Navegando por Palavras-chave "Genre"

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    Atendimento às mulheres em situação de violência: uma questão de gênero e raça/cor na saúde
    (Universidade Federal de São Paulo (UNIFESP), 2016-10-17) Moraes, Maria da Conceicao Santos [UNIFESP]; Silva, Cristiane Gonçalves da [UNIFESP]; http://lattes.cnpq.br/0245338799993359; http://lattes.cnpq.br/7227620153967537; Universidade Federal de São Paulo (UNIFESP)
    Women in violence situation have signals left by aggression as well as health professionals reveal invisible signals left by service made and cause ?nuisance?, what demonstrate the unfolding of the violence experience in people´s lives and consequently of its importance. The main purpose of this work is to understand how the conceptions of genre and race/color appear in the service made by health professionals of the basic attention for women in violence situation in Santos. It is specifically analyzed the factors that lead for the incorrect filling of the question race/color in the violence notification card and to verify the violence from the database of the Information System of Aggravate Notification. The studied universe study was composed of interviews with professionals of health units by Historical Central region. The work has exploratory character and used as strategy the triangulation with the qualitative and quantitative approach, open structured interviews, statistical analysis of historical series of violence (2009 to 2013) and analysis of the information of field. The results indicate that violence against women is perceived from this marker but the same doesn´t occur in relation to race/color, and consequently, indicate that there isn?t unfolding in specific care. About the filling of the item race/color is observed the lack of professional regarding the reason for the self-classification, which may be one of the reasons for the inadequate filling of the same. The violence mapping reveal that: the incidence of violence concentrates in the Historical Central regions; being the woman who suffers more domestic violence; there is more prevalence in race/color, black and brown; the adult age group more affected is between 20 and 29 and the school level that predominates is the elementary level. As a product of professional master was prepared a proposal for training with the purpose of the continuing education to be implemented in the basic attention network to work the central theme of the study: violence, genre and race/color.
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    Avaliação Da Qualidade De Vida Em Pacientes Com Lúpus Eritematoso Sistêmico Do Sexo Masculino
    (Universidade Federal de São Paulo (UNIFESP), 2018-02-22) Lerner, Tatiana Goberstein [UNIFESP]; Sato, Emilia Inoue [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    Introduction: Systemic Lupus Erythematosus (Sle) Is A Chronic, Inflammatory And Autoimmune Disease, With Worldwide Distribution, Multifactorial Etiology And Clinical Course With Exacerbations And Remission. Despite The Predominance In Women, Studies Indicate That Men With Sle Present A More Severe Disease, With More Frequent Renal Involvement, A Greater Number Of Systemic Manifestations And A Greater Need For Immunosuppressive Drugs, In Addition To An Increased Risk Of Organ Damage. Primary Objective: To Evaluate Quality Of Life (Qol) In Men And Women With Sle; Secondary Objectives: To Compare Disease Activity, Damage, Depression, Anxiety And Fatigue Between Men And Women With Sle. Patients And Methods: Cross-Sectional Study With 37 Men And 69 Women With Sle Followed In The Autoimmune Rheumatic Diseases Outpatient Clinic From Hospital São Paulo/Unifesp. Quality Of Life Was Evaluated Through Sf-36 And Sleqol Questionnaires; Depression And Anxiety Were Assessed By Hads And Fatigue By Fss. Disease Activity Was E
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    Famílias, Relações Intergeracionais E De Gênero: Práticas Compartilhadas De Educação E Cuidado De Crianças Pequenas
    (Universidade Federal de São Paulo (UNIFESP), 2017-08-18) Gomes, Ana Paula Pereira [UNIFESP]; Finco, Daniela [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This master's research presents reflections about the contemporary families considering the different dynamics familiar from the perspective of the children. The research investigates the practices shared in the care and education of children of Early Childhood Education from an intergenerational and gender perspective, involving children and families, mothers and grandparents. It seeks to understand the different social functions performed by family members in contemporary society, the way they are seen by children and how the institution of Early Childhood Education has welcomed these family transformations. Its theoretical reference is Feminist Studies, Gender Studies and Sociology of Childhood. It brings the methodological challenges of being a research teacher of young children seeking the perspective of children from drawing and orality, considering the experiences narrated and interpreted by the boys and girls in their drawings. The results reveal permanences and transformations related to the conceptions of the family and the social function of the woman, and points to the tensions and challenges that permeate the relations of partnership between the institution of Early Childhood Education. The research seeks to contribute to the visibility of the emergence of new family settings, thinking of the family as an institution that has its own dynamics and that works in partnership with the institution of Early Childhood Education in promoting care practices and education of young children. It is a reflection that considers the new social, economic and cultural demands that have transformed the society in which small children participate actively.
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    A interpessoalidade na comunicação via e-mail entre uma Coordenadora de Negócios Educacionais e seus colaboradores: um estudo sistêmico-funcional
    (Universidade Federal de São Paulo (UNIFESP), 2019-03-15) Almeida, Anna Carolina Santos Martin [UNIFESP]; Vian Junior, Orlando [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    The objective of this research is to analyze the language used by an Educational Business Coordinator (EBC) on her e-mail exchanges with her co-workers, namely teachers, other EBCs and the principal of a vocational school. It starts out from the idea that language is the place of development of meaning and a fundamental resource in the development of the human experience (HALLIDAY, 1994). Research in the field of Applied Linguistics, such as Polifemi (2007) and Ninin (2009), report results about the role of the pedagogical coordinator, but due to intense technological and scientific changes and to new relationships established in the job market, part of the communication between the coordinator and her co-workers is carried out electronically, through technological digital means, in order to respond to the educational and market demands of private education institutions. Taking this scenario as a starting point, using the Systemic-Functional Grammar as theoretical framework proposed by Halliday and Matthiessen (2014), aiming to verify which linguistic choices are used by the EBC in her written interaction that characterize the social roles enacted and attributed by those who interact with her and verify the elements that allow to classify the e-mails that compose the corpus as a genre, as well as its organization in stages and its Genre Structure Potential, as proposed by Martin and Rose (2008). To reach this goal, the lexico-grammatical choices of 461 e-mails produced by the EBC in interaction with her co-workers that represent the interpersonal choices established and that compose the corpus focused in the following terms: folks, you, I, not, could, can, I am and we are, as well as the Schematic Structure (MARTIN, 1992, MARTIN; ROSE, 2008) of the e-mails will be analyzed. From the methodological point of view, we adopted qualitative research principles (FLICK, 2004), associated with SystemicFunctional Grammar principles (HALLIDAY, MATTHIESSEN, 2014) focusing on the interpersonal metafunction and in the context of culture (Genre), as well as in the variables of the context of situation (Register), such as proposed by Halliday and Hasan (1989) and Eggins (2004). As a computational tool, we used AntConc, based on Corpus Linguistics principles proposed by Berber-Sardinha (2004). Results show that (i) in the lexico-grammatical choices there is a movement between the administrative and the educational issues ranging between polarity and/or modality, whereas (ii) the analysis of the emails Schematic Structure reveal a prototypical model that allows us to characterize them as a discursive genre.
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    Malu Mulher(es): As representações do feminino na televisão no período de abertura política da Ditadura militar brasileira
    (Universidade Federal de São Paulo (UNIFESP), 2013) Silva, Wagner Pereira [UNIFESP]; Godoy, Alexandre Pianelli [UNIFESP]; http://lattes.cnpq.br/2793775444686758; http://lattes.cnpq.br/1809448673757447; Universidade Federal de São Paulo (UNIFESP)
    Moved by the music of Ivan Lins and Victor Martins, in the epigraph of this essay, was weekly transmitted the show "Malu Mulher" between 1979 and 1980. With a proposal granted as "revolutionary" and "unprecedented", dealed, in deed, with issues have not seen before on Brazilian TV to present new models of "modern women". The verses of the opening song "Começar de Novo", translated the moment of political liberalization that the country was passing and an attempt to democratize in the promise of a new chance to build the country. In this context, the present work will focus on the show "Malu Mulher", more specifically, on the representations of the feminine contained therein and its historical significance to draw from this source a better understanding of the relationship between television and the design of political liberalization that Brazil in the aftermath of the military dictatorship. In contact with the literature which already addresses the subject and approach this program with the feminist movement, I will question the nature of its innovations and relationships with this social movement, showing the contestatory limits of the program and reflecting if the memory of television overlapped the critical examination of its historicity.
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    Marcas Interpessoais De Informalidade Em Editoriais Da Revista Atrevida: Uma Análise Sistêmico-Funcional
    (Universidade Federal de São Paulo (UNIFESP), 2018-12-17) Lee, Dayane Carolina De Souza [UNIFESP]; Vian Junior, Orlando [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This Dissertation Has As Its General Goal Analyze Interpersonal Choices In Atrevida Magazine Editorials, For We Understand That, In The Manner As It Is Conceived By Systemic-Functional Linguistics, It Contributes To The Construction Of The Relations Established Between The Magazine And Its Readers By Means Of Language. In An Attempt To Profile Atrevida Magazine Editorials And The Way They Interact With Their Readers, This Research Establishes Similarities And Differences Between The Editorials Analyzed, Within The Classifications And Definitions Of The Genre Stemming From Descriptions And Interpretations Of Verbal And Non-Verbal Linguistic Elements Used By The Editorialist Of The Magazine, Ana Paula Burger, And From The Investigation Of The Role Of The Interpersonal Metafunction In The Construction Of Meaning In The Analyzed Editorials. This Study Is Backed By The Systemic Functional Linguistics Framework, Especially Those Related To The Interpersonal Metafunction; The Studies Regarding The Editorial Genre An
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    Percepção de gênero para professores de Educação Física e suas implicações didáticas
    (Universidade Federal de São Paulo, 2022-10-21) Vieira, Isabella Gaspar [UNIFESP]; Oliveira, Rogério Cruz de [UNIFESP]; Moraes, Bruna Caroline Soares Lopes [UNIFESP]; http://lattes.cnpq.br/8105991606955644; http://lattes.cnpq.br/5847188428462650; http://lattes.cnpq.br/0866178404798651; Universidade Federal de São Paulo (UNIFESP)
    O trabalho tem como objetivo compreender a percepção de gênero para professores/as de educação física e suas implicações didáticas. Foi desenvolvida uma pesquisa descritiva de abordagem qualitativa. Participaram do estudo 17 professores/as de educação física do ensino fundamental e/ ou médio lotados/as em redes públicas ou privadas de ensino. A coleta de dados se deu por meio de questionário misto, disponibilizado virtualmente, versando sobre: o perfil profissional, conceito de gênero e os aspectos da prática pedagógica. A análise dos dados se deu por categorias não apriorísticas, podendo ser elaboradas por frequenciamento e relevância implícita. Em termos de perfil docente, são professores/as com experiência mínima de 1 ano até 41 anos, idade entre 27 e 61 anos, sendo que todos ministram aulas mistas em suas escolas. Sobre o conceito de gênero, o conjunto de respostas nos permitiu elaborar sete categorias: identidade; opção; diferença; sexo; características sociais; divisão e percepção de si. Quando perguntados sobre as aulas mistas, cinco professores/as afirmaram que o fato não influencia no planejamento das aulas, pois tratam todos com igualdade e, para uma docente, o fato não influencia, pois a mesma leva em consideração a particularidade de cada indivíduo. Já para oito docentes há de considerar as particularidades entre os gêneros, pois existem diferenças que podem necessitar de adaptações, citadas por três professores. Em relação aos objetivos das aulas, surgiram seis categorias: apreender a cultura corporal de movimento; estimular a criticidade; oportunizar vivências; desenvolvimento de habilidades; oportunizar a prática esportiva e varia de acordo com o conteúdo. Em termos de conteúdo, componentes da cultura corporal (jogo, ginástica, esporte, dança, lutas, etc.) é o norte do planejamento de todos os professores/as, além do corpo e/ou saúde, valores e ética. A seleção destes conteúdos se dá pelos currículos pré-estabelecidos pelo governo federal, estados e municípios, demandas da comunidade escolar, planejamento anual da escola e da disciplina e experiência docente. Quando solicitados a descreverem uma boa aula que ministraram, as categorias de análise foram: teórico-prática (explanação teórica inicial e vivência corporal); problematizadora (estudantes estimulados a contribuir com a aula em todos os momentos através do diálogo constante sobre o objeto de aprendizagem); tradicional (aquecimento, parte principal e volta à calma); participativa (empenho do docente na participação de todos). Em termos de critério avaliativo, as categorias foram: participação e aprendizagem. Já nos instrumentos foi possível compreender a existência de quatro categorias: atividades individuais e em grupo; prova; observação e registro e desenho. Concluímos que os/as professores/as percebem gênero numa perspectiva social e isso os distancia de uma prática pedagógica esportivista e sexista, embora ainda seja possível perceber métodos de aula e avaliação limitantes.