Autonomy, Identity, Hope, and Educational Aspirations." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/46.
Full textOliveira, Gerson Alves de [UNESP]. "Pegos a laço: identidade, deslocamento e luta pela terra no quilombo de Cocalim." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/154833.
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Esta tese tem como objetivo analisar o processo de reconhecimento de uma identidade étnica quilombola na Comunidade de Remanescentes Quilombolas de Cocalim, no norte do estado do Tocantins. Deseja-se compreender o processo de incorporação de uma identidade e as respostas dos moradores frente ao projeto étnico institucional, mobilizadas a partir de uma organização social específica, cuja origem remete a um campesinato negro. A hipótese consiste em relacionar a forma como o grupo interpretou o quilombo histórico com sua organização social, marcada pela mobilização e pelo deslocamento, enquanto categorias sociais que fundamentam uma coletividade. Isto é, pretende-se investigar como as respostas, tanto dos agentes quanto do grupo, podem revelar uma memória fundamentada na trajetória de um grupo social histórica e politicamente marginalizado. Nesse sentido, a identidade será vista como parte de um sentimento de pertencimento, cuja lógica encontra no território um lugar que dá sentido à vida, um espaço onde é construída uma visão de mundo, manifestada nas respostas do grupo. A ideia é pensar o processo de incorporação da identidade quilombola, vinculada à luta por direitos, bem como pela tentativa de reafirmação de um sentimento de coesão, manifesto num conjunto de ações reveladoras de uma organização social coletiva.
This thesis aims to analyze the process of recognition of a quilombola ethnic identity in the Quilombola Remaining Community of Cocalim, in the northern state of Tocantins. We want to understand the process of incorporating an identity and the residents’ responses to the ethnic institutional project, mobilized from a specific social organization whose origin refers to a black peasantry. The hypothesis is to relate the way the group interpreted the historical quilombo with its social organization, marked by mobilization and displacement, as social categories that ground a collectivity. That is, we intend to investigate how the responses of both agents and group can reveal a memory based on the trajectory of a historically and politically marginalized social group. In this sense, identity will be seen as part of a sense of belonging, whose logic finds in the territory a place that gives meaning to life, a space where a world view is built, manifested in the group’s responses. The idea is to think about the process of incorporating the quilombola identity, linked to the struggle for rights, as well as for the attempt to reaffirm a sense of cohesion, manifested in a set of actions that reveal a collective social organization.
Rozynek, Michal Pawel. "Nationhood in the global era : an inquiry into contemporary political self." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/6315.
Full textBROWN, DENISE FAITH. "AUTONOMY AND RECIPROCITY IN THE DEVELOPMENT OF THE IDENTITY: A FOCUS ON THE NON FORMAL EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9173@1.
Full textEsta pesquisa tem como objetivo conhecer o trabalho desenvolvido pela instituicão Se Essa Rua Fosse Minha em relacão as identidades culturais. Dentro desta organização, o foco principal recaiu sobre o projeto Dando Bola para a Vida. Este projeto tem como finalidade o trabalho de arte-educação, utilizando a metodologia do Circo Social, com as crianças e jovens do complexo do Cerro-Corá, localizado na Zona Sul do Rio de Janeiro. Foram analisadas duas categorias principais que surgiram da própria lógica do universo estudado: autonomia e reciprocidade. A partir destas categorias a relação dialética entre individuo e seu meio social se estabelece contribuindo para o desenvolvimento da identidade, do potencial de metamorfose e do alargamento do campo de possibilidades.
The objective of this research is to understand the work developed by the institution Se Essa Rua Fosse Minha in relation to cultural identities. Within this organization the main focus was based on the project Dando Bola para a Vida. This project works with the children from the community of Cerro-Corá, which is located in the South part of Rio de Janeiro. It uses an art-education perspective and applies the Social Circus method. Two categories, which arose from the focus group itself, were used: autonomy and reciprocity. Supported by these categories, the dialectics between individual and one´s social surroundings is established and contributes to the development of the identity, of the potential of metamorphoses and of the broadening of the field of possibilities.
Brown, Rosemarie Ann. "Food Autonomy: The Paradox to Cereal-Based Food Choice." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16103/.
Full textGregory, Mathew. "Towards a universal language : evaluating autonomy, identity, and the metropolis in the legacy of Japanese experimental music." Thesis, Liverpool John Moores University, 2006. http://researchonline.ljmu.ac.uk/5838/.
Full textBaudry, Katia. "L'univers féminin adolescent d'un quartier populaire en Seine-Saint-Denis." Thesis, Paris 4, 2017. http://www.theses.fr/2017PA040218.
Full textThe aim of this research is to give life and body to the teenage feminine world in a working-class area of the Parisian suburbs. It is a question of extracting from the prism of the victimization and the Androcentric glance by which the girls are essentially observed, to look only through the axis of the girls-girls relationship, and realize that the construction of the identity Collective and individual development, during the adolescence period, and in the context of a working-class neighbourhood of the suburbs of Paris, according to different strategies, collective and individual with a direct confrontation with parents, at school , peers, work and group. This work is the result of a long field experience as a specialized prevention educator. The demonstration carried out in this study focused exclusively on the experience, the feeling of 49 teenage girls, aged 11 to 17 years, of which 18 divided into three groups of different ages: 11-12 years, 15-16 years and 16-17 years, without whom this universe would still remain Invisible to the eyes of adults. The borrowed methodology focuses on the qualitative survey methods of the Chicago school. It emerges from this study the creation by teenage girls of a female teenager, cultural, territorial and social as surrogate family to grow, protect themselves, live experiences outside the circles of sociability
Oliveira, Rosymari de Souza. "Os efeitos do discurso do professor na construção das identidades dos alunos." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6340.
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This research was developed at the Graduate Master's degree program in Teaching of Basic Education of Centro de Ensino e Pesquisa Aplicada a Educacao/ CEPAE from Federal University of Goias, in the research line "theoretical and methodological conceptions and teaching practices." It is the result of an investigation into the teacher's discourse in the school context, and its implications for the construction of students' identities. The research field was one classroom of a public school in Goiania. The subjects of the study were students of the 5th year of elementary school and both portuguese and history teachers. The main goal was to investigate, understand and reveal the effects of teacher's discourse in the way the student dialogically agency language, textual and / or discursive resources , in the work with their own saying, and to observe if it reflects on their identity. Interest was also assess how verbal interactions raised in literacy events indicate the presence of criticality and autonomy of students. Reflecting on the discourses produced in teacher / student's interactions in literacy events, we sought as theoretical support in the socio-interactional character of language studies of Bakhtin (1995) and Fairclough (2001), in the construction of social identities we sougth the theoretical support of Hall (2005) and the studies of literacy Street (2006, 2010, 2014). We also sougth to further investigate the implications of the teaching discourse in identity construction of a more focused and critical subject, who has the ability to expand their view of the world in which it is inserted, reflecting on the different voices with which dialogues, and interact with them in a more conscious and autonomous way. We chose the qualitative research within the interpretative paradigm, and the case study method, supported by interviews, recording and transcription of literacy events and analysis of textual productions of the students. Analyses were carried out in line with the theoretical framework adopted. In order to contribute to an emancipatory educational practice, we develop an educational product in the form of didactic sequence which includes the language as a mediator of identity construction.
Esta pesquisa foi desenvolvida no Programa de Pós-Graduação do curso de Mestrado em Ensino na Educação Básica do Centro de Ensino e Pesquisa Aplicada à Educação/CEPAE da Universidade Federal de Goiás, na linha de pesquisa “Concepções teórico-metodológicas e práticas docentes”. Ela é o resultado de uma investigação sobre o discurso do professor, no contexto escolar, e suas implicações na construção das identidades discentes. O campo de pesquisa foi uma sala de aula de uma escola pública de Goiânia tendo como sujeitos do estudo alunos do 5º ano do Ensino Fundamental e duas professoras: a de Língua Portuguesa e a de História. O principal objetivo foi investigar, compreender e revelar os efeitos do discurso do professor no modo como o aluno agencia dialogicamente os recursos linguísticos, textuais e/ou discursivos, no trabalho com seu próprio dizer, e se isso reflete em sua identidade. Foi interesse também avaliar como as interações verbais suscitadas nos eventos de letramento indicam a presença de criticidade e autonomia dos alunos. Refletindo sobre os discursos produzidos nas interações professor/aluno nos eventos de letramento, buscamos como suporte teórico no caráter sócio-interacionista da linguagem os estudos de Bakhtin (1995) e Fairclough (2001), na construção das identidades sociais o suporte teórico de Hall (2005) e nos estudos do letramento Street (2006, 2010, 2014). Buscamos ainda investigar os efeitos do discurso docente na construção de um sujeito mais centrado e crítico, que tenha a possibilidade de ampliar sua leitura do mundo no qual está inserido, refletindo sobre as diferentes vozes com as quais dialoga e com elas interagir de forma mais consciente e autônoma. Optamos pela pesquisa qualitativa dentro do paradigma interpretativista, e, pelo método de estudo de caso, apoiado em entrevistas, gravação e transcrição dos eventos de letramento e na análise de produções textuais dos alunos. As análises foram realizadas em consonância com o referencial teórico adotado. Com o objetivo de contribuir com uma prática educacional emancipatória, desenvolvemos um produto educacional em forma de sequência didática a qual abarca a linguagem como mediadora da construção identitária.
Calkins, David Richard. "YouTube is the New Tube: Identity, Power, and Creator-Consumer Relationships in a New Culture (Cottage) Industry." Thesis, Virginia Tech, 2014. http://hdl.handle.net/10919/64174.
Full textMaster of Arts
Gunn, Linda. "Representations of Scottish identity and devolution : the relationship between the arts, cultural confidence and political autonomy from the 1980s." Thesis, University of Edinburgh, 2003. http://hdl.handle.net/1842/24657.
Full textAlderman, Jonathan. "The path to ethnogenesis and autonomy : Kallawaya-consciousness in plurinational Bolivia." Thesis, University of St Andrews, 2016. http://hdl.handle.net/10023/8600.
Full textSalazar, Jose. "The Demandingness of Morality: The Person Confined." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1498.
Full textFilho, JoÃo Capistrano. "O educador e a educaÃÃo de resistÃncia sob o prisma da DialÃtica Negativa de Adorno." Universidade Federal do CearÃ, 2011. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=6155.
Full textO objetivo do presente trabalho à fazer uma reflexÃo sobre a funÃÃo do educador como protagonista de uma educaÃÃo de resistÃncia. A reflexÃo sobre a educaÃÃo de resistÃncia se pauta no modelo adorniano de pensar a realidade social sob o prisma da dialÃtica negativa. A realidade refletida pelo educador à a educaÃÃo social do sujeito que determina o seu modo de ser a partir dos primeiros contatos com a sua cultura por meio dos familiares ou por quem o cerca. A educaÃÃo de resistÃncia reflexiona a educaÃÃo social à medida que desconstrÃi a identidade do princÃpio da dominaÃÃo que subsiste na sociedade moderna atravÃs do modelo de produÃÃo capitalista. A dominaÃÃo se expressa no capitalismo tardio por meio da indÃstria cultural cujo corolÃrio à fabricar no sujeito necessidades que o leve, compulsivamente, a consumir mercadorias como um meio de inserÃÃo social. A indÃstria cultural transforma o coletivo social em instrumento de pressÃo sobre os indivÃduos. Para Adorno, ao tentar abranger todo o corpo social a indÃstria cultural age como falsa totalidade. A educaÃÃo de resistÃncia faz um mergulho dialÃtico sob a pretensÃo da indÃstria cultural em se tornar totalidade fabricando comportamentos agregados aos anÃncios de venda de mercadorias. A dialÃtica negativa atuando como suporte da educaÃÃo de resistÃncia reflexiona a aÃÃo controladora da indÃstria cultural que inibe a autonomia do sujeito e ao mesmo tempo a vende como comportamento fabricado. A educaÃÃo de resistÃncia à um modelo de educaÃÃo em que o educador insta o sujeito a ter o pensar como prÃxis à medida que se relaciona com a multiplicidade que compÃe o mundo social. Adorno entende que pensar à agir. Para a educaÃÃo de resistÃncia pensar a educaÃÃo social à criar a possibilidade de agir contra o princÃpio da dominaÃÃo que se manifesta na sociedade administrada pelo capital.
Thistlethwaite, Max. "The mourning of lost autonomy : a philosophical and psychoanalytic critique on the objectification of fantasy." Thesis, Brunel University, 2017. http://bura.brunel.ac.uk/handle/2438/16429.
Full textPostan, Emily Rose. "Defining ourselves : narrative identity and access to personal biological information." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/25733.
Full textFreitas, Caroline Cotta de Mello. "Entre wiphalas, polleras e ponchos - Embates entre discursos de CONAMAQ, do Estado Plurinacional da Bolívia e do Direito Internacional." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/8/8134/tde-20052013-115543/.
Full textIn this thesis, we will analyze the actions of the indigenous social movements in Bolivia, and their discourses on autonomy. Our focus is the CONAMAQ Consejo Nacional de Ayllus y Markas del Qullasuyu. As we understand there is no utterance without a position, we mapped out the discourses that operate in the Bolivian public sphere in order to understand the position of the CONAMAQ. This mapping out consisted also in the analysis of the discourses of the CSUTCB Central Sindical Única de Trabajadores Campesinos de Bolivia and of the Plurinational State of Bolivia. We describe the Bolivian nationalist and indianist discourses, especially the katarismo, to analyze the constitution of the agents, of their positions and of the way they Interact. Our aim was to define the field of the relations, at the same time practical and discoursive, in which the systems of differences that make up the context where the agents and their discourses navigate are encoded. Two discourses are to be found evident in the process of construction of the Plurinational State of Bolivia, two discourses based on which discoursive positions are established, social movements are organized and agents are created in the public political sphere: the indianpeasant and the originary-indian. Based on this, we attempt to analyze the encounter of the discourses on rights of the CONAMAQ, of the Plurinational State and of the rules of the international law on the rights of indigenous peoples, with an emphasis on the debate about the right to autonomy. In order to demonstrate that the contacts and encounters between the local (identified as CONAMAQ and Plurinational State) and international (understood as rules of law regarding the rights of indigenous peoples elaborated by international organizations) discoursive levels are intertwined and show different points of contact, creating discursive clashes in the local public sphere, and also on an international/global level.
Oliveira, Leonardo Pestillo de. "Luta por autonomia e liberdade moral: orientação esportiva como viabilizadora de metamorfoses emancipatórias." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/17120.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
This study aims to investigate the sportspersonship as an influence factor in the moral development of athletes associated with their pursuit of autonomy and emancipation. To accomplish this, three steps were held: (1) To review systematically the researchs on moral in the sporting context to check the status of studies as the methodologies employed, associated variables and theoretical frameworks used; (2) To propose an Explanatory Model of Moral in sports verifying the perception of autonomy and their influence on pro- and antisocial behavior in athletes, mediated by sporting orientation; and (3) To analyze the influence of sport on moral development and the pursuit of autonomy of an athlete on condition of moral and political freedom. Each of these objectives corresponds to a Study that complement each other to achieve the central objective of this thesis. Study 1 it is a Systematic Review of the literature on moral in the sporting context, including studies from 1982 to 2015. A total of 113 studies were evaluated and presented following indications of three sections: a) methodological characteristics of the stydies; b) variables associated with moral; and c) main theoretical support. In Study 2 in which is proposed an Explanatory Model of Moral in the sport, were evaluated athletes from various sports who already have participated in competitions at national or international level. The instruments used for data collection were: Basic Need Satisfactions of Sport Scale (BNSSS); Multidimensional Sportspersonship Orientation Scale (MSOS); and The Prosocial and Antisocial Behavior in Sport Scale (PABSS). Data were analyzed using a Structural Equation Model. In Study 3 was conducted an interview with an athlete chosen from the results of Study 2, in order to know his life story. The indication that guided the subject's life history narrative was: "Tell me how you got here, your life story". The athlete's report was analyzed from the theoretical framework of the syntagma Identity-Metamorphosis- Emancipation with focus oriented to understanding how sport can be an enhancer for the subject in pursuit of autonomy. This thesis presents new findings on the variables that are related to morality in the sporting context and the pursuit of autonomy and emancipation throughout his athletic development. With these results, we hope to contribute to the process of athletes development in the Brazilian context, being one source of information for psychology professionals and other areas on how to go about that sport is one of the factors that contribute to human development from the early in his practice, either in childhood, adolescence or professional athletes
Este estudo tem como objetivo investigar a orientação esportiva como fator de influência no desenvolvimento moral em atletas associado à sua busca de autonomia e emancipação. Para alcançar este objetivo, três etapas foram realizadas: (1) Revisar sistematicamente as pesquisas realizadas sobre moral no contexto esportivo para verificar o estado dos estudos quanto às metodologias empregadas, variáveis associadas e referenciais teóricos utilizados; (2) Propor um Modelo Explicativo de Moral no esporte verificando a percepção de autonomia e sua influência no comportamento pró e antisocial nos atletas, mediados pela orientação esportiva; e (3) Analisar a influência do esporte sobre o desenvolvimento moral e a busca da autonomia de um atleta na condição da liberdade moral e política. Cada um destes objetivos corresponde a um Estudo que se complementam para atingir ao objetivo central desta tese. O Estudo 1 trata-se de uma Revisão Sistemática da literatura sobre a moral no contexto esportivo, incluindo estudos de 1982 a 2015. Um total de 113 estudos foram avaliados e apresentados seguindo indicações de três seções: a) características metodológicas dos estudos; b) variáveis associadas à moral; e c) principais suportes teóricos. No Estudo 2 em que é proposto um Modelo Explicativo de Moral no esporte, foram avaliados atletas de diversas modalidades esportivas que ja tenham participado de competições a nível nacional ou internacional. Os instrumentos utilizados para a coleta dos dados foram: Escala de Satisfação de Necessidades Básicas no Esporte (BNSSS); Escala Multidimensional de Orientação Esportiva (MSOS); e Escala de Comportamento Prosocial e Antisocial no Esporte (PABSS). Os dados foram analisados por meio de um Modelo de Equações Estruturais. No Estudo 3 foi realizada uma entrevista com um atleta escolhido a partir dos resultados do Estudo 2, com o intuito de conhecer sua história de vida. A indicação que norteou a narrativa de história de vida do sujeito foi: Conte-me como você chegou até aqui, sua história de vida . O relato do atleta foi analisado a partir do referencial teórico do sintagma Identidade-Metamorfose-Emancipação com foco voltado para a compreensão de como o esporte pode ser um potencializador para o sujeito em busca de sua autonomia. Esta tese apresenta novos achados sobre as variáveis que se relacionam com a moral no contexto esportivo e a busca pela autonomia e emancipação ao longo de sua formação atlética. Com estes resultados, espera-se contribuir para o processo de formação de atletas no contexto brasileiro, sendo uma fonte de informação para profissionais da psicologia e demais áreas sobre como proceder para que o esporte seja um dos fatores que contribuem para o desenvolvimento humano desde o início de sua prática, seja na infância, adolescência ou em atletas profissionais
Öström, Amy. "Ett eget rum : Hur barn skapar och använder egna platser i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38187.
Full textCarneiro, Lucas Botelho. "Alugam-se sacanagens: da regulação da prostituição no Brasil contemporâneo." Universidade Federal de Juiz de Fora (UFJF), 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/3170.
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FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais
O presente trabalho procura contribuir para a promoção de um debate crítico e detalhado no que tange à configuração da sexualidade; controle do corpo e dignidade da pessoa humana mediante, principalmente, regulação estatal da prostituição no Brasil. Pretende-se ainda delimitar qual conceito de corpo a ser adotado ao longo da pesquisa, afim de que se compreenda a implicação do livre o uso do corpo na formação da identidade pessoal. O trabalho é composto por três capítulos e ao fim considerações finais. A primeira parte da pesquisa busca entender o conceito de sexualidade formulado por Michel Foucault, bem como a relação entre os mecanismos de poder e a formação da sexualidade. Com o propósito de compreender o atual contexto em que se pretende regular a atividade empreendese análise história dos modos pelos quais se regulou os usos dos corpos para fins sexuais, através da ação (ou inação) estatal. Tal exame será realizado no sentido de evidenciar as similitudes e diferenças entre as diversas formas de lidar com a prostituição, especialmente no contexto brasileiro. Casos emblemáticos de regulação estatal da prática e sua relação com demais mecanismos de poder, tais quais “Jardim Itatinga” e “República do Mangue” serão ao fim tratados. Em um segundo momento e com base no conceito de sexualidade e relações de poder formadores da mesma, tecer-se-á considerações a respeito da proteção ao corpo por meio dos direitos de personalidade. Tomando como pressuposto ser a limitação estatal da prostituição prática paternalista, inicia-se análise de uma forma legítima de paternalismo destinado à prostituição. Para tanto faz-se necessário a compreensão do conceito de autonomia privada. A análise da limitação ao exercício do direito ao próprio corpo passa ainda pelo entendimento da relação entre este e a psique. Procura-se, sobretudo, compreender de que forma a autonomia se relaciona com a formação da identidade pessoal (concepção tayloriana), bem como investigar o modo pelo qual a liberdade sexual emana da dignidade da pessoa humana. Em seguida, no terceiro capítulo, elabora-se breve análise histórica dos movimentos dos profissionais do sexo. Adiante é realizada contraposição dos principais argumentos contrários e favoráveis à regulação. Ao fim aspectos práticos quanto a este tocante serão examinados.
The present work seeks to contribute to encourage the critical and detailed debate regarding the conformation of sexuality, control of the body and of the dignity of the individual, mainly by the state regulation of prostitution in Brazil. It intends, moreover, to delimitate a concept of “body” to be adopted along the research, in order to comprehend the implication of the unimpeded use of the body at the formation of the personal identity. The article is divided in three chapters and final considerations. The first part seeks to comprehend the concept of sexuality formulated by Michel Foucault, as the correlations between mechanism of power and formation of sexuality. With the purpose of understanding the current context, in which there’s the intention of regulate the activity of prostitution, it is carried out a historical analysis of the ways by which the uses of the body was regulated by state action (or inaction). This analysis will be realized in order to reveal the similarities and differences between the various ways of dealing with prostitution, especially on the Brazilian context. Emblematic cases of state regulation of the practice and it’s relation with other mechanisms of power, such as “Jardim Itatinga” and “República do Mangue” will be discussed at the end. In another moment, based on the concept of sexuality shaped by power relations, considerations will be made regarding the body protection by means of personality rights. Presupposing the state limitation of prostitution a paternalistic practice, we analyze a legitimate way of paternalism intended to the prostitution. Therefore, it becomes necessary to comprehend the concept of private autonomy. The analysis of the limitation to the exercise of the right to one’s own body still passes by the understanding of the relation between the body and the psyche. It is intended, above all, to understand in which way the autonomy is related to the formation of the personal identity (taylorian notion), and investigate the way by which the sexual freedom derive from one’s dignity. On the third chapter it is elaborated a brief historical analysis of the sex workers’ movement. Then, it is realized a contraposition of the main arguments, contrary and in favor, to the regulation of prostitution. Finally, some practical aspects are examined.
Mombelli, Neli Fabiane. "Cartografia do documentário no sul do Brasil: identidades e transversalidades no processo de produção e circulação." Universidade Federal de Santa Maria, 2017. http://repositorio.ufsm.br/handle/1/13086.
Full textA pesquisa realiza uma cartografia identitária do processo de produção e circulação de documentários no Sul do Brasil. O recorte se dá a partir de documentários inscritos em mostras e festivais de vídeo e cinema nos estados do Paraná, Rio Grande do Sul e Santa Catarina, entre 2010 e 2013, para mapear realizadores e cartografar os lugares e as transversalidades da produção e da circulação da cadeia produtiva do documentário. Objetivo esse que se origina em nosso problema de pesquisa, que busca compreender quais são os fatores culturais, políticos e sociais, para além do econômico, que interferem nas transversalidades desses eixos e que identidades eles projetam neste campo. Para isso, temos como objetivos específicos entender qual é o lugar do documentário no Sul do Brasil; analisar os lugares de produção e os lugares de circulação dos documentários; depreender como a produção se constitui e que recursos são utilizados; verificar como e onde se dá a circulação das obras e se há recursos; compreender como é articulada a cadeia produtiva do documentário na Região Sul; e constituir a cartografia identitária da cadeia produtiva de documentários desta espacialidade. A perspectiva dos Estudos Culturais, a partir da teoria cultural e do conceito de autonomia relativa de Raymond Williams (1979), nos permitem pensar questões de produção e as forças presentes neste processo. As preposições de Appadurai (1991) sobre rotas e desvios na história das coisas nos levam para a circulação enquanto fluxo. Hall (1997) contribui para as questões de identidade e da regulação presentes na sociedade; Foucault (2015) permite compreender as estruturas de poder; e Santos (1994, 2015) corrobora para a elaboração do tempo e do lugar. Como procedimento metodológico, trazemos a inspiração cartográfica a partir de Deleuze e Guattari (2011) com auxílio de Kastrup (2009) e Rosário (2008), usando como ferramentas mapeamentos, questionário de múltipla escolha e entrevista semiestruturada. Nosso percurso nos permitiu elaborar o diagrama da autonomia relativa e tecer considerações sobre os aspectos identitários do processo de produção, que carrega o sotaque do Sul, no sentido de como se pauta na produção, porque e o que produz, influenciado sobretudo pelo lugar que ocupa, no sentido de experiência vivida. Também, traçamos os movimentos realizados para que haja autonomia política, cultural, social e econômica, mesmo que as intensidades dela mudem conforme a dinâmica da produção e da circulação de cada documentário situado em certo espaço-tempo.
Congdon, Venetia. "Nourishing the nation : manifestations of Catalan national identity through food." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:1c07c9a3-3351-46ef-aa02-833dddde375f.
Full textEbane, Mexcin. "L' Andalousie dans l'Espagne des autonomies : du statut de 1981 à celui de 2007." Thesis, Montpellier 3, 2014. http://www.theses.fr/2014MON30016/document.
Full textThe emergence of the movement of Andalusian identity claim, between the late Nineteenth and early Twentieth Century marks the failure of the Spanish liberals in their attempt to build a Nation-state, and confirms their indifference to all the socioeconomic problems which overwhelmed Andalusia during the Nineteenth Century. The need to upgrade legal action between all social classes and the improvement of living and working conditions of the proletariat, subjected to unequal treatment and exposed to discrimination did emerge within the petty bourgeoisie, an alternative nationalism to that of the Nation-state which, for the Andalusians, was a distant and continually hostile reality. Used as a political instrument whose purpose was to make Andalusia emerge from its underdevelopment, the “andalousism” was severely repressed during the dictatorship of PRIMO DE RIVERA and FRANCO. But violence causing resistance, instead of destroying the peripheral nationalist claims, these highly repressive and authoritarian regimes rather contributed to legitimize their fight for democratic transition. In order to find a solution to the confrontation that pitted the secular nationalism against the State, the drafters of the 1978 Constitution opted for the creation of a State of autonomy based on the unity of Spain as a Nation, but nevertheless recognizes the right to autonomy of the nationalities and regions that compose it. This solution came in the nick of time for Andalusia that has always conceived, right from the start, political autonomy as a guarantee of its development. However, after three decades of autonomic system exercise, despite the instrumentalisation of its political subsystem and its Statute of Autonomy of 1981 and 2007 as an engine of this development, it is clear that Andalusia continues to occupy the last place among the less developed regions of Spain
Oliveira, Magno Carvalho de. "As jornadas de junho/2013, Porto Alegre/RS: os movimentos sociais e as formas simbólicas na formação de territórios dissidentes." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/181036.
Full textSocial movements - holders of collective identity - can form dissident territories from the appropriation of spaces representing the status quo, that is, structures belonging to the established power. In this way, social movements, as a socio-spatial practice, become molders of space, since insurgent practices have the force and pressure to reorganize it. Citizen protagonism can constitute dissident territories, that is, appropriate spaces for self-management and individual and collective autonomy, critics of the status quo, verticalization, hetoronomy and instituted power; the precursor of a society based on horizontality with the implantation of the instituting power. As a methodology, we used qualitative research, with the application of questionnaires, bibliographical and field research, interpreted in the light of dialectics and using discourse analysis. Considering the symbolic spaces Praça da Matriz, Largo da Prefeitura Municipal de Porto Alegre (Praça Montevidéu) and the region in Ipiranga Avenue where the Zero Hora Newspaper headquarters is located, all of these places representative of a vertical power, the actions promoted during the first phase of the Jornadas de Junho de 2013, and also the discourse of the interviewees, it is understood that social movements, by criticizing the current system and by defending a new social organization, can form dissident territories from the appropriation of space and during their action.
Sousa, Bárbara Fernandes de. "Políticas do reconhecimento e o direito à educação: uma análise a partir das influências de Axel Honneth, Charles Taylor e Paul Ricoeur." Universidade Católica de Petrópolis (UCP), 2015. https://repositorio.ufjf.br/jspui/handle/ufjf/6712.
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PROQUALI (UFJF)
O presente estudo traz uma análise das Políticas do Reconhecimento e do direito à educação à luz das influências de três grandes filósofos: Axel Honneth, Charles Taylor e Paul Ricoeur. Cada um, a seu modo, contribui de forma especial para a composição de teorias normativas e éticas sobre o reconhecimento do sujeito que leva à conquista da autonomia, da capacidade e da dignidade de ser. A pesquisa visa demonstrar que o reconhecimento é tanto um pressuposto da educação (sob o aspecto formal) quanto a educação é um caminho para o reconhecimento material. A contribuição filosófica de Ricoeur ganha centralidade, pois amplia o horizonte do reconhecimento e não o restringe à ideia de luta. Ele inova com a lógica do dom, momento em que nos põe a refletir sobre a importância de se cultivar e estimular a troca de valores como a solicitude, o respeito, a cooperação e a gratidão na convivência social. Ademais, dissecando conceitos como identidade e autonomia, sempre em atenção à pessoa enquanto fundamento ontológico, é possível perceber a educação como o fio condutor que nos concede a chance de vivermos bem, em paz, com e para os outros, em instituições mais justas dentro de uma perspectiva ética.
This study focuses on analyzing the Politics of Recognition and the right to education under the influences of three great philosophers: Axel Honneth, Charles Taylor and Paul Ricoeur. Each of them, in their own way, give a special contribution to compose normative and ethical theories about the recognition of the subject that leads to reach the autonomy, the capacity and the dignity of being. The research aims to demonstrate that recognition is, on one hand, an assumption of education (under the formal aspect) and, on the other hand, education works to achieve the substantial recognition. The philosophical contribution of Ricoeur is essential, because it broadens the horizon of recognition and does not limit it by the idea of struggle/conflict. Ricoeur innovates with the economy of the gift, which puts us to reflect about the importance of cultivating and encouraging the exchange of such relevant values as care, respect, cooperation and gratitude in social life. Besides, dissecting concepts as identity and autonomy, focusing at the person in its ontological foundation, we can see education as the thread that gives us a chance to live a good life, in peace, with and for others, in just institutions under an ethical perspective.
Souza, Luiz Gustavo Silva. "Uma nova etapa: juventude e experiências de ingresso no ensino médio." Universidade Federal do Espírito Santo, 2007. http://repositorio.ufes.br/handle/10/6671.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
O ensino médio passa por uma fase de expansão no Brasil, com aumento do número de matrículas. Os modos atuais de organização social e do trabalhoexigem esforços de hiper-formação e impõem novos desafios à construção de cidadania e de democracia. A educação formal e o ensino médio em específico devem ser pensados não só em termos quantitativos, mas também qualitativos. Torna-se relevante estudar as relações estabelecidas entre os jovens e as escolas, investigar os efeitos da escolarização, as ações dos jovens e suas possibilidades de participação. O presente trabalho teve como objetivo investigar as experiências de ingresso de jovens de classes populares no ensino secundário, apreendendo possíveis transformações na construção da identidade e nas representações de escola e de ensino médio. Participaram desta pesquisa 120 estudantes, 61 meninas e 59 meninos, ingressantes em uma escola pública de ensino médio localizada em Viana, ES, com idades entre 14 e 16 anos. A coleta dos dados se deu em dois momentos diferentes do ano de 2006: fevereiro (início do ano letivo) e setembro. O método utilizado incluiu a aplicação de questionários discursivos, com questões abertas e exercícios de evocação, além de entrevistas baseadas em roteiro semi-estruturado. Os dados foram tratados por meio de análise de conteúdo temática e do software EVOC. Compararam-se os resultados obtidos em cada etapa da coleta segundo o momento da escolarização (início e meio do ano) e segundo gênero. No início do ano, a escola foi associada integralmente a valores positivos: amadurecimento e futuro promissor. Verificou-se, junto aos estudantes, um auto-apelo para estudar mais e tornar-se mais responsável e preocupado com o futuro, embora não esperassem, em geral, encontrar um ambiente propício ao protagonismo juvenil. No meio do ano, os valores positivos permaneceram hegemônicos. A educação e a escolarização continuaram a ser percebidas principalmente como o caminho para um futuro melhor. Entretanto, surgiram valores negativos, como a percepção de precariedade no uso dos espaços físicos. Com pequena representatividade, apareceram as idéias de que as matérias são inúteis, de que os professores são ruins e de que o futuro pessoal e profissional é incerto. Os colegas foram mais claramente divididos em subgrupos por afinidade. O bom professor foi caracterizado como empático e capaz de contextualizar o conhecimento. O ensino médio continuou a ser visto como uma nova etapa de preparação, mais exigente e que envolve mais responsabilidade. O discurso de que o ensino médio é importante para o futuro, para fazer faculdade e para o trabalho, se fortaleceu. Ao mesmo tempo, a escola continuou a ser encarada como naturalmente ligada à heteronomia. As possibilidades de participação ativa nas formas de organização escolar, em sua programação de atividades e em sua normatização, pareceram diminuir. A representação de bom aluno continuou fortemente associada aos valores escolares tradicionais de obediência e esforço. Ao comparar os dois momentos estudados, verificou-se a existência de dois caminhos hegemônicos para a escolarização: adequação (continuar a apostar na escola, ser bom aluno, esforçado e obediente) e negação (desprezar as regras e processos escolares). A discussão dos dados aponta para a importância das estratégias de promoção da autonomia no cotidiano escolar do ensino médio e do fornecimento de bases materiais para outras construções identitárias. O primeiro ano de escolarização secundária apareceu como momento estratégico para propor inovações na experiência escolar.
Nowadays, high school education is expanding in Brazil in terms of number of students. Current ways of social and labor organization demand high levels of qualification and impose new problems to the construction of democracy in human relations. To understand and correct these problems, education must be analyzed not only from a quantitative perspective, but also from a qualitative one. It is important to study the relations between adolescents and schools and to investigate students representations and activities. The present work aims at understanding the first high school education experiences in low SES students, considering possible transformations in their social representations and identities. A hundred and twenty students participated in this research: 61 girls and 59 boys, aged 14 to 16 years old, freshmen of a public high school located in Viana, Brazil. We collected data in two different moments: February 2006 (beginning of the school year) and September 2006. The method included questionnaires, free evocation techniques and semi-structured interviews. For data analyses, we used content analysis and the EVOC software. We compared the results obtained in the two moments of data acquisition, based on period (beginning and half of the school year) and gender. In the beginning of the year, students associated the school entirely with positive values, such as maturity and promising future . Students hoped to study more and to become more responsible and concerned about the future. However, they did not expect to find a favorable environment for youth participation. In September, positive values still existed and were hegemonic, but there were also negative values associated to school. The perception that the school infra-structure was not well used is an example. Other negative perceptions appeared but were less representative: the ideas that the classes were useless, that the teachers were bad and that the professional future was uncertain. School mates were more clearly divided in subgroups. The representation of good teacher included empathy and the ability to contextualize knowledge. Education continued to be perceived mainly as the path to a better future. High school continued to be seen as a new stage of this preparation, which is more demanding and more associated with responsibility. The idea that high school education is important for their professional future was stronger. At the same time, school continued to be faced as naturally tied to heteronomic human relations. Possibilities of active participation in school organization seemed to be weaker. The representation of good student continued to be strongly linked to traditional school values such as obedience and effort. As we compared the two moments (beginning and half of the school year), we verified the existence of two hegemonic paths in high school experiences: submission (to invest in school, to be a good student, to be obedient) and rejection (to despise school rules and processes). We discuss the importance of strategies to produce autonomy in high school education, basing other possibilities for identity construction. The first high school year seems to be a favorable moment to propose those strategies.
Salas, Soneira Miguel. "Acción socioeducativa y locura. Tramas, narrativas y experiencias en el ámbito de la salud mental en Galicia." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/405844.
Full textThe research addresses local worlds of experience where interpersonal dynamics connect corporeal states to collective realities which determine the reality of madness. In diverse scenarios and from different points of view, this analysis seeks to discern the conditions of possibility for a socio-educational action based on experience and occurrence. It focuses in particular on the frames of meaning, on biographical narratives, as well as on the experiences of diagnosed people (and also in the testimonies of their families and professionals) in order to understand the mechanisms by which the subjects come to identify themselves or disagree with the hegemonic representations that set out the way in which we should live madness as a disease. In these intersubjective universes power and anti-power games come into play and they generate diverse identities, and at the same time, the dominant benchmarks related to how psychological suffering is produced, recreated and refuted. The socio-educational action revolves around the interpretative forms of phenomena that the normality regime establishes as pathological, dysfunctional or deviant. Based on a critical detachment of these notions, the approach addresses the plurality and complexity of the expressions of human discomfort. The political-educational task is based on the pretext of enabling new identifications and transitions for these subjects, from the construction of their own biographies, their social records and their own sense experiences. Closely related to benchmarks, identities and scenarios, this work outlines how strategies are developed for the construction of autonomy and the management of suffering. The problematization of these elements stands out as a touchstone for an educational action whose raison d'être lies in welcoming or initiating that which is different, beyond rigid diagnostic categories.
Mörtzell, Kajsa. "Motivation och identitet : En studie om ungas deltagande i ideella konstnärliga projekt." Thesis, Högskolan i Skövde, Institutionen för teknik och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8326.
Full textThe purpose of this study is, from a symbolic interactionistic perspective, to try to understand what motivates adult amateur actors, amateur singers and amateur musical artists to participate in non-profit artistic projects. The study also determines whether art practice and the group attending have any impact on the individual's identity and identity formation. Nine semi-structured interviews have been done to get a deeper understanding about the motivation and identity creation. The data from the interviews shows that social belonging, artistic challenge and development, participation in the artistic process, the sense of flow, the desire to express oneself as well as personal development were the main motivation factors. It also shows that both the artistic performance as well as the group had an impact on the individual's identity and identity formation. The data are then explained by motivation theories and theories of identity.
Sparger, Todd. "AN INVESTIGATION OF IMPLEMENTATIONS OF SMALLER LEARNING COMMUNITIES IN FLORIDA HIGH SCHOOLS." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2544.
Full textEd.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
Hansson, Michelle Folashade. "Signifying in Toni Morrison’s Beloved." Thesis, Högskolan i Gävle, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29729.
Full textRossouw, Theresa Marie. "Identity, personhood and power : a critical analysis of the principle of respect for autonomy and the idea of informed consent, and their implementation in an androgynous and multicultural society." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19906.
Full textENGLISH ABSTRACT: Autonomy and informed consent are two interrelated concepts given much prominence in contemporary biomedical discourse. The word autonomy, from the Greek autos (self) and nomos (rule), originally referred to the self-governance of independent Hellenic states, but was extended to individuals during the time of the Enlightenment, most notably through the work of Immanuel Kant and John Stuart Mill. In healthcare, the autonomy model is grounded in the idea of the dignity of persons and the claim people have on each other to privacy, self-direction, the establishment of their own values and life plans based on information and reasoning, and the freedom to act on the results of their contemplation. Autonomy thus finds expression in the ethical and legal requirement of informed consent. Feminists and multiculturalists have however argued that since autonomy rests on the Enlightenment ideals of rationality, objectivity and independence, unconstrained by emotional and spiritual qualities, it serves to isolate the individual and thus fails to rectify the dehumanisation and depersonalisation of modern scientific medical practice. It only serves to exacerbate the problematic power-differential between doctor and patient. Medicine is a unique profession since it operates in a space where religion, morality, metaphysics, science and culture come together. It is a privileged space because health care providers assume responsibility for the care of their patients outside the usual moral space defined by equality and autonomy. Patients necessarily relinquish some of their autonomy and power to experts and autonomy thus cannot account for the moral calling that epitomizes and defines medicine. Recognition of the dependence of patients need not be viewed negatively as a lack of autonomy or incompetence, but could rather reinforce the understanding of our shared human vulnerability and that we are all ultimately patients. There is however no need to abandon the concept of autonomy altogether. A world without autonomy is unconceivable. When we recognise how the concept functions in the modern world as a social construct, we can harness its positive properties to create a new form of identity. We can utilise the possibility of self-stylization embedded in autonomy to fashion ourselves into responsible moral agents that are responsive not only to ourselves, but also to others, whether in our own species or in that of another. Responsible agency depends on mature deliberators that are mindful of the necessary diversity of the moral life and the complex nature of the moral subject. I thus argue that the development of modern individualism should not be rejected altogether, since we cannot return to some pre-modern sense of community, or transcend it altogether in some postmodern deconstruction of the self. We also do not need to search for a different word to supplant the concept of autonomy in moral life. What we rather need is a different attitude of being in the world; an attitude that strives for holism, not only of the self, but also of the moral community. We can only be whole if we acknowledge and embrace our interdependence as social and moral beings, as Homo moralis.
AFRIKAANSE OPSOMMING: Outonomie en ingeligte toestemming is twee nou verwante konsepte wat beide prominensie in moderne bioetiese diskoers verwerf het. Die woord outonomie, van die Grieks autos (self) en nomos (reël), het oorspronklik verwys na die selfbestuur van onafhanklike Griekse state, maar is in die tyd van die Verligting uitgebrei om ook na individue te verwys, grotendeels deur die werk van Immanuel Kant en John Stuart Mill. In medisyne is die outonomie model gegrond op die idee van die waardigheid van die persoon en die beroep wat mense op mekaar het tot privaatheid, selfbepaling, die daarstelling van hulle eie waardesisteem en lewensplan, gebasseer op inligting en redenasie, en die vryheid om op die uitkoms van sulke redenasie te reageer. Outonomie word dus vergestalt in die etiese en wetlike bepaling van ingeligte toestemming. Feministe en multikulturele denkers beweer egter dat, siende outonomie gebasseer is op die Verligting ideale van rasionaliteit, objektiwiteit en onafhanklikheid, sonder die nodige begrensing deur emosionele en spirituele kwaliteite, dit die individu noodsaaklik isoleer en dus nie die dehumanisering en depersonalisering van moderne wetenskaplike mediese praktyk teenwerk nie. As sulks, vererger dit dus die problematiese magsverskil tussen die dokter en pasiënt. Die beroep van medisyne is ‘n unieke professie aangesien dit werksaam is in die sfeer waar geloof, moraliteit, metafisika, wetenskap en kultuur bymekaar kom. Dit is ‘n bevoorregde spasie aangesien gesondheidswerkers verantwoordelikheid vir die sorg van hulle pasiënte aanvaar buite die gewone morele spasie wat deur gelykheid en outonomie gedefinieer word. Pasiënte moet noodgedwonge van hulle outonomie en mag aan deskundiges afstaan en outonomie kan dus nie genoegsaam die morele roeping wat medisyne saamvat en definieer, vasvang nie. Bewustheid van die afhanklikheid van pasiënte hoef egter nie in ‘n negatiewe lig, as gebrek aan outonomie of onbevoegtheid, beskou te word nie, maar moet eerder die begrip van ons gedeelde menslike kwesbaarheid en die wete dat ons almal uiteindelik pasiënte is, versterk. Dit is verder nie nodig om die konsep van outonomie heeltemal te verwerp nie. ‘n Wêreld sonder outonomie is ondenkbaar. Wanneer ons bewus word van hoe die konsep in die moderne wêreld as ‘n sosiale konstruk funksioneer, kan ons die positiewe aspekte daarvan inspan om ‘n nuwe identiteit te bewerkstellig. Ons kan die moontlikheid van self-stilering, ingesluit in outonomie, gebruik om onsself in verantwoordelike morele agente te omskep sodat ons nie slegs teenoor onsself verantwoordelik is nie, maar ook teenoor ander, hetsy in ons eie spesie of in ‘n ander. Verantwoordelike agentskap is afhanklik van volwasse denkers wat gedagtig is aan die noodsaaklike diversiteit van die morele lewe en die komplekse aard van die morele subjek. Ek voer dus aan dat die ontwikkeling van moderne individualisme nie volstrek verwerp moet word nie, siende dat ons nie na ‘n tipe premoderne vorm van gemeenskap kan terugkeer, of dit oortref deur ‘n postmoderne dekonstruksie van die self nie. Ons het verder ook nie ‘n nuwe woord nodig om die konsep van outonomie in die morele lewe mee te vervang nie. Ons het eerder ‘n ander instelling van ons menswees in die wêreld nodig; ‘n instelling wat streef na volkomendheid, nie net van onsself nie, maar ook van die morele gemeenskap. Ons kan slegs volkome wees wanneer ons ons interafhanklikheid as sosiale en morele entiteite, as Homo moralis, erken en aangryp.
Bedi, Tarini. "Ethnonationalism and the politics of identity : the cases of Punjab and Assam." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28244.
Full textFreitas, Maristela Sousa e. "O processo de identidade de jovens que passaram por acolhimento institucional." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21544.
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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
This study aims to investigate the identity process of young people who have been institutionalized in some period of their lives. By apprehending the meanings which were disclosed, we highlight how much being institutionalized hinders metamorphosis movements toward emancipation and which other emancipatory possibilities, around these young people, allow them to constitute and selfdetermine themselves overcoming the adversities. We stem from the empirical experience, using life trajectory narratives, and historical materialism as method to make a social group visible. From all histories heared which contextualized this work, we chose one to conduct a study on the identity process. The theoretical framework is sustained by the sintagma identity-metamorphosis-emancipation of Ciampa ([1987] 2011), besides other authors such as Goffman (1961), Habermas (1987), Berger and Luckmann (2014) and others who brought contributions aligned to the Critical Social Psychology. In the analysis of one of the histories with emancipatory characteristics, Sofia”s revealed that emancipation and activity are the focus of this study. Sofia”s story made possible to understand that in her narrative, there were many difficulties which produced the process of sameness for a long time. Sameness was only overcome when Sofia began to be heard and recognized by others in her rights. By performing her activities and being recognized, the narrator kept modifying herself, allowing metamorphosis with emancipatory direction. When gathered the possibilities around her, of being loved and cherished by a family, Sofia came to a quality in the metamorphosis indicated as mesmidade, the integration of thinking/doing. The singularity of Sofia”s history, representing the universal, revealed that metamorphosis with emancipatory fragments are possible if there are possibilities around the individual
Este estudo buscou investigar o processo identitário de jovens que passaram pelo acolhimento institucional em alguma fase de suas vidas. Ao apreender os sentidos revelados, trouxemos o quanto ser institucionalizado impede movimentos de metamorfose em direção à emancipação e quais outras possibilidades de caráter emancipatório, ao entorno destes jovens, permitem se constituírem diferentes e se autodeterminarem vencendo as adversidades. Partimos do empírico, por meio das narrativas de história de vida e do materialismo histórico dialético, como método para tornar visível um grupo social. De todas as histórias ouvidas que contextualizaram esse trabalho, escolhemos uma delas para fazer um estudo do processo identitário. O arcabouço teórico está sustentado pelo sintagma-identidade-metamorfose-emancipação de Ciampa (1987; 2011), além de outros autores, Goffman (1961), Habermas (1987), Berger e Luckmann (2014) e outros que trouxeram contribuições alinhadas à Psicologia Social Crítica. Da análise de uma das histórias com características emancipatórias, a história de Sofia revelou-nos que as categorias atividade e emancipação são o foco deste estudo. A história de Sofia possibilitou compreender que em sua narrativa ocorreram várias dificuldades que produziram o processo de mesmice durante muito tempo. A mesmice foi vencida apenas quando Sofia começou a ser escutada e reconhecida pelos outros, em seus direitos. Ao desempenhar suas atividades e se ver reconhecida, a narradora foi se modificando, permitindo metamorfoses com sentidos emancipatórios. Ao ser reunido em seu entorno, as possibilidades de ser amada e querida por uma família, Sofia chegou a uma qualidade na metamorfose indicada como mesmidade, a integração do pensar/fazer. A singularidade da história de Sofia, representando o universal, revelou que metamorfoses com fragmentos emancipatórios são possíveis se houver possibilidades no entorno do sujeito
Ahmed, Farah. "Pedagogy as dialogue between cultures : exploring halaqah : an Islamic dialogic pedagogy that acts as a vehicle for developing Muslim children's shakhsiyah (personhood, autonomy, identity) in a pluralist society." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/278513.
Full textChouiref, Fatiha. "La question amazighe en Algérie : le passage d’une revendication culturelle et linguistique au pouvoir politique." Thesis, Pau, 2018. http://www.theses.fr/2018PAUU2043/document.
Full textThis doctoral thesis focuses on the internal structure and external relations of the Berber Identity Movement in Algeria, and the transition from a cultural and linguistic claim to autonomic and political demands. The Berber militants want to approve the precedence of the existence of the Amazigh people on its territory. These indigenous peoples are present in all the countries of North Africa, sub-Saharan Africa and the Canary Islands. The Algerian Berbers are different. Indeed, the Berber mobilization, especially the Berbers of Kabylia, moved from a claim of increasing the value of their culture and language to a political protest which aspires to autonomy and selfdetermination of the Kabylia area.To achieve to an objective and epistemological explanation of the Berber specificity in Algeria, we will analyze the Amazigh’s situation in Maghreb countries. We will use a comparative approach that will help us to understand the Amazigh’s challenge in the past and the present. We opted for comparison because we assume that the human and social sciences have constructed their scientific perception of the world through paradigms and comparative branches: comparative politics, comparative law, comparative sociology, etc. We also believe it’s important to compare to understand political and social realities. This idea, initiated by Emile Durkheim, has made comparison one of the indispensable mechanisms of humanities and social sciences.The studies on minorities and indigenous people’s rights are more present in the humanities and social sciences, with more multidisciplinary. We mean that the study of each minority or indigenous group requires a complementary fusion of all the humanities and social sciences fields, for a better comprehension of the individual and collective human realities.Our political-legal analysis, which requires a multidisciplinary treatment, includes historical insights, as well as economic, geographical, ethnological, sociological and anthropological notions, which are necessary for a better understanding of the Algerian and Berber identity question
CAPISTRANO, FILHO João. "O educador e a educação de resistência sob o prisma da Dialética Negativa de Adorno." http://www.teses.ufc.br, 2011. http://www.repositorio.ufc.br/handle/riufc/3233.
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O objetivo do presente trabalho é fazer uma reflexão sobre a função do educador como protagonista de uma educação de resistência. A reflexão sobre a educação de resistência se pauta no modelo adorniano de pensar a realidade social sob o prisma da dialética negativa. A realidade refletida pelo educador é a educação social do sujeito que determina o seu modo de ser a partir dos primeiros contatos com a sua cultura por meio dos familiares ou por quem o cerca. A educação de resistência reflexiona a educação social à medida que desconstrói a identidade do princípio da dominação que subsiste na sociedade moderna através do modelo de produção capitalista. A dominação se expressa no capitalismo tardio por meio da indústria cultural cujo corolário é fabricar no sujeito necessidades que o leve, compulsivamente, a consumir mercadorias como um meio de inserção social. A indústria cultural transforma o coletivo social em instrumento de pressão sobre os indivíduos. Para Adorno, ao tentar abranger todo o corpo social a indústria cultural age como falsa totalidade. A educação de resistência faz um mergulho dialético sob a pretensão da indústria cultural em se tornar totalidade fabricando comportamentos agregados aos anúncios de venda de mercadorias. A dialética negativa atuando como suporte da educação de resistência reflexiona a ação controladora da indústria cultural que inibe a autonomia do sujeito e ao mesmo tempo a vende como comportamento fabricado. A educação de resistência é um modelo de educação em que o educador insta o sujeito a ter o pensar como práxis à medida que se relaciona com a multiplicidade que compõe o mundo social. Adorno entende que pensar é agir. Para a educação de resistência pensar a educação social é criar a possibilidade de agir contra o princípio da dominação que se manifesta na sociedade administrada pelo capital.
Pittet, Christophe. "Les pratiques artistiques dans le champ de l'insertion professionnelle comme support de construction identitaire dans le passage à la vie adulte." Thesis, Strasbourg, 2014. http://www.theses.fr/2014STRAG020/document.
Full textThis research aims to understand the place and function of artistic practices among young adults receiving social assistance who are part of a work integration process. Starting from conditions linked to development of identity in the transition to adulthood and the changes of the Social State, we were interested to understand how artistic and cultural practices in the field of social work may act as an alternative to support the access to vocational training in young adults. From an integration program developed in Lausanne (Switzerland), which uses the arts as the focal point for psychosocial support, we observed that artistic practices foster the development of self-esteem, strengthening confidence and extending the interpersonal network. Artistic media are also vectors of professional socialization because they may help young adults to be re-registered in a rhythm; they require adaptability and flexibility abilities and they tend to improve self-management skills. This utilitarian dimension reexamines the uses of art for the purpose of behavior standardization to meet professional requirements such as leadership and sense of responsibility
Parmaksiz, Abdullah Umut. "Gray'." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12609149/index.pdf.
Full texts theory of value-pluralism is critically analyzed. Gray&rsquo
s modus vivendi, based on Isaiah Berlin&rsquo
s criticism of monism, is a theory that aims to create the conditions in which peace and diversity in late-modern societies can be protected. Gray argues that a legally pluralistic system where collectives have autonomy is more serving to peace than its liberal alternatives. This study argues that Gray fails to achieve its goal of promoting diversity. This is due to the fact that Gray&rsquo
s theory does not recognize &lsquo
personal autonomy&rsquo
and &lsquo
right of exit&rsquo
as standards for a legitimate regime. It is argued in this study that without &lsquo
personal autonomy&rsquo
and &lsquo
right of exit&rsquo
, legally pluralist systems curb the conditions that makes diversity possible and thereby work at the expense of diversity rather than for diversity.
Lyreskog, David. "Enhancing Psychopaths : On the permissibility of enhancing moral capacities in violent recidivist psychopaths, through compulsory direct brain intervention." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-85025.
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