Tesis sobre el tema "Biographical trajectorie"

La France promeut l’inclusion des personnes handicapées dans le milieu ordinaire du travail et du logement, (re)questionnant les frontières entre milieu ordinaire et milieu protégé. Cette thèse en géographie sociale propose une analyse spatialisée du processus du choix d’habiter des travailleurs handicapés accompagnés dans la région Pays de la Loire. L’objectif est de saisir l’impact des caractéristiques individuelles, de l’environnement résidentiel, des trajectoires biographiques et des politiques publiques sur les choix résidentiels de cette population. La méthodologie adoptée repose sur une approche biographique mixte avec l’outil « questionnaire- entretien » qui est adressé aux travailleurs handicapés accompagnés par des structures de travail, d’hébergement, d’accompagnement médico- social ou pour la vie sociale. En complément, des entretiens semi-directifs sont réalisés avec les acteurs des Conseils départementaux et des Maisons départementales des personnes handicapées pour saisir l’impact des politiques publiques sur les parcours résidentiels des enquêtés. Ce protocole méthodologique permet de révéler la dimension socio-spatiale du choix d’habiter de 229 travailleurs handicapés ligériens. La tendance est à une recherche de (sur)proximité avec les commerces, les services, le travail et l’entourage. La départementalisation de l’action publique et l’attachement au territoire de vie conduisent à de faibles mobilités résidentielles et professionnelles. Ainsi, le décloisonnement des dispositifs est une réponse aux enjeux rencontrés par les travailleurs handicapés en région Pays de la Loire
France is promoting the inclusion of people with disabilities in ordinary work and housing environments, (re)questioning the boundaries between ordinary and sheltered environments. This thesis in social geography proposes a spatialized analysis of the housing choice process of supported disabled workers in the Pays de la Loire region. The aim is to understand the impact of individual characteristics, the residential environment, biographical trajectories and public policies on the residential choices of this population. The methodology adopted is based on a mixed biographical approach using a 'questionnaire- interview' tool, which is sent to disabled workers supported by work, accommodation, medico-social or social support structures. In addition, semi-structured interviews were carried out with people from the Departmental Councils and the Departmental Houses for the Disabled in order to understand the impact of public policies on the respondents' residential paths. In addition, semi-directive interviews were carried out with stakeholders from the Departmental Councils and the Departmental Houses for the Disabled, to understand the impact of public policies on the respondents' residential paths. This methodological protocol reveals the socio- spatial dimension of the housing choices of 229 disabled workers in the Pays de la Loire region. The tendency is to seek (closer) proximity to amenities, services, work and surroundings. The departmentalisation of public action and the attachment to the area in which people live lead to low levels of residential and professional mobility. Decompartmentalising services is therefore a response to the challenges faced by disabled workers in the Pays de la Loire region

My ten publications submitted here are offered for validation as a PhD by Publication. They represent a sample of my on-going research into elements of the medieval material culture of Scotland, set in a European context. The main body of evidence on which they draw is the archaeology (both excavated material and stray finds) of the medieval burgh of Perth. This material comprises a vital element of the archaeological collections of Perth Museum & Art Gallery, where I have been based for 22 years as the curator of the archaeology collections. This collection not only provided many of the key strands of evidence I have explored but also the wider inspiration to look at further examples and contrasts from Scotland and Europe. The submitted papers explore this evidence through three overlapping or entangled contexts – medieval Perth, medieval Scotland and medieval Europe –and through three overlapping themes: play, performance (encompassing belief and magic) and biographical trajectories. This work (which also connects to other published research of mine, including Hall 2001a-b; 2003; 2005c-e; 2006; 2011a; 2012a; 2013a and b; 2014a; 2015a-b; 2016b; 2017 and forthcoming a and b) is underpinned by the recognition that museum collections of medieval material culture exist as trace elements of biographical trajectories and that they are always amenable to fresh understanding. Their preservation in museum collections creates the facility to study both neglected objects, for example the general run of board game kit discussed in Publications 1 and 3, and objects which might seem to be fully known, for example the Lewis chessmen or medieval coinage discussed in Publications 4 and 10 respectively. The following synopsis of these publications outlines their themes and issues in the context of the wider debates to which they contribute. The discussion focuses upon the contribution that my publications have sought to make to the key, overlapping and interwoven themes that are their focus: play and performance (Publications 1, 2, 3 and 4, published respectively as Hall 2007; 2016a; 2014b and 2014c), sacrality, magic and performance with particular respect to the town and country debate (Publications 5, 6 and 7, published respectively as Hall 2011b; 2005a and 2005b) and biographical trajectories and performance (Publications 8, 9 and10, published respectively as Hall 2012b; 2014d and 2012c).

CITE/Language Arts
Ed.D.
This study concerns foreign language learners' motivational changes over a long period of time; it is an investigation of the learning histories of six learners who have achieved high proficiency in English. Unlike a large body of conventional foreign language learning motivational research, which has primarily been conducted using quantitative methodologies, this study employs two non-conventional approaches, a combination of learners' biographies and case study research. The primary purpose of the study is to holistically explore successful English learners' motivational trajectories and their learning histories in the Japanese context. To this end, foreign language learning motivation is conceptualized and illustrated as a dynamically changing construct that plays an important role in the process of foreign language learning. In the literature review, longitudinal studies concerning foreign language learning motivation and autobiographical studies and case studies that are relevant to this study are examined. The central research question is what motivational trajectories and learning histories these highly proficient learners have had, and how these learners have sustained their learning motivation over time and eventually achieved high proficiency while in an EFL (English as a foreign language) environment. The participants are six Japanese adults who have achieved high levels of English proficiency and who use English in their jobs. The design used in this case study involves both holistic and specifically focused analyses, by which each participant's learning history is collected through individual interviews. The author reports each participant's learning history, and the initial proposition concerning motivational change and salient motivational sources found in the participants' learning histories are collectively analyzed and discussed. Exploring the data concerning how the participants have maintained foreign language learning motivation resulting in the idea that sustained motivation is not always present in successful foreign language learning and that the key to success involves a cognitive change from a state in which motivation is present to one in which a more intentional psychological force, commitment to learning, develops. Based on this thought, a model illustrating the key to success in foreign language learning in the EFL context is presented. The results provide new, engaging, and important information to people who are seriously involved in foreign language learning in EFL contexts, where the majority of learners fail to attain high levels of foreign language proficiency after receiving years of formal education.
Temple University--Theses

A partir du constat d’un processus de féminisation des Coopératives d’Activité et d’Emploi (CAE) en France nous posons la question : pourquoi les CAE, qui sont des structures mixtes d’accompagnement à la création et au développement d’activité, attirent-elles plus les femmes ? Pour mieux comprendre ce phénomène nous « chaussons les lunettes » sociologiques avec les verres de « genre » afin d’analyser le processus d’engagement des femmes dans un parcours entrepreneurial dans les CAE. L’analyse de ce phénomène social avec les lunettes Genre permet de dépasser une vision idéalisée que nous pourrions avoir de l’innovation sociale que représente les CAE ainsi qu’une approche simplement critique de reproduction des inégalités sociales et sexuées pour aller vers une approche nuancée des expériences des entrepreneures salariées. Les CAE constituent une « opportunité professionnelle » pour des femmes engagées dans un processus de mobilité professionnelle suite à une impasse professionnelle et/ou un sentiment d’insatisfaction dans leur parcours. Ce besoin d’entreprendre « autrement » semble trouver une réponse auprès du statut hybride « d’entrepreneur salarié » et du cadre d’emploi qui y est proposé. Cependant, les femmes ne sont pas à égalité dans cette aventure car l’engagement entrepreneurial dans ses formes dépend des trajectoires biographiques frappées du sceau de genre
At the starting point of process of feminization of the Cooperatives of Activities and Employement (CAE) in France we ask the question : why the CAE, wich are mixed structures of accompaniement to the creation and development of activity attract more women ? To better understand this phenomenon we « wear glasses » sociological with the glasses of « gender » in order to analyse the process of engagement of women in an entrepreneurial career in the CAE. The analysis of this social phenomenon with the gender glasses exceed an idealized vision that we could have social innovation that represents the CAE as a simply critical approach of reproduction of social and gender related inequalities toward an approach balanced experiences of women employed entrepreneurs. The CAE is a buisness opportunity for women engaged in a process of professionnal mobility following a professional deadlock and/or a feeling of dissatisfaction in their carieer. This need to undertake « differently » seems to find an answer to the hybrid status « salaried entrepreneur » and the employment framework that is proposed. However, women are not equal in this adventure because entrepreneurial commitment in its forms depends on the biographical trajectories hit the seal of gender

Despite criticism from relatives, religious leaders and her Muslim community, Faghmeda Miller publicly disclosed her HIV status on World AIDS Day in 1996. She became the first Muslim woman in South Africa to do so. Her story of courage in the face of the unknown, stigma and discrimination echo the complex social context in which HIV is experienced nationally and globally. It places emphasis on the fact that HIV affects all humans, irrespective of religion, race, gender, sexuality or socio-economic status. Using life trajectory as a method of enquiring into Miller's social and religious meaning making regarding her infection and HIV and AIDS activism, this research presents her challenges and victories in her journey with HIV and AIDS. The biographical study examines how she became the face of a Muslim woman with HIV in society. In speaking up for the infected voiceless and taking a lead in creating awareness about a highly stigmatised disease, Miller shows how personal agency was used to change attitudes, save lives and offer support to the suffering. Mass media in the 1990s—television, radio and print—played a crucial role in her trajectory. This study argues that Miller acquired social capital through the declaration of her HIV status, increasing her public profile, and co-founding the Muslim HIV/AIDS organization, Positive Muslims. The analysis focuses on turning points in her life trajectory, including traumatic experiences, transformative reflections on Islam, and activism. Through her personal and social challenge with the virus, she ultimately embraces an inclusive Islamic theology of compassion.

La thèse propose une analyse sociologique des expériences de la séropositivité au VIH des homosexuels masculins, à l’heure de la mise en indétectabilité biologique du virus dans leurs corps. La conduite d’une enquête longitudinale durant les deux premières années suivant le diagnostic médical mêlant essentiellement des entretiens biographiques répétés avec ces hommes, et des observations multi-situées au sein des différents espaces qu’ils fréquentent et traversent – les Services des Maladies Infectieuses et Tropicales des hôpitaux ; des associations liées au VIH-sida et/ou communautaires Lesbiennes, Gay, Bi et Transexuelles ; des espaces de sociabilités homosexuelles ; la sphère privée : amicale, familiale et liée au couple –, permet de saisir les formes plurielles d’appropriation de la séropositivité. Aussi, la notion de carrière permet d’analyser la façon dont les histoires individuelles de ces hommes s’articulent à l’expérience de l’institution VIH et à ses dispositifs, à la fois dans et hors les murs de l’hôpital. De la culpabilisation au rachat, en passant par la responsabilisation, à partir d’un même itinéraire moral se dessinent différents devenirs séropositifs, en fonction des ressources et dispositions sociales et morales des enquêtés. La thèse montre les processus de transformations subjectives qui s’opèrent chez ces hommes, travaillés par des enjeux moraux mouvants et divergents liés essentiellement à la responsabilisation homosexuelle, pour se racheter et/ou changer. La séropositivité au VIH fait l’objet d’une socialisation spécifique, marquée par un processus de disqualification. L’expérience de cette disqualification sociale, à la fois biologique et morale, où le corps est désormais subordonné à la surveillance et au pouvoir biomédical, vient aussi troubler les dispositions genrées. Dans ce cadre, les devenirs séropositifs sont le produit de l’articulation des socialisations à la séropositivité et de celles antérieures, notamment en termes de morale et de genre. Ils sont également liés à la façon dont ces hommes ont construit leur engagement puis leur carrière homosexuelle, participant à une recomposition des masculinités lors du processus de socialisation à la séropositivité. La thèse conduit in fine à un éclairage du fonctionnement de l’institution VIH en France, des caractéristiques de ses dispositifs, et des tenants normatifs et/ou moralisateurs des biotechnologies et de l’usage de la biochimie se généralisant dans la discipline des corps et la surveillance en santé publique
The thesis proposes a sociological analysis of gay men’s experiences of HIV, in the time of biological undetectability of the virus in their bodies. The conduct of a longitudinal survey during the first two years following the medical diagnosis, which essentially involves repeated biographical interviews with these men, and multi-site observations within the different spaces they use and cross - the Infectious Diseases and Tropical hospitals; HIV / AIDS and/or LGBT NGOs; spaces of gay sociability; private sphere: friends, family and couple, allows us to grasp the plural forms of appropriation of their HIV status. The concept of career helps us to analyze how the individual stories of these men articulate with the experience of the HIV institution and its devices, both within and outside the walls of the hospital. From guilt to empowerment, through accountability, from the same moral itinerary emerge different HIV-positive outcomes, depending on the resources and social and moral dispositions of the respondents.The thesis shows the processes of subjective transformations that take place among these men, facing changing and divergent moral issues linked essentially to homosexual responsibility, to redeem themselves and / or change. HIV positivity is the subject of a specific socialization, marked by a disqualification process. The experience of this social disqualification, both biological and moral, where the body is now subordinated to biomedical surveillance and power, also disturbs the gendered dispositions. In this context, HIV-positive outcomes are the result of HIV socializations articulated to previous ones, in particular in terms of morality and gender. They are also linked to how these men built their commitment and then their homosexual career, participating in a redefinition of masculinities during the process of HIV socialization. The thesis eventually highlights the HIV institution works in France, the characteristics of its devices, as well as the normative and / or moralistic impacts of biotechnologies and use of biochemistry that have generalized in the discipline of bodies and public health surveillance

Aim: To create new meaning of the experiences of intensive care survivors during early recovery and the meaning of “self” during this time. To add to the understanding of how support should be focussed for survivors during recovery. Background: Survival from a critical event/illness and intensive care unit experience is increasing, as is associated physical and psychological complications. Complications are due to the severity of illness, the intensive care experience itself and the nature of the treatments which promote survival. If complications remain untreated increased health care service uptake and reduced quality of life can ensue. Despite the potential impact upon individuals and beleaguered health care systems, inadequate support service provision in Australia and across the world persists. Design and participants: An interpretive biographical exploration of intensive care survivors experiences of recovery following hospital discharge. Nine participants were recruited from a single centre in metropolitan Perth, Western Australia. All participants had been ventilated for a minimum period of twenty four hours following a critical event/illness. Methods: Data were collected from diaries, face to face interviews, memos and field notes. Participants diarised for three months commencing two months after hospital discharge. At five months following discharge participants were interviewed about the content of their diaries and the symbols and signifiers within them to create a shared meaning of their experiences. Analysis of diaries and interviews were undertaken using two frameworks. This process enabled the identification of themes throughout participants’ stories and offers a unique portrait of recovery through their individual lens. Findings: All of the participants considered their lives had irreparably changed as a result of their experience. The biographical methods provided a safe and creative way to reveal inner thoughts and feelings which may not have been revealed using other methods. This unique view through the lens of the survivor identified how unsupported by health care professionals they felt following discharge. Turmoil existed between survivors’ surface and inner worlds as they struggled to conform to the constraints of what recovery should be; imposed by the biomedical model. The process of constructing their stories enabled participants to reflect upon their experiences of recovery and bring a sense of coherence to their experiences. Conclusion: The use of the biographical method gave the participants a voice through which they could be heard and a way to bring clarity to their experiences. The process of constructing their stories was considered important to their recovery process, and in particular in enabling reflection on how far they had traversed. Often survivors are unable to articulate their inner most thoughts and experiences for fear of being misinterpreted. The methods reported here gave them an opportunity to do so through non-verbal techniques. Analysis of diary entries may also identify maladaptation in survivors and enable interventions to be individually targeted before chronicity is established. The findings from this study may lead to a greater awareness among health care providers of the problems survivors face, and improved support services more broadly, based on frameworks more appropriate for this population.

La survenue d’une incapacité motrice est un évènement majeur qui ne se limite pas à des dimensions corporelles, mais implique également des dimensions sociales. Elle provoque chez les personnes des perturbations biographiques qui se caractérisent par des ruptures et des bifurcations dans leurs trajectoires de vie ainsi que par la perte de place et de rôle dans la vie sociale. La survenue du handicap oblige à une réorganisation des conditions de vie et à une recomposition du quotidien lors du retour dans le milieu ordinaire après un séjour dans un centre de rééducation consécutif à la survenue de l’incapacité. L’expérience du handicap moteur permet ainsi de saisir la dynamique sociale des trajectoires de vie et les ressources sollicitées par la personne en incapacité motrice dans le processus de sa reconstruction sociale. À partir d’entretiens menés auprès des hommes et des femmes en incapacité motrice et vivant à domicile à Yaoundé (Cameroun), cette thèse a pour objectif d’analyser les interactions entre l’incapacité motrice et l’environnement social dans la réorganisation de leurs trajectoires de vie et dans leurs différentes activités suite à la survenue de l’incapacité. En adoptant un modèle social du handicap, elle met en relief les perturbations biographiques et les ressources sollicitées dans les différentes trajectoires pour maintenir et adapter leur identité. Cela permet une analyse située des mécanismes de construction du handicap à partir des expériences des individus
The occurrence of a motor disability is a major event that is not limited to corporal dimensions, but also involves social dimensions. Individuals are faced with biographical disruptions characterized by breaches and bifurcations in their lifetrajectories and by the loss of place and role in social life. The occurrence of disability calls for a reorganization of living conditions and of the day-to-day life when returning to their usual environment after a stay in a rehabilitation centre. Experiencing motor disability thus makes it possible to grasp the social dynamics of life trajectories and the resources solicited by persons with motor disability in the process of their social reconstruction.Based on interviews conducted with men and women with motor disabilities and living at home in Yaoundé (Cameroon), this thesis aims at analysing the interactions between motor disability and social environment in the reorganization of their life trajectories and in their different activities following the onset of disability. By adopting a social model of the handicap, it highlights the biographical disruptions and the resources needed in the different trajectories to maintain and adapt their identity. It allows a situated analysis of the mechanisms of production of disability from the experience of individuals

Les migrants d’Afrique subsaharienne paient un lourd tribut au VIH/sida et à l’hépatite B en France, puisqu’ils représentaient en 2013 31% des découvertes de séropositivité au VIH et 40% des patients pris en charge pour une hépatite B chronique. Cette thèse a pour objectif de comprendre l’impact de la maladie dans des vies déjà marquées par la migration, dans une dans une perspective holistique, c’est-à-dire qui prend en compte les différents éléments structurants de la trajectoire, qu’ils soient résidentiels (dont la migration), familiaux, professionnels, administratifs etc. L’enquête Parcours a permis de collecter de façon quantitative les histoires de vie de 2468 migrants subsahariens en Ile-de-France, 926 vivant avec le VIH, 779 vivant avec une hépatite B (non infectés par le VIH) et 763 n’ayant aucune de ces infections. Les parcours de vie de ces personnes ont été recueillis au moyen d’un questionnaire biographique qui renseigne les éléments structurants de la trajectoire de vie (professionnels, familiaux, conjugaux, résidentiels, etc…). Pour analyser ces trajectoires, les méthodes classiques d’analyse de survie ont été mobilisées, ainsi que les méthodes d’analyse de séquence du type Optimal Matching. Les trajectoires d’installation des migrants en France, qu’ils soient ou non atteints par le VIH ou l’hépatite B, ont été marquées par une grande insécurité dans les premières années, insécurité en termes de logement, de titres de séjour et d’emploi qui a duré six ans en médiane. Bien souvent, l’annonce de la maladie a précisément eu lieu à ce moment de l’arrivée en France. La migration elle-même a eu un impact majeur sur les trajectoires de vie des personnes sur le plan familial et professionnel. L’annonce d’une hépatite B chronique n’a elle pas d’effet sur les trajectoire de vie, tandis que le VIH entraîne une détérioration importante du bien-être, sans pour autant influer sur les trajectoires de couple ou d’emploi. Enfin, les personnes ayant obtenu un titre de séjour pour soins sont discriminées dans leur accès à la carte de résident ou la nationalité française
Migrants from Sub-Saharan Africa are very much affected by HIV/AIDS and hepatitis B in France; in 2013 they represented 31% of seropositivity discoveries for HIV and 40% of the patients taken in charge for a chronic hepatitis B. This thesis aims to understand the impact of illness in lives that are already affected by migration, in a holistic approach, which takes into account the different structuring elements of the trajectory, which may be residential (including migration), family-related, professional, administrative, etc. The Parcours survey is a quantitative biographical survey that collected 2468 life trajectories of Sub-Saharan migrants in Paris greater are, 926 living with HIV, 779 living with a chronic Hepatitis B (and not infected by HIV) and 763 who had neither of these two infections. These persons’ life courses have been collected with a biographical questionnaire which gathers information about different structuring elements of the life trajectory (professional, family-related, marital, residential, etc…). To analyse these life courses, classic survival methods were used, along with sequence analyses such as Optimal Matching. A common feature of all Sub-Saharan migrants’ integration pathways is the insecurity they experienced during their first years in France in terms of housing, legal documents and employment, which for most of them lasted more than six years and which was independent from the fact of being infected by HIV or chronic Hepatitis B. The diagnosis of illness often occured precisely at this moment of arrival in France. Migration itself had a major impact on life courses at the family and occupational level. The diagnosis for chronic Hepatitis B has no impact on life trajectories, whereas HIV diagnosis entailed an important degradation of well-being but did not impact on conjugal or employment trajectories. Finally, persons holding a permit of stay for health reasons are discriminated in their access to resident card or French nationality

This thesis presents an interdisciplinary approach to a 12th century illuminated manuscript, a Leccionarium (Alc. 433), produced in Alcobaça Monastery which currently is being preserved at Biblioteca Nacional de Portugal in Lisbon. The aim of the work was to trace the biography of this illuminated manuscript, through the liturgical studies and to obtain the chronological timeline of the use of materials in Alcobaça scriptorium, through centuries. The representative folia of Alc. 433 were characterised with h-XRF, UV-Vis-NIR-FORS, and hyperspectral images. The result indicates that Alc. 433 was produced in the last quarter of the 12th century, followed by addition of some folia in 13th, 14th, and the beginning of 17th century. Materials identification revealed the use of different pigments in different periods: vermilion and minium (red), copper proteinate (bottle green), yellow lake pigments, azurite and lapis lazuli (blue). The PCA study of yellow lake dye reproduction indicates the use of turmeric yellow lake pigment in the initial core. Furthermore, the analysis of iron gall ink also shows that the initial core of Alc. 433 contains the similar ratios of elements with Alc. 11 (primitive manuscript of Alcobaça) thus proved the Alc. 433 was also the produced in the earliest period of the active year of Alcobaça scriptorium; RESUMO: O Estudo da Trajetória Biográfica do Manuscrito Português Iluminado do Século XII: Leccionarium Alc. 433 da Coleção de Alcobaça Detida pela Biblioteca Nacional de Portugal Esta tese apresenta uma abordagem interdisciplinar de um manuscrito iluminado do século XII, um Leccionarium (Alc. 433), produzido no Mosteiro de Alcobaça e que se encontra preservado na Biblioteca Nacional de Portugal em Lisboa. O objetivo deste trabalho foi traçar a biografia deste manuscrito iluminado, através do seu estudo litúrgico e obter a linha cronológica da utilização de materiais no scriptorium de Alcobaça, ao longo dos séculos. Os fólios mais representativos do Alc. 433 foram caracterizados h-XRF, UV-Vis-NIR-FORS e imagens hiperespectrais. O resultado indica que o Alc. 433 foi produzido no último quarto do século XII, e que foi enriquecido com a adição de fólios e/ou cadernos nos séculos XIII, XIV e inícios do século XVII. A identificação dos materiais revelou o uso de diferentes pigmentos em diferentes períodos: vermelhão e minium (vermelho), proteinato de cobre (verde garrafa), pigmento lago amarelo, azurite e lápis-lazúli (azul). O estudo PCA da reprodução do corante lago amarelo indica o uso de açafrão no núcleo inicial do pigmento. Além disso, a análise das tintas de escrita evidenciou uma analogia de composição da tinta ferrogálica utilizada no núcleo inicial do manuscrito Alc.433 e da tinta ferrogálica utilizada no texto do Alc.11 (outro manuscrito produzido nos primeiros anos do scriptorium de Alcobaça) o que comprovou assim que também o Alc. 433 foi produzido na mesma época, isto é, em torno de 1175.

Practising science in Peru means facing adversity. Due to the country’s recent economic growth and despite its weak institutions, there is a growing (yet insufficient) interest in raising the investment in science, technology and innovation activities. However, how are scientists and engineers overcoming these difficulties? To answer these questions, this research focuses in the study of the experts engaged in scientific practice through the analysis of a particular case: the nanotechnology experts. The main hypothesis of this research is that to overcome these adversities, the nanotechnology experts have developed a peculiar scientific ethos, expressed by an individualized access to knowledge, networks and resources. Taking that into account, the main goal will be to characterize the current institutional situation of science and technology in Peru regarding scientific research.
Hacer ciencia en el Perú es enfrentarse a la adversidad. En una coyuntura que se caracteriza por suprecariedad institucional y en la que, al mismo tiempo, se ha comenzado a demandar inversión en ciencia, tecnología e innovación, cabe preguntarse por los modos en que los actores superan día a día estas dificultades. En ese sentido, la propuesta consiste en acercarse a estos actores del conocimiento a partir del estudio de un caso particular: el de los expertos en nanotecnología. La hipótesis propuesta es que, para superar dichas adversidades, los expertos han desarrollado ciertos mecanismos individuales y colectivos que tienen como base una ética científica particular que se expresa a través del interés individual por generar y acceder a más conocimientos. A partir de ello, se intentará caracterizar el panorama institucional de la ciencia y la tecnología en relación con la investigación científica.

Ce travail de thèse se focalise sur des trajectoires des personnes en prise avec des produitspsycho-actifs inscrites dans une démarche d'arrêt ou de diminution des consommations d'alcool ou desdrogues illicites. À partir d'une posture ethnographique, à la fois compréhensive et critique, nousavons exploré la construction de la « sortie » des addictions au regard des contraintes morales, socialeset institutionnelles. En suivant ces trajectoires de déprise, nous avons pu questionner le passage desaddicts dans les Centres de Soin, d’Accompagnement et de Prévention en Addictologie (CSAPA), etles groupes d’entraide (Vie Libre et Narcotiques Anonymes). Ces deux entités se posent commeexperts de la question addictologique. Les premiers par leur spécialisation professionnelle et lesseconds par leur expérience intime de l'addiction. Simultanément, l'addict est, dans les deuxdispositifs, considérée comme l'experte d'elle-même, en ce sens qu'elle doit se connaître, et que c'estpar ce savoir biographique qu'elle peut en sortir. Le travail biographique que les « addicts » déploientpermet une mise à distance de l'expérience de l'emprise. Il s'agit de constituer un jugement moral surses comportements passés sous l'effet des produits. Le processus de déprise peut être considéré commeun processus de subjectivation permettant aux individus de « recoller les morceaux » de leur vie etredevenir soi. C'est seulement au moment de la mise en récit devant les pairs ou les professionnels quel'on peut parler d'une rupture biographique. En ce sens les entités médiatisent les récits des addicts,parce qu'elles participent à déterminer les manières de se dire. La narration est ainsi une conditiond'entrée dans la Cité. Il ne faut donc pas occulter l'aspect contraignant de ce processus, en ce sens quel'obligation de se raconter participe aussi à construire un sujet moral capable de s'auto-contrôler
This research focuses on the trajectories of persons in touch with psycho-active productsand falling within a process to either stop or reduce their consumption of alcohol or drugs. Byadopting an ethnographic approach, which is both comprehensive and critical, we've been exploringthe construction of an “exit” of addictions regarding the moral, social and institutional constraints.When following these trajectories, we've questioned the passage through the Centres de Soin,d'Accompagnement et de Prévention en Addictologie (CSAPA) and self-help groups (Vie Libre andNarcotics Anonymous). These two treatment plans position themselves as experts regardingaddictions. Simultaneously the addict is considered, in both treatment models, as an expert of him orherself, in this way that he or she should know him/herself and it is by the means of this biographicalknowledge that he or she can get free of addiction. The biographical work carried out by the addictsallow them to put a distance to their experience of addiction. It's a question of a moral judgment ofone's own actions in the past when he or she was under the influence of drugs or alcohol. The exitprocesscan then be considered as a subjectification process allowing the subjects to “put the pieces oftheir lives back together” and “become oneself” again. It's only by narrativizing one's experience infront of peers or the staff in the centers that we can observe a biographical disruption. The treatmentplans outline the life-stories of the addicts, because they participate in the definition of how people can“tell themselves. Narrativizing oneself is then a condition to enter the “Cité”. Though it's important notto mask the constraining dimension of this process, in this way that the obligation to narrativizeoneself participate in the construction of a moral subject capable of controlling him/herself

Cette recherche vise à mettre en évidence les transformations des processus identitaires intervenant chez des médecins diplômés à l’étranger et exerçant en France et au Brésil. Nous avons appuyé notre travail sur une approche dynamique et adaptative de l’identité personnelle, en particulier à travers l’identité dialogique et l’identité narrative. De plus, dans la mesure où ce travail fait intervenir de manière importante le contexte professionnel, il nous semblait pertinent de faire intervenir aussi la question de l’identité professionnelle et de ses liens avec la reconnaissance. Enfin, l’interculturalité étant centrale dans cette problématique, nous avons choisi de l’aborder sous l’angle de l’identité interculturelle et de l’interculturation. L’objectif de cette recherche est de caractériser les processus identitaires présents chez médecins diplômés à l’étranger, confrontés à une situation de diversité culturelle dont la gestion a des rapports importants avec leurs processus identitaires personnels et professionnels. En particulier, nous cherchons à comprendre les processus psychiques permettant au sujet de donner sens à son expérience migratoire afin de se l’approprier et d’engager une transformation de son identité. Nous travaillerons également sur les obstacles rencontrés par les sujets et à établir la place de la reconnaissance au sein de ces différents processus. Enfin, l’analyse des données contribue à démontrer les processus d’influence mutuelle intervenant entre l’appartenance culturelle et le contexte d’activité professionnelle. Quatre méthodes de construction et d’analyse des données ont été combinées afin de répondre à ce questionnement. Dans un premier temps, nous avons réalisé un questionnaire visant à caractériser notre population et à recenser les facteurs déclencheurs d’une migration. Ensuite, nous avons conduit des entretiens de type biographique afin d’amener le sujet à « se raconter », à mettre en récit sa trajectoire personnelle, en rapport avec des aspects identitaires. Puis, en fin d’entretien, nous avons proposé aux sujets de visionner un ensemble d’extraits vidéo issus d’un documentaire et de deux reportages afin de les confronter à plusieurs points de vue et situations en vue de faire émerger une réflexion sur leur vécu. Enfin, nous avons effectué une analyse documentaire d’un ensemble d’articles de presse. 89 médecins ont répondu au questionnaire, 43 en France et 46 au Brésil. Huit récits de vie ont été menés en France avec des sujets âgés de 36 à 71 ans, trois femmes et cinq hommes parmi lesquels deux avaient obtenu leur diplôme dans un pays de l’UE et six hors de l’UE. Nous avons également analysé un corpus de 25 articles de presse et trois reportages télévisés. L’influence de la reconnaissance du diplôme sur la trajectoire et les processus identitaires de ces sujets ainsi que l’importance de la langue, du genre et du projet migratoire sur ces processus ont été clarifiés par l’analyse de l’ensemble des données. L’analyse des trajectoires personnelles, professionnelles et migratoires des sujets qui ont participé à cette recherche présente l’impact d’un ensemble de facteurs culturels, sociaux et institutionnels sur des événements biographiques — individuels. Ces deux dimensions — l’individuel et le culturel - se trouvent en constant dialogue et en constante co-évolution pour rendre chaque trajectoire unique et semblable, processus centrale à la formation de l’identité de chaque individu
This research aims at investigating the changes that occur within the identity processes of physicians with a foreign diploma working in France and Brazil. Our work is based on a dynamic and adaptive approach of personal identity, specifically through the concept of dialogical self but also through the narrative identity approach. Since we also focus importantly on what happens in the professional environment, we also used theories related to professional identity and its relations with recognition. Finally, since the intercultural question is central in this research, we have chosen to include the intercultural identity theory and the concept of interculturation. This research aims at identifying and understanding the identity processes presented by medical doctors confronted to a changing cultural and professional context. We specifically intend to understand the psychological processes which allow the subject to give a meaning to his experience and make it his to start a transformation of his identity. We also focus on the obstacles the subject has to deal with, in particular regarding recognition. Finally, we intend to show the processes of mutual influence occurring between cultural belonging and professional context. We have crossed four methods to build and analyze our data. At first, we have used a questionnaire to characterized our population from a socio-demographic point of view and reunite all the factors which explain their migration. Then, we have conducted eight biographical interviews to encourage the subject to build a self-narrative. In the last phase of the interview, the have subjects have been shown four short videos from three documentaries to confront them to different points of view and situations and have them reflect on their own experience. We also included a documentary analysis using press articles regarding the Brazilian context. We obtained 89 answers to the questionnaire, 43 in France and 46 in Brazil. We conducted 8 narrative interviews, with physicians aged between 36 and 71, 3 women and 5 men, among which 2 had a European Union diploma and 6 had a diploma from outside the UE. Our analysis has shown that the validation of the diploma has a great impact on each individual’s recognition and identity related processes. This recognition aspects are also mediated by factors such as gender, language and cultural through dialogical relationships involving the subject

Esta tese investiga trajetórias de formação de professoras de escolas rurais do Brasil, da Bolívia e do México. Por meio de entrevistas biográficas buscou-se a partir das memórias de vida e formação das professoras, relações, diferenças e articulações em seus relatos de vida e itinerários formativos. A tese se desenvolve na linha de quatro grandes questionamentos que foram organizados em quatro partes. A primeira se ocupa das questões teóricas, na qual são apresentadas discussões mais gerais sobre formação de professores até as especificidades da educação rural no Brasil, na Bolívia e no México. Especificamente no contexto brasileiro apresenta-se um levantamento de dados sobre as pesquisas acerca da formação de professores de escolas rurais produzidas nos anos de 2000 a 2011, disponíveis no banco de dados da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) situando as principais questões presentes no debate nacional sobre formação de professores de escolas rurais. Além disso, há discussões sobre a formação de professores de escolas rurais no Maranhão, de onde são provenientes três das cinco professoras entrevistadas nesta pesquisa. A segunda parte trata do método e contexto de realização da pesquisa ou o campo de pesquisa, um quilombo, um assentamento vinculado ao Movimento dos Trabalhadores Rurais Sem Terra (MST), uma comunidade sem vínculo com os movimentos sociais, no caso brasileiro; uma comunidade rural chamada San Juan del Chaco, na Bolívia e Oaxaca, no México. Discute-se o método biográfico e abordagem da análise de conteúdo como abordagens teórico-metodológicas da pesquisa, além das cinco categorias de análise: trajetórias de formação profissional, práticas de docência, conhecimento da profissão, permanência na profissão e na docência rural e memórias da vida, trabalho e formação. A terceira é devotada à análise dos dados. Nela se verifica, dentre outras questões, que as cinco professoras são pertencentes à classe popular, tiveram dificuldades de acesso aos processos de escolarização e profissionalização docente, possuem, portanto, memórias de sofrimento e superação, encontraram na militância em organizações e movimentos sociais formas de combater a invisibilidade das escolas rurais, assim como, de compreender suas trajetórias de vida e de formação. A quarta, e última, parte apresenta considerações finais, limitações da pesquisa e, finalmente, propostas para as escolas rurais e formação de professores. A tese constata, deste modo, que não há nos três países políticas públicas consolidadas de educação rural, bem como, de formação de professores para as áreas rurais.
This thesis investigates learning paths of rural school teachers from Brazil, Bolivia and Mexico. Through biographical interviews it sought since the living memories and training of teachers, relationships, differences and joints in their reports of life and training routes. The thesis develops in the line of four major questions that were organized in four parts. The first, deals with the theoretical questions, in which are presented the general discussions from teacher training to the specificities of rural education in the three countries. Specifically in the Brazilian context is presented a data collection on researches about the formation of rural school teachers produced in the years 2000-2011, available in the database of Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) [Higher Education Personnel Improvement Coordination], placing the main issues present in the national debate on training rural school teachers. In addition, there are discussions about the formation of rural school teachers in Maranhão, from where came three of the five teachers interviewed for this research. The second part deals with the method and the context of achievement the research or of the research field, a quilombo, a settlement linked to the Movimento dos Trabalhadores Rurais Sem Terra (MST) [Landless Workers\' Movement], a community without ties with the social movements in the Brazilian case; a rural community called San Juan del Chaco in Bolivia and Oaxaca, in Mexico. It discusses the biographical method and the approach of content analysis as a theoretical and methodological approaches to research, besides the five categories of analysis: professional learning paths, teaching practices, professional knowledge, permanence in the profession and in the rural teaching and memories Life, work and training. The third is devoted to data analysis. Here can be verified, among other issues, that the five teachers are belonging to the working class, had poor access to schooling processes and teaching professionalization, hold thus suffering and overcoming memories, found in the militancy in social organizations and movements forms of combat invisibility of rural schools, as well as to understand their paths of life and training. The fourth, and final, part presents final considerations, research limitations and, finally, proposals for rural schools and teacher training. The thesis notes, therefore, that there are no publics polices consolidated in the three countries on rural education as well as on training teachers for rural areas.

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico
Esta pesquisa à um estudo sobre o habitus leitor de professoras desenvolvido atravÃs de suas trajetÃrias biogrÃficas. De cunho qualitativo a pesquisa propÃs-se analisar a constituiÃÃo do habitus leitor de professoras da rede pÃblica e privada de ensino de Teresina â PiauÃ. Sob a Ãgide da indagaÃÃo de como se constituiu o habitus leitor, buscou-se compreender qual a relaÃÃo do capital cultural com a trajetÃria leitora de professoras. Amparou-se teoricamente na sociologia de Pierre Bourdieu (1992, 1994, 1998, 2007), sobre o conceito de capital cultural, habitus e as contribuiÃÃes da Praxiologia. Utilizou-se ainda os postulados da sociologia da leitura de Bernard Lahire (1997, 2002, 2005, 2006) acerca do conceito de disposiÃÃes, experiÃncias socializadoras e dissonÃncia, bem como na histÃria cultural preconizada por Roger Chartier (2002), sobre a leitura como uma prÃtica cultural historicizada. Para constituir as trajetÃrias, realizou-se entrevistas narrativas pela metodologia da histÃria oral e pela abordagem investigativa da histÃria de vida. Para apropriaÃÃo do perfil dos sujeitos aplicou-se um questionÃrio a quatro professoras entrevistadas. A constituiÃÃo das trajetÃrias permitiu desvelar as experiÃncias de leitura e sua relaÃÃo com a incorporaÃÃo das disposiÃÃes, dando suporte para compreender que existem implicaÃÃes diretas da aquisiÃÃo do capital cultural na formaÃÃo do leitor. Foi possÃvel destacar tambÃm que o significado da leitura para o leitor à constituÃdo atravÃs de suas prÃticas sociais e culturais, continuamente proporcionado por atividades socializadoras, desconstruindo em alguns casos a idÃia de reproduÃÃo, ressaltando as vozes dissonantes, cabendo por tanto novas apropriaÃÃes para o conceito de capital cultural. Em consideraÃÃes finais, esta pesquisa instigou o deslocamento da formaÃÃo leitora para o leitor em sua singularidade reconhecendo o lugar das experiÃncias culturais nesta formaÃÃo.
This is a research about the reading habitus of teachers developed along their biographic trajectory. The research has a qualitative aspect, which proposed to analyze the constitution of the reading habitus of teachers of the public and private teaching board of Teresina â PiauÃ. Under the questioning on how the reading habitus was constituted, it was searched to understand which was the relation between the cultural capital and the reader trajectory of teachers. It was supported by the Sociology of Pierre Bourdieu (1992, 1994, 1998, 2007), about the concept of cultural capital, habitus and the contributions of Praxiology. It was still used the proposal of the Sociology of reading of Bernard Lahire (1997,2002, 2005,2006) about the concept of dispositions, socializating experiences and dissonance, also in the cultural history recommended by Roger Chartier (2002), about the reading as a cultural historicized practice. To constitute the trajectories, it was made narrating interviews by the methodology of the oral history and by the investigative approach of the history of life. For the appropriation of the profile of the subjects, it was applied a questionnaire to four interviewed teachers. The constitution of the trajectories permitted to revel the experiences of reading and its relation with the incorporation of the dispositions, giving support to understand that there are direct implications of the acquisition of the cultural capital in the formation of the reader. It was also possible to detach that the meaning of the reading to the reader is built through his/her social and cultural practice, continuously proportioned by socializating activities, deconstructing in some cases the idea of reproduction, emphasizing the out of tune voices, therefore fitting new meanings for the concept of cultural capital. In final considerations, this research stimulated the moving of the reading formation to the reader in its singularities identifying the place of the cultural experiences in such formation.

Cette thèse prend pour objet les évocations du passé par les militantes de la cause des femmes. Inspirée par les travaux de M. Halbwachs et par la sociologie de l’action collective, elle vise à comprendre comment des représentations partagées du passé peuvent émerger dans un espace aussi ouvert et pluriel que le mouvement féministe. A partir de récits de vie, d’entretiens projectifs, d’observations ethnographiques et d’archives écrites, la thèse montre que l’existence d’une mémoire collective féministe repose sur trois facteurs. Premièrement, il existe dans cet espace un consensus sur la nécessité de visibiliser les femmes dans l’histoire. Ce « devoir de mémoire » fournit aux militantes des raisons politiques d’actualiser régulièrement le passé par des actions collectives. Deuxièmement, au niveau mezzo des collectifs s’accordent sur des interprétations du passé au gré des débats politiques présents et des rapports de pouvoir internes. Eminemment conjoncturelles, ces convergences restent peu propices à l’élaboration d’une histoire officielle féministe. Troisièmement, au niveau micro les histoires personnelles de chaque militante donnent lieu à des récits comparables. L’affirmation selon laquelle « le privé est politique » permet l’existence d’une grille d’interprétation du passé commune centrée sur l’affirmation de soi comme sujet autonome. En effet depuis les années 1970 des pratiques de partage de vécus privés en collectif conduisent les militantes à exposer régulièrement leurs trajectoires au sein d’« espaces du dicible » féministes. C’est par ce processus d’encadrement réciproque des discours biographiques que se réalise une homogénéisation des souvenirs des militantes
This thesis investigates the ways feminist activists evoke the past in present-day France. Drawing on Halbwach’s sociology of memory and on collective action theory, this work aims to shed light on how shared visions of the past can arise from a social movement as open and plural as the feminist one. Based on biographical and projective interviews, on ethnographic fieldwork and on written archives, this thesis endeavours to demonstrate that there are three main conditions that allow for the existence of a feminist collective memory. First, owing to a consensus within this space about the need to make women more visible in history, a feminist “duty to remember” gives political reasons for the activists to regularly enact the past through collective action. Second, at a meso level, feminist groups may agree on certain representations of the past depending on current political debates and on internal power relationships. However, these convergences are so context-sensitive that it prevents them from constructing a feminist “official history”. Finally, at a micro level, the personal stories of each militant are expressed in comparable accounts and narrative forms. It is the statement "the personal is political" that allows for a common interpretation of the past, hinging on the assertion of oneself as an autonomous subject. Indeed, since the 1970s, feminist movements have developed collective practices that have encouraged activists to regularly tell their biographical story within feminist “spaces of the speakable”. The thesis demonstrates that it is this process of mutual framing of biographical accounts that leads to the homogenization of the activists’ memories

Cette thèse a pour objet les formes d'adhésion au discours sur les « Créatifs Culturels », saisi comme courroie de transmission dogmatique du « capitalisme vert ». À la croisée de la sociologie de l'engagement, de l'écologie et de l'étude des croyances, la thèse retrace, dans un premier temps, la construction sociale, au sein de la configuration sociale du « capitalisme vert », d'un « mouvement entrepreneurial » réformiste. Apparu au début des années 1990, ce mouvement est engagé dans un travail d'imbrication entre des valeurs New Age et écologiques et d'autres propres au champ économique. Dans un deuxième temps, l’enquête de terrain, qui s'appuie sur la réalisation d'entretiens biographiques auprès d’acteurs engagés dans la diffusion de ce discours, montre comment la mise en pratique de cette idéologie fait l'objet de positionnements sur un continuum allant d'un pôle dogmatique à un pôle utilitariste, ces logiques de sens résultant in fine de socialisations hétérogènes
This thesis deals with the forms of adherence to the discourse on « Cultural Creatives », grasped as a strap of dogmatic transmission of « green capitalism ». At the crossroads of sociology of commitment, ecology and the study of beliefs, the thesis first traces social construction within the social configuration of « green capitalism », of reformist entrepreneurial movement. Appearing in the early 1990s, this movement is engaged in a work of interweaving between New Age values and other ecologies specific to the economic field. In a second phase, the field survey, which is based on the production of biographical interviews with a cast committed to the dissemination of this discourse, shows how the putting into practice of this ideology is the subject of positioning a continuum going from an area of belief to a utilitarian one, resulting in ultimate heterogeneous socialisations

The present study it has as objective to investigate, through a biographical study, the trajectory of teaching formation and professional performance of the sergipana intellectual Leyda Régis (1904 -1999). The metodological theoretical referencial is endorsed arrives in port in it of Cultural History. The concepts and analytical categories of Ginzburg, Le Goff, Roger Chartier, Elias, Pierre Bourdieu, Sirinelli, Dominique Julia, and literatures that turn on practical of the pertaining to school culture, formation and teaching performance, had lead the systematization, the aiming and development of this research. The trajectory of the teacher Leyda Régis helps to understand it us, through its formation and performance in the educational scene, the representations of the History of the Education, professionalization, field of work and social action in century XX.
O presente estudo tem como objetivo investigar, através de um estudo biográfico, a trajetória de formação docente e atuação profissional da intelectual sergipana Leyda Régis (1904 -1999). O referencial teórico metodológico está respaldado no aporte da História Cultural. Os conceitos e categorias analíticas de Ginzburg, Le Goff, Roger Chartier, Elias, Pierre Bourdieu, Sirinelli, Dominique Julia, e literaturas que versam sobre práticas da cultura escolar, formação e atuação docente, conduziram a sistematização, o direcionamento e desenvolvimento desta pesquisa. A trajetória da professora Leyda Régis ajuda-nos a compreender, através da sua formação e atuação no cenário educacional, as representações da História da Educação, profissionalização, campo de trabalho e ação social no século XX.

Cette recherche transdisciplinaire démontre qu’à partir d’un travail sur les biographies langagières, nous pouvons nous ouvrir sur une nouvelle approche méthodologique en direction des publics migrants adultes. Elle a pour visée l’expérimentation concrète, d’une didactique du plurilinguisme à visée d’intégration sociale par la mise en lumière de l’articulation autour des publics migrants, d’une variété d’enjeux : didactiques, institutionnels, sociaux, politiques et personnels.L’enjeu de ce travail sera donc de développer la dimension biographique afin de développer une approche méthodologique à destination des publics migrants adultes.Pour cela, il a fallu dans le premier volet, expliciter la contextualisation institutionnelle et didactique de la situation d’intervention en milieu associatif, les principales caractéristiques du public-cible visé qui servent de point d’appui dans cette recherche intervention et formation afin d’appréhender le migrant dès son arrivée en France.Alors que dans le second volet, nous mettons en exergue à travers quelques exemples de trajectoires migratoires englobant l’ensemble des parcours du migrant (scolaires, sociaux, langagiers, culturels…), les enjeux socio-didactiques et culturels de cette approche méthodologique de recherche et d’enseignement-apprentissage.En définitive, nous axons notre travail sur les moyens d’articulation entre les différents savoirs expérientiels de vie, ou de compétences professionnelles ou conventionnelles, par le biais d’approches biographiques qui sont extensibles, recouvrant à la fois un espace multiforme et transdisciplinaire, et une temporalité historique, tout en étant très contemporaine
This research has convened two disciplinary fields sociolinguistics and didactics in order to demonstrate that from a work on the language biography, we can open a new methodological approach in the direction of the adult migrant audiences. This research is aiming the concrete experimentation of didactics of plurilingualism to aim a social integration.This work deals with the meeting of adult migrants in associations with the e biography language through case studies of social integration. The challenge of this work will be to develop the biographic dimension, i.e. from known facts of the lives of our audience to take it audience into unknown territory, potentially least safe in order to develop a methodological approach to destination of migrants adults through the studies 'of some social integration cases.This, il will be necessary to multiply the application in different biographical approaches such as the contextualized portfolio class, which allow the migrant adult to progress in his learning, and to acquire basic knowledge in everyday life and especially to target successful social integrationAfter a presentation of the conceptual and institutional framework for this work, in order to better convey the educational issues of the field of the intervention, we explain through examples, socio- educational and cultural issues of this methodological approach and teaching-learning issues

Submitted by Simone Maisonave (simonemaisonave@hotmail.com) on 2016-09-21T13:48:29Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Leando Barbosa dos Santos_Dissertação.pdf: 11757528 bytes, checksum: 74d956a635e997273e022e3cdbb944c1 (MD5)
Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-09-21T16:33:59Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Leando Barbosa dos Santos_Dissertação.pdf: 11757528 bytes, checksum: 74d956a635e997273e022e3cdbb944c1 (MD5)
Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-09-21T16:35:18Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Leando Barbosa dos Santos_Dissertação.pdf: 11757528 bytes, checksum: 74d956a635e997273e022e3cdbb944c1 (MD5)
Made available in DSpace on 2016-09-21T16:35:31Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Leando Barbosa dos Santos_Dissertação.pdf: 11757528 bytes, checksum: 74d956a635e997273e022e3cdbb944c1 (MD5) Previous issue date: 2016-05-31
Sem bolsa
Esta pesquisa versa sobre as memórias coletivas e práticas cotidianas de habitantes do Bairro Guajuviras, Canoas, Rio Grande do Sul, considerando-se os arranjos temporais que ritmam o viver cotidiano dos moradores de cidades brasileiras, configurados em suas expressões, imagens e narrativas. A partir de uma abordagem antropológica visual, utilizou-se, como método, a etnografia em contextos urbanos, atentando-se à linha de estudos relativos às sociedades complexas, e, como objetivo a análise do fenômeno da memória e da duração, entendido como cerne das afinidades sociais dos habitantes do espaço urbano contemporâneo. Com base nos estudos concernentes à narrativa biográfica e à trajetória social, buscou-se compreender o fenômeno da duração e da memória do lugar, tendo como princípio as interpretações das formas de negociação dos habitantes locais. Diante do caráter inacabado do viver urbano, o destaque se encontra nas estruturas espaço temporais que evidenciam o fenômeno da alteridade e da experiência humana com a cidade. Investigou-se como esses habitantes se identificam reciprocamente, incluindo a perspectiva solidária local, revelando nas narrativas o traçado que transcende o tempo, conduzindo muitos dos modos de estabelecer vínculos no espaço.
This research turns on the collective memories and everyday practices of inhabitants of neighborhood Guajuviras, Canoas, Rio Grande do Sul, considering the temporary arrangements that rhythm the daily lives of the dwellers of Brazilian cities, set in their expressions, images and narratives. From a visual anthropological approach it was used as method ethnography in urban contexts, paying attention to the line studies on complex societies, and as objective to analyze the phenomenon of memory and duration, understood as the core of social affinities of the inhabitants of contemporary urban space. Based on studies concerning to the biographical narrative and social trajectory, it aims to understand the phenomenon of life and memory of the place, with the principle interpretations of forms of negociation of the locals. Faced the unfinished character of urban living, the highlight is the temporal space structures that evidence the phenomenon of alterity and human experience with the city. It was examined how these people identify with each other, including local solidarity perspective, revealing the narratives tracing that transcends time, leading many ways to establish links in space.

GONDINHO, Marta Rochelly Ribeiro. Trajetórias biográficas: o habitus leitor de professoras em Teresina-PI. 2010. 148f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2010.
Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-08-07T12:56:20Z No. of bitstreams: 1 2010_DIS_MRRGONDINHO.pdf: 726955 bytes, checksum: c430475e425c85e137155aaf1ab265bd (MD5)
Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-08-09T11:59:06Z (GMT) No. of bitstreams: 1 2010_DIS_MRRGONDINHO.pdf: 726955 bytes, checksum: c430475e425c85e137155aaf1ab265bd (MD5)
Made available in DSpace on 2012-08-09T11:59:06Z (GMT). No. of bitstreams: 1 2010_DIS_MRRGONDINHO.pdf: 726955 bytes, checksum: c430475e425c85e137155aaf1ab265bd (MD5) Previous issue date: 2010
This is a research about the reading habitus of teachers developed along their biographic trajectory. The research has a qualitative aspect, which proposed to analyze the constitution of the reading habitus of teachers of the public and private teaching board of Teresina – Piauí. Under the questioning on how the reading habitus was constituted, it was searched to understand which was the relation between the cultural capital and the reader trajectory of teachers. It was supported by the Sociology of Pierre Bourdieu (1992, 1994, 1998, 2007), about the concept of cultural capital, habitus and the contributions of Praxiology. It was still used the proposal of the Sociology of reading of Bernard Lahire (1997,2002, 2005,2006) about the concept of dispositions, socializating experiences and dissonance, also in the cultural history recommended by Roger Chartier (2002), about the reading as a cultural historicized practice. To constitute the trajectories, it was made narrating interviews by the methodology of the oral history and by the investigative approach of the history of life. For the appropriation of the profile of the subjects, it was applied a questionnaire to four interviewed teachers. The constitution of the trajectories permitted to revel the experiences of reading and its relation with the incorporation of the dispositions, giving support to understand that there are direct implications of the acquisition of the cultural capital in the formation of the reader. It was also possible to detach that the meaning of the reading to the reader is built through his/her social and cultural practice, continuously proportioned by socializating activities, deconstructing in some cases the idea of reproduction, emphasizing the out of tune voices, therefore fitting new meanings for the concept of cultural capital. In final considerations, this research stimulated the moving of the reading formation to the reader in its singularities identifying the place of the cultural experiences in such formation.
Esta pesquisa é um estudo sobre o habitus leitor de professoras desenvolvido através de suas trajetórias biográficas. De cunho qualitativo a pesquisa propôs-se analisar a constituição do habitus leitor de professoras da rede pública e privada de ensino de Teresina – Piauí. Sob a égide da indagação de como se constituiu o habitus leitor, buscou-se compreender qual a relação do capital cultural com a trajetória leitora de professoras. Amparou-se teoricamente na sociologia de Pierre Bourdieu (1992, 1994, 1998, 2007), sobre o conceito de capital cultural, habitus e as contribuições da Praxiologia. Utilizou-se ainda os postulados da sociologia da leitura de Bernard Lahire (1997, 2002, 2005, 2006) acerca do conceito de disposições, experiências socializadoras e dissonância, bem como na história cultural preconizada por Roger Chartier (2002), sobre a leitura como uma prática cultural historicizada. Para constituir as trajetórias, realizou-se entrevistas narrativas pela metodologia da história oral e pela abordagem investigativa da história de vida. Para apropriação do perfil dos sujeitos aplicou-se um questionário a quatro professoras entrevistadas. A constituição das trajetórias permitiu desvelar as experiências de leitura e sua relação com a incorporação das disposições, dando suporte para compreender que existem implicações diretas da aquisição do capital cultural na formação do leitor. Foi possível destacar também que o significado da leitura para o leitor é constituído através de suas práticas sociais e culturais, continuamente proporcionado por atividades socializadoras, desconstruindo em alguns casos a idéia de reprodução, ressaltando as vozes dissonantes, cabendo por tanto novas apropriações para o conceito de capital cultural. Em considerações finais, esta pesquisa instigou o deslocamento da formação leitora para o leitor em sua singularidade reconhecendo o lugar das experiências culturais nesta formação.

Made available in DSpace on 2014-12-17T14:36:43Z (GMT). No. of bitstreams: 1 MariaFPC.pdf: 621515 bytes, checksum: 31dc4faefd215850cc685dc9aef972f2 (MD5) Previous issue date: 2007-03-16
This thesis describes and analyzes the trajectory of education of an educator-teacher group to become tutor of memorials (final work of the course Normal Superior in Instituto de Educa??o superior President Kennedy IFESP-Natal-RN). The writing of memorials (self-biographical writing) propitiates to the pupil that writes a reflection on his/her student and professional life, and to whom guides an evolution in his/her professional education. From the methodological point of view, we adopt an etnomethodological perspective of qualitative approach which describes the reality of real citizens inserted in a real situation of education. It is constituted of participants of the research of 32 educator-teachers, deriving of three different areas of academic formation. The instruments of data collection consist of eight life histories, 32 contextualization applications of the participants of the research, interviews with two consultants of the project, as well as some documents. The results of the analyses put in evidence that the education of the educator-teacher goes for two parallel ways: the first deals with the experiences, interactions and elements of daily practice; the second with the academy experiences where the educator-teacher searches the post-graduation courses. The integration of these two ways defines the educator-teacher identity with foundation in knowings that constitute in the exercise of guidance of memorials. The teachers knowings are considered insufficient by the majority and others knowings are mobilized to the knowing to be educator-teacher, memorial tutor. The thesis concludes that the trajectory of the educator-teacher constitutes an educator experience, in the direction of that implies an articulation among the learnings, abilities and knowings, to support the pupil in self-discovery, and that these multiple experiences favor the education of these teachers
A tese toma como objeto de estudo a trajet?ria de forma??o um grupo de professores formadores, que contam como se tornaram orientadores de memoriais de forma??o (trabalho final do Curso Normal Superior - IFESP/RN). Do ponto de vista te?rico-metodol?gico, adotamos a abordagem qualitativa e a perspectiva etnometodol?gica. O objetivo central ? descrever como os participantes concebem o caminho percorrido e a sua situa??o de forma??o. Participaram da pesquisa 32 professores formadores, correspondendo a 78% do quadro docente da institui??o. As fontes da pesquisa compreendem oito hist?rias de vida, 32 fichas de contextualiza??o dos participantes, documentos oficiais, entrevistas com consultoras do projeto de implanta??o do IFESP. A an?lise das falas dos participantes revela que para a maioria dos formadores a fun??o de orientador dos memoriais exige al?m do aprofundmento dos saberes docentes adquiridos, outros saberes inclusive sensibilidade e intui??o. Os resultados p?em em evid?ncia que a forma??o do professor formador percorre, simultaneamente, dois caminhos: o primeiro ? o da experi?ncia vivenciada com seus orientandos e colegas na pr?tica cotidiana, a qual vai se aprimorando ao longo dos anos; o segundo ? caminho de retorno ? universidade, onde o professor formador dar? continuidade aos seus estudos p?s-graduados. Assim, admitem que o saber ser orientador se faz no cruzamento dessas duas ordens de saberes no exerc?cio da orienta??o dos memoriais, com repercuss?es positivas para a constitui??o de sua nova identidade como professor formador. Concluimos que em sua trajet?ria, os professores formadores articulam o campo da experi?ncia pr?tica e o campo te?rico-metodol?gico, mas essa articula??o implica um novo v?nculo com a sua pr?pria humanidade, o que lhes permite dar um novo sentido ?s aprendizagens, habilidades para apoiar o aluno na descoberta de si mesmo e, nesse processo, descobrirem, o que constitui a sua identidade de professores formadores e orientadores

Cette thèse a pour objectif d'étudier le monde journalistique turinois sous le régime fasciste, et en particulier lors de la deuxième décennie du régime. Cette période, coïncidant avec la montée et la consolidation du consensus (1929-1936) avant une remise en question progressive (1936-1940), est pour le journalisme italien celle de l'instauration progressive du contrôle de la profession par le régime. La répression, puis la mise au pas de la presse nationale et régionale, la création de structures de contrôle, particulièrement avec le Syndicat national fasciste des journalistes et son albo ou le ministère de la Culture populaire, l'uniformisation et l’institutionnalisation de la presse, notamment pour des usages propagandistes, bouleversent le monde journalistique et ses acteurs. Il s'agit dès lors de se focaliser sur les parcours collectifs et individuels de ces journalistes, en prenant comme laboratoire d'étude la ville de Turin. Les influences politiques, sociales et culturelles font en effet de cette ville un lieu particulier pour le fascisme, difficile à « normaliser ». Turin possède par ailleurs deux des plus importants journaux du pays (la Gazzetta del Popolo et La Stampa). L'étude prosopographique des 278 journalistes identifiés permet de mettre en perspective des caractéristiques sociales particulières, notamment en terme d'origine géographique ou de niveau d'instruction. De même, en s’intéressant aux liens avec le monde politique local et national, elle éclaire les frontières mouvantes entre politique et journalisme et permet de replacer la question du journalisme dans le cadre plus large du régime fasciste et particulièrement de ses ambiguïtés, entre contrôle, surveillance et répression d'un côté et les limites du totalitarisme de l'autre. L'étude prosopographique met également en évidence une continuité certaine, en terme de rédacteurs, entre le journalisme de l'époque libérale et celui de l'époque fasciste, remettant en question l'image d'une « épuration » sévère et totale de la profession. Dès lors, la question de la place nouvelle génération de journalistes, formés techniquement et imprégnés d'idéologie fasciste et dont la création était chère à certains hiérarques fascistes, Ermanno Amicucci en tête, prend tout son sens. Enfin, la seconde partie de la thèse s’intéresse à quelques parcours singuliers et itinéraires comparés, permettant d’illustrer une partie de la diversité des attitudes des journalistes turinois confrontés au régime fasciste et à sa volonté d'instituer un « nouveau modèle de journalisme ». Ces parcours se proposent ainsi d'éclairer plus spécifiquement certains aspects centraux de l'univers journalistique durant le régime, abordant notamment l'épuration des années 1927-1931 (avec par exemple Gino Pestelli, Leo Galetto ou Santi Savarino), les liens avec le monde politique local (Angelo Appiotti, Leo Rea) ou même la question des lois raciales (Deodato Foà). Entre relative résistance et renoncement, entre acceptation et tractations, entre illusions et pragmatisme, ces trajectoires biographiques mettent alors au jour des postures diverses dont les croisements, les stratégies, les contenus s'insèrent dans un cadre bien plus large, celui du ventennio fasciste et de ses tragédies
This work studies the turinese journalistic world during fascist system, especially the second decade. This decade coincide with the rise of the consensus (1929-1936) before the first time of contestation (1936-1940). The italian journalism is more and more controlled by the political authorities. The repression of the national and regional papers, and then the organization, standardization and institutionalization of the press, change drastically the journalism background. In view of this, this work focuses on collective and individual trajectories, with Turin as study place. The political, social and cultural influences of Turin make this city a particular place for the fascism, hard to “normalize”, and which possess two of the principal papers of the country (the Gazzetta del Popolo and La Stampa). The prosopographical study of the 278 identify journalists allows to put in perspective social characteristics (geographical origins, level of schooling etc...). The national and regional political connections light up the moving mark between politic and journalism and allow to replace the journalism question in the ampler setting of fascist regime and his ambiguities (between control, surveillance and repression, on one hand, and limits of totalitarianism of the other hand). The prosopographical study shows also a clear continuity of journalist between liberal and fascist periods, which questions the image of a harsh and total “purge” of the profession. In this context, the question of the place of the new journalistic generation, technically formed and permeated of fascist ideology, like Ermanno Amicucci and other fascist figures wanted, is central. Finally, the second part of the study takes an interest in a few singular trajectories and compared itineraries, which allows to illustrate a part of the diversity of turinese journalist attitudes, confronted with a regime who wants to institute a “new journalism model”. This trajectories intend to light up more specifically some of central aspects of journalistic world during the regime, like the purge of the years 1927-1931 (with for example Gino Pestelli, Leo Galetto or Santi Savarino),, the connections with local politic world (Angelo Appiotti, Leo Rea) or the racial laws and their impact (Deodoato foà). Between opposition and resignation, acceptation and negotiation, illusions and pragmatism, this biographical trajectories expose some varied positions, insert into a ampler context, which is the fascist ventennio, and his tragedies

Cette thèse part du constat que le cadre théorique dont les sciences sociales disposent pour décrire l’expérience de mixité conjugale n’est pas adapté à la mouvance de la situation contemporaine. La plupart des théories qui ont été élaborées pour parler de cette expérience de rencontre se conjuguent sous l’emprise de notions vieillies. En s’intéressant aux trajectoires de mixité conjugale dans le contexte du Maroc, cette thèse contribuera à développer un cadre conceptuel qui reflète la mouvance de la réalité contemporaine et ce, en posant les bases d’un habitus discursif valorisant, ce qui constitue l’originalité principale de ce projet de recherche. À partir d’un terrain ethnographique qui a placé l’anthropologie de l’expérience partagée et les récits d’expérience au cœur de la méthodologie de recherche, cette thèse dresse également un portrait ethnographique de la mixité conjugale au Maroc, ce qui a permis de documenter un sujet encore très peu exploré par les sciences sociales. Dans le cadre de cette thèse, la mixité conjugale a été appréhendée sous l’angle de la métaphore du voyage prolongé de Fernandez (2002), ce qui a contribué à dynamiser le cadre théorique entourant la mixité conjugale. En arrière-fond de cette thèse, une réflexion autour du concept de « home » (le chez-soi) suggère que le projet de construction de soi des individus contemporains qui négocient leur quotidien au croisement de références culturelles différentes (dont font partie les participants de cette recherche) n’est pas nécessairement synonyme de déracinement et de fragmentation, mais qu’il porte l’idée d’attachement et de cohérence.
This thesis is based on the premise that the theoretical framework used by social sciences to describe mixed couples experiences is no longer adapted to contemporary situations of mobility. Most theories that have been developed to describe this experience use concepts that are not adapted to the present. By focusing on the paths taken by mixed couples in the context of Morocco, this thesis will contribute to the development of a conceptual framework reflecting the phenomenon as it exists today. Furthermore, the originality of this project lies mainly in the fact that it offers a habitus discursif valorisant for mixed unions. Based on ethnographic field work that puts narratives of experience at the heart of its research methodology, this thesis also offers an ethnographic portrait of mixed couples in Morocco, a subject that has received little attention from social sciences. Mixed couples have been studied in the framework of this thesis from the angle of Fernandez’s (2002) prolonged travel metaphor, which has contributed to revitalizing the theoretical framework for looking at mixed couples. In the background of this thesis there is a reflection around the concept of « home » whereby the self-creation of contemporary individuals negotiating their daily lives at the crossroads of different cultural references (as is the case for the participants of this research) is not necessarily synonymous with uprooting and fragmentation but rather incorporates ideas of attachment and personal continuity.

La scolarisation, l’éducation et la formation sont à la fois une nécessité et une contrainte pour l’évolution des pays en développement, car le développement durable exige l’accès au savoir et à la culture moderne et technologique. Le propos de notre recherche est de comprendre le vécu de la scolarisation des filles en Afrique subsaharienne à travers l'analyse de leurs récits biographiques. Cette recherche porte sur trois questions à propos des filles dans l'enseignement supérieur en Afrique subsaharienne: (1) Quelles trajectoires suivent les filles en Afrique subsaharienne pour devenir des étudiantes universitaires? (2) Quel rôle jouent les représentations sociales et la résilience dans le vécu des filles pour atteindre le niveau universitaire? (3) En se fondant sur des récits biographiques fournis par des étudiantes universitaires subsahariennes, quels facteurs, de risque ou de protection, semblent déterminants pour réussir à atteindre le niveau universitaire? Pour répondre à ces questions, nous avons constitué un corpus de 23 récits biographiques. L'analyse du contenu de ces récits a été effectuée à l'aide d'Alceste, un logiciel d'analyse de données textuelles. Alceste a traité chaque mot dans les 23 récits, puis a exécuté une analyse factorielle de ces mots. L'avantage de cette méthode d’analyse est de permettre au chercheur de découvrir des dimensions cachées au sein de la masse de données analysées. Trois classes de mots ont émergé de cette analyse factorielle. Les trois classes ont été croisées avec les 23 répondantes. L'analyse des tableaux croisés a révélé trois types d'étudiantes universitaires résilientes, selon leur trajectoire scolaire: la battante, l'assistée et l'héritière. En nous fondant sur: (a) les récits des étudiantes, (b) les trois classes produites par le logiciel Alceste, et (c) les tableaux croisés, nous avons tracé trois portraits-types d’étudiante. La trajectoire de chaque type d'étudiante met en présence et en interaction diverses variables sociologiques et individuelles: milieu socio-économique, milieu familial, contexte rural-urbain, âge, obstacles, échecs, redoublements, succès. La scolarisation des filles augmente plus rapidement en milieu urbain qu'en milieu rural. Chez les battantes, la scolarisation est vécue dans le sacrifice, la souffrance et l'impuissance. Chez les assistées, elle avance grâce à des contacts et un réseau d’opportunités. Chez les héritières, elle débute dans la tendre enfance et progresse rapidement. Dans leurs récits, les informatrices emploient des mots qui traduisent les disparités, les variations, les dynamiques et les détours dans leurs trajectoires scolaires. Les contextes, les lieux, les événements, l’âge et la fratrie affectent les trajectoires de différentes manières. Néanmoins, toutes les filles sont motivées à atteindre l’enseignement supérieur. L'entrée précoce à l'école, que l'on retrouve à la ville plutôt qu'à la campagne, est au nombre des facteurs de protection qui contribuent le plus à la scolarisation des filles au niveau universitaire. Un autre facteur de première importance est la scolarité des parents: les parents instruits ont de meilleures chances de voir leurs filles, des héritières, persévérer dans leurs études. Chez les battantes et les assistées, les facteurs de protection individuels sont décisifs: avec relativement peu de moyens financiers et d'appui familial, ces filles doivent se débrouiller et concevoir des solutions inédites afin de triompher de l'adversité. On note, en particulier, le courage et l'esprit combatif des battantes, de même que l'aide et le soutien d'un réseau procuré aux assistées. Cependant, l'effet de tous ces facteurs n'est pas le même dans les divers contextes familiaux, sociaux et institutionnels. Au delà de ce que nous avons mis en lumière au sujet des battantes, des assistées et des héritières, il reste encore beaucoup à découvrir au sujet de la fréquentation et de la persévérance scolaires des filles en Afrique subsaharienne. Depuis la Conférence de Jomtien en 1990, diverses mobilisations ont porté fruit et facilité l'accès des filles à l'école. Notre recherche auprès d'étudiantes universitaires en Afrique Subsaharienne montre que toutes ces filles font preuve de résilience, et que les moyens et solutions pour atteindre l'enseignement supérieur sont spécifiques à chaque fille.
Schooling, education and training are a necessity as well as a constraint for the evolution of developing countries, because sustainable development requires access to modern and technological knowledge and culture. The aim of our research is to discover the factual experience of the schooling of girls in Sub-Saharan Africa, through an analysis of their biographical narratives. This doctoral dissertation addresses three questions concerning the higher education of girls in Sub-Saharan Africa: (1) What trajectories do Sub-Saharan girls follow to become university students? (2) What role do Sub-Saharan girls' social representations and resilience play in attaining higher education? (3) On the basis of biographical narratives provided by Sub-Saharan girl university students, what factors, risk or protective, seem determinant to succeed in reaching higher education? To answer these questions, we gathered a corpus of 23 biographical narratives. The content analysis of these narratives was carried out with the aid of Alceste, a software program for the analysis of textual data. Alceste processed each word in the 23 narratives, and then executed a factor analysis of these words. The advantage of this method is to allow the researcher to uncover hidden dimensions within the mass of data analyzed. Three classes of words emerged from this factor analysis. The three classes were cross-tabulated with the 23 respondents. The result of the cross-tabulation revealed three types of resilient girl university students, according to their schooling trajectory: the fighter, the assisted and the heiress. On the basis of: (a) the girl students' narratives, (b) the three classes produced by software program Alceste, and (c) the cross-tabulations, we draw three typical portraits of the girl students. The trajectory of each type of student involves an interaction of various sociological and individual variables: socio-economic background, family environment, rural-urban context, age, obstacles, failures, grade repeatings, success. The schooling of girls increases more rapidly in urban areas than in rural areas. For the fighters, schooling is experienced through sacrifice, suffering and helplessness. For the assisted, it moves forward thanks to contacts and timely networking. For the heiresses, it starts in early childhood and progresses rapidly. In their narratives, the informants use words that express disparities, variations, dynamics and detours in their schooling trajectories. Contexts, locations, events, age and family affect the trajectories in various ways. Common to all girls, though, is the motivation to attain higher education. Early access to schooling, which is found in the cities rather than in rural areas, is among the protective factors that contribute most to the schooling of girls at the university level. Another factor of utmost importance is parents’ schooling: highly educated parents have better chances to see their daughters, heiresses, persevere in their studies. Among fighters and assisted, individual protective factors are decisive: with little or no financial means or familial support, these girls need to manage on their own and conceive novel solutions in order to overcome adversity. We note, in particular, the courage and battling spirit of the fighters, and the help and support provided by a network to the assisted. However, the effect of all these factors is not the same in the various familial, social and institutional contexts. Beyond what we have shed light on concerning the fighters, the assisted and the heiresses, much remains to be discovered concerning the schooling and educational perseverance of girls in Sub-Saharan Africa. Since the Jomtien Conference in 1990, various mobilizations have borne fruit, as they facilitated girls’ access to school. Our research on girl university students in Sub-Saharan Africa shows that all of these girls display resilience and that the means and solutions to attain higher education are specific to each girl.
Les graphiques ont été réalisés avec le logiciel Alceste.

Numa época tão competitiva, onde novas profissões estão sempre a surgir, a formação e o desenvolvimento de competências pessoais e profissionais são cada vez mais condições imprescindíveis para a manutenção da empregabilidade e uma ferramenta essencial para a gestão da carreira. A Sociedade da Informação veio trazer às organizações o desafio de lidar com ambientes mais dinâmicos, sendo para isso necessário novas exigências de gestão e novos perfis de liderança. O presente trabalho visa apresentar e discutir em forma de relatório, o desenvolvimento pessoal e as competências profissionais adquiridas num período de catorze anos de atividade profissional por Cláudia Alves, licenciada em Ciências e Tecnologias da Documentação e Informação, com especialização em Gestão das Organizações – ramo Gestão de Empresas. Reflete as funções desempenhadas, numa perspetiva de investigação em Gestão e Curadoria de Informação, dando especial enfoque aos últimos dez anos, entre 2008 e 2018, onde desempenhou funções na Biblioteca Municipal da Maia.
In such a competitive time, where new professions are always emerging, the training and development of personal and professional skills are increasingly essential conditions for maintaining employability and an essential tool for career management. The Information Society has brought organizations the challenge of dealing with more dynamic environments, requiring new management requirements and new leadership profiles. This paper aims to present and discuss, in the form of a report, the personal development and professional skills acquired in a period of fourteen years of professional activity by Cláudia Alves, a graduate in Documentation and Information Sciences and Technologies, with specialization in Organizational Management – branch Business management. Reflects the functions performed, in a perspective of research in Management and Information Curation, giving special focus to the last ten years, between 2008 and 2018, where he worked in the Municipal Library of Maia.

Au Canada, 52,2 % des enfants placés en foyers d’accueil sont autochtones, alors qu’ils ne comptent que pour 7,7 % de l’ensemble des enfants au pays (Statistiques Canada, 2016). En comparaison de leurs homologues allochtones, les mères autochtones sont plus souvent signalées en protection de la jeunesse (PJ) et tenues responsables de négligence à l’égard de leurs enfants (ÉCI – 2008 ; Sinha, Ellenbogen, and Trocmé, 2013). Les politiques coloniales, la violence institutionnalisée, les conditions socioéconomiques précaires et les difficultés parentales expliquent une part de ces constats (CVRC, 2015 ; Sinha, Trocmé, Fallon et al., 2011). D’autres études suggèrent que les incompréhensions entre les mères autochtones et l’institution de la PJ non seulement perdurent, mais tendent également à s’accentuer (Cull, 2006 ; Gosselin, 2006 ; Veenstra et Keenan, 2017). Malgré ces écarts de perspectives de part et d’autre quant aux valeurs et repères culturels qui fondent la parentalité autochtone, peu d’études qualitatives ont cherché à entendre la voix des actrices concernées afin d’éclairer leurs points de vue et de mieux comprendre leur expérience en contexte de PJ (Bennett, 2009 ; MacDonald, 2002 ; Soumagnas, 2015). Pour combler ces lacunes, la présente étude a pour objectif d’appréhender les fondements qui balisent la parentalité des mères autochtones recevant des services de la PJ et d’explorer de quelle manière leurs savoirs sont reconnus ou valorisés au contact de l’intervention. La présente recherche privilégie un cadre d’analyse constructiviste et mobilise la théorie de Berger et Luckmann (2018) et la théorie de l’action historique de Martin (2003a ; 2009). Ces théories permettent d’appréhender l’expérience des participantes à partir de leur point de vue et de leur propre construction sociale de la réalité. La mise en œuvre de la recherche s’inscrit dans une approche narrative et une méthodologie inductive et interprétative qui met en lumière l’expérience singulière et subjective des participantes. Une collecte de données a été réalisée à l’automne 2016 auprès de neuf mères innues issues d’une même communauté et dont au moins un enfant a fait l’objet de mesures de protection. Des entretiens individuels semi-directifs de type récits de vie ont été recueillis. À l’automne suivant (2017), une seconde phase de collecte de données a pris la forme d’un terrain de restitution et une validation des récits a été réalisée auprès des participantes. Fondé sur des analyses compréhensives (Kaufmann, 2004), le principal constat de l’étude établit la volonté des mères que leurs trajectoires d’adversité, leurs réalités parentales, et leurs manières singulières de concevoir leurs valeurs, leurs rôles et leurs responsabilités de parent, soient davantage pris en compte par les services en PJ. Selon les résultats de l’étude, cette reconnaissance permettrait de prioriser les liens mère – enfant – réseau familial et de garantir la sécurisation culturelle au sein de services qui correspondent mieux aux besoins des mères. En écho aux Appels à l’action de la Commission de vérité et réconciliation (CVRC, 2015), au rapport final de la Commission d’enquête sur les relations entre les Autochtones et certains services publics (CERP, 2019), et au plan de réforme législatif des services en enfance-famille autochtone, les retombées de cette étude visent à donner la parole aux mères, à fournir un éclairage sur la manière de « soutenir un système innu autonome de protection des enfants » (Guay, Grammond et Vollant, 2019 : 1) et à aiguiller les travailleurs sociaux en communauté.
In Canada 52.2% of children in foster care age 0 to 14 are Indigenous, while Indigenous children represent only 7.7% of all children in the country (Statistics Canada, 2016). Compared to their non-Indigenous counterparts, Indigenous mothers are more frequently reported to youth protection services (YP) and more often held responsible for neglecting their children (CIS-2008 ; Sinha, Ellenbogen and Trocmé, 2013). Colonial policies of dispossession, assimilation, institutionalized violence, precarious socio-economic conditions, and parental difficulties of addiction and psychological distress; account for some of these findings (TRCC, 2015; Sinha, Trocmé, Fallon et al., 2011). Furthermore, studies suggest that these trends persist and are exacerbated by differing perspectives between Indigenous mothers and YP institutions, regarding the foundational values, beliefs, and realities that underlie Indigenous parenthood (Cull 2006 ; Gosselin 2006 ; Veenstra and Keenan 2017). Despite the apparent difficulties which arise due to the differing perspectives regarding the cultural values, beliefs and realities surrounding Indigenous parenthood, few empirical studies have sought to hear the voices of the mothers in order to shed light on their points of view and better understand their experiences with the YP services (Bennett 2009 ; MacDonald 2002 ; Soumagnas 2015). In an effort to fill this gap, this qualitative study aims to understand the perspectives of parenthood held by Indigenous mothers and explore whether they consider that their perspectives are recognized and valued by child welfare services during times of intervention. This research favours a constructivist analytical framework and mobilizes Berger and Luckmann’s (2018) theories and Martin's Historical Action (2003a ; 2009). These theories allow for the understanding of participant’s experiences from their points of view and from their own social construction of reality. The implementation of the research is part of a narrative approach and an inductive and interpretive methodology that highlights the singular and subjective experience of the participants. As part of the study, a data collection phase was conducted in Fall 2016 with nine Innu mothers from the same community, of whom (at least) one child was apprehended. Semi-directed individual interviews, such as biographical narratives, were collected. A second phase of restitution and validation of the stories was completed in Fall 2017. Based on a comprehensive analyses (Kaufmann, 2004), the main finding of this study demonstrates that given respondent’s trajectories of adversity, parental realities, and their singular ways of conceiving their parental values, roles and responsibilities, YP should adapt to take Indigenous cultural perspectives into account. Furthermore, the study suggest that this acknowledgment would prioritize mother – child – family network ties and ensure cultural safety in services that better meet the needs of mothers. In regards to the Calls to Action of the Truth and Reconciliation Commission (TRC, 2015) ; investigation reports on Indigenous public relations (CERP, 2019) ; and the legislative reform plan for Indigenous children and family services, this study aims to give a voice to mothers, provide insight on how to « support an autonomous, child protection innu system » (Guay, Grammond et Vollant, 2019 : 1), and orientate community social workers.