Dissertations / Theses on the topic 'Dilemma of justice'

Thesis (Ph.D.)--George Mason University, 2008.
Vita: p. 140. Thesis director: Peter J. Boettke. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Economics. Title from PDF t.p. (viewed July 18, 2008). Includes bibliographical references (p. 124-139). Also issued in print.

A presente tese se propõe a avaliar os avanços e recuos do denominado Regime Internacional para Atrocidades (RIA), focando-se sobremaneira no seu principal desdobramento normativo e institucional: o Tribunal Penal Internacional (TPI). Tais avanços e recuos não podem ser analisados somente a partir de qualificações políticas pragmáticas ou de princípios morais cosmopolitas reconhecidos pelo Tribunal, mas sim a partir da existência de um conflito de valores exposto na construção e consolidação do regime em questão: justiça versus paz, bem como da necessidade de superá-lo. É esse conflito entre a justiça internacional, interpretada de modo cosmopolita, e também pelo viés restrito do paradigma jurídico de enforcement dos direitos humanos, e a paz, interpretada como a ausência de conflito direto, bem como a consequente necessidade de arbitrá-lo, que nos permitirá fazer recomendações sobre o que se deve fazer para implementar um RIA realmente efetivo no sentido de livrar a humanidade das violações de direitos humanos que se qualificam como atrocidades, considerando as particularidades de contextos transicionais e ampliando a prestação de contas. A estratégia recomendada pela tese é a da combinação de uma justiça judicializada, que se traduz no TPI, com outros mecanismos de justiça transicional. Ademais, uma atuação do TPI sensível às vítimas e às atividades de peacebuilding é parte fundamental dessa estratégia. Os casos sob a investigação do TPI serão trazidos à tona na presente tese no sentido de ilustrar alguns aspectos do argumento principal nela estruturado.
This thesis aims to evaluate advances and shortcomings concerning the so-called International Atrocities Regime (IAR), focusing on its main normative and institutional achievement: the International Criminal Court (ICC). Such advances and shortcomings cannot be analised either exclusively through pragmatic political qualifications or through cosmopolitan moral principles embraced by the Court. Instead, we initially sustain the existence of a conflict of values apparent in the building up and consolidation of the above mentioned regime: the justice versus peace dilemma and the necessity of overcoming it. It is this dilemma between international justice, interpreted according to both a cosmopolitan perspective and a judicial paradigm of human rights enforcement, and peace, interpreted as the absence of direct conflict, and simultaneously the urgent need of managing this conflitct of value that will allow us to make some normative recommendations about what is to be done in order to implemente an effective IAR. By effectiveness, we mean both the prevention of humanity from suffering gross human rights violations qualified as atrocities, considering the particularities involved in transitional contexts, and the promotion of accountability. The strategy recommended by the thesis is the combination of a judicialized justice, translated into ICC practices, with other transitional justice mechanisms. In addition, an ICC performance sensible to victims and peacebuilding activities is a fundamental aspect of such a strategy. In this sense, the cases under ICC investigation will be mobilized in order to illustrate some aspects of the main argument structured in the thesis.

The scope of this thesis is to offer solutions to some of the translation and interpreting issues arising in the legal field. In particular, the focus of the analysis will be the differences between a common law country, England, and a civil law country, Italy. Through some excerpts taken both by an Italian movie and a UK TV series, the issues are analysed and in the end, two glossaries(Italian-English and English-Italian) built on this analysis are offered.

Jerlinder, Kajsa (2005): Rättvis idrottsundervisning för elever med rörelsehinder –dilemma kring omfördelning och erkännande. (Justice in Physical Education forPhysically Disabled Pupils – A Dilemma of Distribution and Recognition.) Studiesfrom The Swedish Institute for Disability Research No. 12, pp. 112. LicentiateDissertation, written in Swedish with an English abstract.The educational goal of “a school for all” creates many challenges. Issues of socialjustice and equity are central tenets of the concept of inclusive education. Despitethe goal of comprehensive education for all children, for many pupils with physicaldisabilities in an inclusive school system PE (Physical Education) teaching canresult in experiences of injustice. In the struggle to achieve social equity and createeducational experiences where disability does not matter, it seams to matter verymuch.The aim of this study is to illustrate a dilemma and its potential outcomeswhere demands for justice for pupils with physical disabilities are raised in inclusivephysical education. In the study, based on theories of redistribution andrecognition, two empirical examples are presented.The first example, in the context of the decentralisation of Swedish compulsoryschools, illustrates degrees of awareness about numbers of pupils with physicaldisabilities attending compulsory schools located in a case municipality. Foursources, with varying responsibilities for disabled children, all reported differentnumbers of pupils. Thus, with no congruent data at municipality level, distribu-tion and redistribution of necessary resources becomes difficult.In the second example of a ten year old boy with a physical disability,experiences of participation in inclusive physical education are described, fromthe perspective of five different actors (the boy himself, his PE teachers (2), hisparents, classmates, and his personal assistant).Data for this case study was gathered through interviews and systematic ob-servation. In this particular case, the outcome of inclusive PE was judged to besuccessful. The example illustrates the importance of recognition needing to befulfilled at several distributive levels. The positive outcome is discussed in terms ofthe combination of identification of particular special needs, sensitive adaptation,and general respect for the child with physical disability.Dilemmas of justice for disabled pupils in physical education are best studiedwithin a multi-level context. Recognition and redistribution demands need to besimultaneously addressed in order to fulfil the goal of equitable education forpupils with physical disabilities attending PE within the compulsory school sys-tem. An attempt to combine these different ideological approaches is discussedfrom the perspective of social status.The outcome of the two empirical examples presented in this study illustrategeneral dilemmas reaching beyond the educational challenges facing pupils withphysical disabilities and the responses of the compulsory school system to them.

Conceptually the aims of this thesis are to show the salient features of the political reproduction of states as a necessity for their survival as they continually face a double-security dilemma in the neoliberal era. Empirically this thesis examines Turkey’s ruling party from 2002 to 2015. The Justice and Development Party (Adalet ve Kalkınma Partisi, AKP) maintained authority by mitigating the polities and actors that posed vertical and horizontal competition to their power (the double-security dilemma of domestic and international threats faced by state rulers). To outcompete and absorb its rivals, the AKP maintained a post-Islamist alliance-building model of political reproduction through a globalized Islamic neoliberal authority pattern until 2011. This became popularized as the ‘Turkish Model’, a model of political reproduction framed as suitable for other Muslim-majority states. The findings from data analysis show that to maintain the constitutive sovereignty of the Turkish state, the AKP built a post-Islamist hegemony. Furthermore, this thesis explores how the AKP horizontally built a pluralist vision of neo-ottomanism enabling their navigation of the international political system. Their ‘zero-problems’ foreign policy was the cornerstone of building regional liberal peace. This policy was the basis of the AKP’s maintenance of functional sovereignty until the ‘Arab Spring’. Yet, the new double-security dilemma that emerged through the ‘Arab Spring’ not only threatened the existence of post-Islamism within Turkey, but the existence of the ‘Turkish Model’ itself. The AKP then moved towards a fortifying pattern of authority to shield both themselves and the Republic from emergent threats
Marie Curie European Commission Sustainable Peacebuilding Project through Sabancı University and the Allan and Nesta Ferguson Charitable Trust.

This research attempted to uncover the sociopolitical ideologies, ethnic discrimination, and class oppression that create sustained social dominance through resource control in the unicorporated community of the Salton Sea located in Eastern Riverside County, California in regard to public transportation issues.

Equal opportunity issues are considered to have a clear position in Swedish policy and the making of Swedish gender policy is considered a precursor. Though many experts and scientists have shed light on the fact that the issue of women assault has had a less stable development than other gender issues such as child care, the labour market etc. within the Swedish society, and that it does not attract the wide political support it needs. The purpose of this study is to demonstrate the Municipalities', in the county of Kronoberg, policy on the issue of women assault within their local policies of equality. In my thesis I have chosen a theoretical framework that is built on a dilemma of justice based on three different dimensions; the extent, content and influence of the local policies. To clarify I have subsequently summarized these three as ideal types politics of recognition and politics of redistribution.

I came to the conclusion that the prerequisites for the issue of women assault and its consequences to attract attention would increase if the issue was more frequently debated amongst the local politicians in the county. Women assault is not just a serious societal problem but also an obstacle for a sustainable societal development.

The thesis evaluates how effective the European Court of Human Rights and the Court of Justice of the EU have been in promoting the human rights of vulnerable migrants. It thereby pursues two objectives. Firstly, it questions legal scholarship that has identified certain rulings of the two courts as vital for migrant rights but which have not analysed their impact empirically. Secondly, it makes a methodological contribution to the evaluation of the effectiveness of international courts by proposing (and applying) an 'issue-based' methodology which assesses judicial bodies for their ability to resolve specific social and political problem. For these purposes, eight carefully selected 'key cases' are analysed in terms of three effectiveness types, namely law development, case-specific, and strategic effectiveness. The empirical materials used include interviews with 28 persons who were directly or indirectly involved in the selected key cases. Legal and empirical analyses show varying and complex results for the different cases, with some general trends emerging. Firstly, the case law of the courts is characterised by a significant inconsistency, resulting in a 'dilemmatic adjudication' that diminishes the impact of even rights-affirming judgments. Secondly, the 'case-specific' impact on the persons or the countries concerned remains contingent as governments and domestic courts manage to contain the ruling. Lastly, lawyers and NGOs increasingly use the courts in a strategic way, which can elevate impact on policy. Yet, this will depend on the resources invested, raising the question whether such strategies are the most efficient way to promote migrant rights.
Doctorat en Sciences juridiques
info:eu-repo/semantics/nonPublished

The concept of genocide is probably the most debated subject in Holocaust and genocide studies. The political implications to its usage, or resistance to do so, have also been lengthily discussed. Yet, when it came to the legal sphere of the concept it has been mostly descriptive, without much theorizing on the politicization of the convictions of genocide. This study investigates the relation between the International Criminal Tribunals for the former Yugoslavia and Rwanda application of the crime of genocide and how these judgements were informed. Through the court’s transcripts of a number of selected cases, the research will analyze the application qualitatively, identifying the key factors that determined its usage. The analyses rest on the legal and political aspects that influenced the chambers, evaluating which one explains best. The results indicate that there is no single explanation and that both legal and political reasonings merge in the international legal arena. The courts’ decisions have many inconsistencies that cannot be accounted by a solo description. Thus, matters of law interpretation, conflict’s ending, postcolonialism, and legitimacy all take a tool when convicting or acquitting someone for the crime of genocide.

The meaning that Justice has after a conflict in a society might vary regarding the political development and cultural and shared values of a certain society.

Rawls, in his Theory of Justice gives his idea of what justice is and presents two principles of justice that he argues are required to live in a good society: a first principle that secures equal rights and liberties for all individuals and a second egalitarian principle that restrains the consequences of economic inequalities within societies. He also introduces the concept of “overlapping consensus” which I will use regarding the idea of Reconciliation, at the end of this paper.

In the cases presented in this paper (i.e. Argentina and South Africa), essential human rights were violated, therefore wrongdoers made the society unjust.

The aim of this thesis is to elucidate the conditions that are necessary to re-establish justice when a society goes through a conflict. I will introduce some ideas concerning that issue: ideas of retribution, reparation and reconciliation. These are seen as different paths for several countries when trying to tackle to the matter of achieving justice.

In my view, this question can be answered appealing first to an intuitive conception of moral justice that may exist at an individual and collective level, as well.

The ethical dilemmas both levels have are in relation to the harm done, punishments and how to balance them, limiting, for instance, the punishment in order to accomplish a just and a better society. I will also present how shared values can result from a process of reconciliation, which is considered as the ideal alternative to achieve justice.

However, when the equilibrium between members of a community is broken, some people claim that punishment can restore that lost equilibrium that existed before in the community.

Nevertheless, peace, reconciliation and justice cannot be constructed under the basis of silence. One way to keep memory alive is to let survivors, for instance, narrate what they have lived through; telling stories also creates a new space to share with others their experiences, revealing their fears and emotions. Regarding this theme, I will present the NUNCA MAS (Never Again) report, which is fundamental as it gives some testimonies, facts and proposals that will help to reach a consensus and therefore, future reconciliations.

Why is important to achieve justice? Because then members of a certain community will be able to interact in the present with common shared values and thus, deal with the past.

Not to consider reconciliation as one important step to achieve justice, and only think in terms of punishment, instead of giving way to peace and justice, could perhaps promote the possibility of further conflicts. To consider both punishment and reconciliation might just be one possible blueprint in the long and difficult way of searching for a just society.

pt. 1. Stories and moral dilemmas : an introduction--pt. 2. Loyalty and personal relationships--Black and blue--Amnesia of the heart--Sarah Salvation--Rosy--A different justice--Stray dogs--A harmless little romance--The end is near--pt. 3. Duties to self and others--Rasheed's ticket--Invisible boy--Short-cut--The big picture--Special of the week--It's too bad about Tommy--Ballad of the Wafflehouse queen--Truth teller--pt. 4. Justice and redemption--The open door--Prison lullabies--Tin spoke parade--Thunder for Mally--Best intentions--The cracker jack gospel--The mercy seat--As is.
https://dc.etsu.edu/etsu_books/1103/thumbnail.jpg

pt. 1. Stories and moral dilemmas : an introduction--pt. 2. Loyalty and personal relationships--1. Black and blue--2. Amnesia of the heart--3. Sarah Salvation--4. Rosy--5. A different justice--6. Stray dogs--pt. 3. Duties to self and others--7. Rasheed's ticket--8. Invisible boy--9. The big picture--10. Special of the week--11. It's too bad about Tommy--12. Truth teller--pt. 4. Justice and redemption--13. The open door--14. Prison lullabies--15. Tin spoke parade--16. Thunder for Mally--17. The mercy seat--18. As is.
https://dc.etsu.edu/etsu_books/1102/thumbnail.jpg

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Partindo da preocupação sobre uma melhor compreensão do desenvolvimento do agente ético na educação e na busca por novas estratégias e recursos pedagógicos para intervenções eficazes nas escolas, esta pesquisa buscou conhecer a realidade do ensino da Ética nas escolas brasileiras, mais especificamente nas do estado de São Paulo, a partir da perspectiva dos documentos oficiais e de diretores, coordenadores e professores em exercício e também desenvolver, apresentar, testar e avaliar junto a professores um novo método de discussão de dilemas morais para a educação. Para tanto, realizamos um estudo quanti-qualitativo sobre as noções de ética, justiça e democracia em sala de aula, experimentando nossa proposta de discussão com professores do Ensino Médio de uma escola estadual de uma cidade do interior de São Paulo e o submetemos às suas análises críticas a respeito de sua estruturação, conteúdo, aplicação e critérios de viabilidade e eficácia para a aplicação nos contextos educacionais brasileiros e a uma avaliação psicométrica de seus possíveis efeitos. Foi realizada também uma avaliação qualitativa do conteúdo das discussões. Participaram da pesquisa a diretora da escola, dois coordenadores pedagógicos e quinze professores. A pesquisa envolveu, além de um estudo documental e bibliográfico, duas fases de realização. Na primeira fase, os instrumentos utilizados foram uma entrevista semidirigida coletiva com a diretora e os coordenadores pedagógicos e um Grupo Focal com os professores acerca de questões sobre ética e educação, além de uma pré-testagem com MJT_xt (Moral Judgment Test - extended version) com este grupo. Após isto, foi realizada junto aos professores uma intervenção com cinco discussões de dilemas utilizando a nova metodologia. A avaliação psicométrica foi realizada através de uma nova e comparativa testagem com o MJT_xt. A avaliação qualitativa do método utilizou como instrumento a Técnica do Grupo Focal. A avaliação qualitativa do conteúdo das discussões e argumentos utilizou a Técnica de Análise de Conteúdo e Categorias Temáticas de Bardin e a teoria de Kohlberg para suas análises. Concluímos que o método se mostrou eficaz no sentido de exercitar a reflexão, a crítica e um retorno ao diálogo no espaço escolar. Percebemos que há uma carência de uma formação escolar que privilegie a formação integral do ser humano e não somente sua formação teórica ou técnica. De modo geral, não parece haver uma formação dos professores voltada para práticas pedagógicas que incluam a dimensão ética nas práticas docentes, nem uma estruturação democrática das escolas que privilegie esta vivência no meio escolar. Nossa proposta é que os cursos de formação de professores atentem, desde a graduação, para a necessidade de considerar a dimensão ética e a epistemológica como de igual importância para a formação dos educadores, a fim de que o professor chegue à sala de aula como um prático reflexivo que ajude a formar novos agentes reflexivos e práticos em suas áreas específicas de conhecimento e de ação coletiva. No vasto universo de necessidades da educação, acreditamos que novas e aprofundadas pesquisas devam ser realizadas e os educadores encorajados a pensar e a avaliar juntos novas estratégias para a construção de uma educação emancipadora do ser humano, em que nosso modo de discurso expresse também nosso modo de educar.
Starting from the concern about a better understanding of the development of ethical agent in education and in the search for new strategies and teaching resources for effective interventions in schools, this research aimed to know the reality of the ethics education in Brazilian schools, specifically in the state of São Paulo, from the perspective of official documents and directors, coordinators and teachers in exercise and also develop, introduce, test and evaluate with teachers a new method of moral dilemmas discussion for education. To this end, we conducted a quantitative and qualitative study on the notions of ethics, justice and democracy in the classroom, experiencing our proposal for discussion with high school teachers of a public school in a city in São Paulo state and submit to their critical analysis about its structure, content, application and feasibility and efficacy criteria for the application in the Brazilian educational contexts and to a psychometric assessment of their possible effects. It also carried out a qualitative assessment of the content of the discussions. The participants were the school principal, two coordinators and fifteen teachers. The research involved, as well as a documentary and bibliographical study, two phases of realization. In the first phase, the instruments used were a collective semistructured interview with the director and educational coordinators and focus groups with teachers on issues of ethics and education, as well as a pre-test with MJT_xt (Moral Judgment Test - extended version) with this group. After this, was done with teachers an intervention with five dilemmas discussions using the new methodology. The psychometric assessment was carried out through a new and comparative testing with MJT_xt. The qualitative assessment of the method used as an instrument of the Technical Focus Group. The qualitative assessment of the content of the discussions and arguments used the Content Analysis Technique and Thematic categories of Bardin and Kohlberg's theory to their analysis. We conclude that the method has proved effective to exercise reflection, criticism and a return to the dialogue at school. We realize that there is a lack of an education that favors the integral formation of the human being and not just a theoretical or technical training. Overall, it seems not to have a formation teachers dedicated to pedagogical practices that include the ethical dimension in teaching practices, nor a democratic structure of schools that favors this experience at school. Our proposal is that the teacher training courses, consider, from the undergraduate, to the need to consider the ethical dimension and the epistemological as its equal importance to the training of teachers, so that the teacher could comes to the classroom as a reflective practice that helps form new reflective and practical agents in their specific areas of expertise and collective action. In the vast universe of educational needs, we believe that new and further research should be conducted and educators encouraged to think and evaluate together new strategies for the construction of an emancipating education of the human being, when our discourse so also expresses our way to educate.

Orientador: José Geraldo Alberto Bertoncini Poker
Banca: Aluísio Schumacher
Banca: Edinilson Donisete Machado
Resumo: Recentemente foi promulgada a Lei nº 12.711, de 29 de agosto de 2012, regulamentando as cotas raciais nas universidades públicas federais brasileiras, mas, para análise da viabilidade de tal política pública, é importante traçar os objetivos pelos quais elas foram idealizadas. Para tanto, é necessário buscar na história brasileira quais os fundamentos para as atuais demandas do grupo negro, estas que deram origem aos debates sobre políticas reparatórias e enfim, à idealização das cotas. O passado de escravidão e exclusão do negro brasileiro, aliado ao pensamento racial da época, resultaram em maiores dificuldades de inclusão desta população nos segmentos de maior relevância política, social e econômica da estrutura social brasileira, o que ocorre até os dias de hoje, aliado à persistência do racismo na sociedade brasileira, sendo viável concluir que pesam sobre esse grupo tanto injustiças econômicas quanto injustiças de ordem cultural. Por isso o movimento negro milita em busca de reconhecimento do valor da população negra, de sua cultura e da igualitária distribuição de oportunidades, restando para as ciências sociais o dilema da articulação das teorias de justiça da redistribuição e do reconhecimento, cada qual com seus fundamentos distintos e soluções conflitantes entre si para eliminação das injustiças. E foi em razão destas reivindicações, que foram idealizadas e implementadas as cotas raciais nas universidades públicas, com vistas em integrar o negro em instituições de ensino superior gratuitas e de qualidade e, através da educação, auxiliá-lo a buscar melhores posições mercado de trabalho e na sociedade de classes, bem como formar exemplos de negros nas posições de maior status. O objetivo do presente estudo centra-se em analisar a viabilidade desta política de cotas raciais, tanto sob ... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: Recently was promulgated the law number 12.711, of August 29, 2012, regulating racial quotas in brazilian federal public universities, but in order to verify the feasibility of such a policy, it is important to outline the objectives for which it was designed. Therefore, it is necessary to look in the Brazilian history which the foundations for the current demands of the black group, which gave rise to these discussions on remedial policies and finally, the idealization of this policy. The past of slavery and exclusion of brazilian black people, added the racial thinking of the time, resulted in greater difficulties for inclusion of this population in the most important political, social and economic segments of the brazilian social structure, what happens until the present day, together the persistence racism in brazilian society, being feasible to conclude that falling on this group economic injustice as such injustice of cultural order. Therefore, the black movement argues for recognition of the value of the black population, their culture and the equitable distribution of opportunities, leaving for the social sciences the dilemma of articulation of the theories of justice of redistribution and recognition, each one with its distinct grounds and conflicting solutions for the elimination of injustices. And because of this claims, were created and implemented racial quotas in public universities, in order to integrate the black people on top, free and quality education institutions and, through education, help them to seek for better labor positions and form examples of blacks people in high-status positions. The goal of this study focuses on analyzing the feasibility of this policy of racial quotas, both from the perspective of the goals effectively achieved after a decade past its use, as from the perspective of brazilian law.
Mestre

A decisão política e moral entre fazer algo e não fazer nada diante de emergências humanitárias, como genocídio, assassinatos em massa e limpeza étnica ao redor do mundo, permanece como um dos principais dilemas decisórios das relações internacionais e como tema controverso tanto para a Teoria Política quanto para a Teoria de Relações Internacionais. A complexidade e controvérsia deste fenômeno serão analisadas a partir da perspectiva de que as intervenções humanitárias reivindicam o lugar negligenciado das considerações morais tanto pela prática política quanto pelas reflexões teóricas de mainstream das relações internacionais. Desse modo, o principal objetivo desta pesquisa é a análise das intervenções humanitárias a partir da relação entre ordem e justiça sob a perspectiva normativa. É da reflexão sobre a conexão e a combinação dessas duas idéias tão cruciais ao entendimento prático e teórico das relações internacionais que se pretende buscar novas interpretações normativas a respeito desse fenômeno. Para tanto, a reflexão teórica e normativa das intervenções humanitárias será ilustrada com exemplos empíricos de intervenções durante e após o período de Guerra Fria, a fim de investigar as possibilidades de uma mudança no relacionamento entre ordem e justiça desde o início da década de 1990 até os dias mais contemporâneos.
The moral and political decision between doing something and doing nothing at the occasion of humanitarian emergencies, such as genocide, mass murders and ethnic cleansing all around the world remains to be the principal dilemma of decision making in the area of international relations and as a controversial subject as well as for the Political Theory as for the Theory of International Relations. The complexity and controversy of this phenomenon will be analyzed from the perspective that the humanitarian interventions demand the neglected place of moral considerations as well as for the political practice as for the theoretical reflections of the mainstream of international relations. In this manner, the main objective of this research is the analysis of humanitarian interventions from the relation between order and justice on a normative perspective. It is the reflection of connection and combination between this two ideas so much essential for the practical and theoretical understanding of international relations, that will be the groundwork for the search for new normative interpretations in relation to this phenomenon. As such, the theoretical and normative reflection of humanitarian interventions will be illustrated on empirical examples of interventions during and after the period of Cold War, to investigate the possibilities of changes in relation between order and justice since the beginning of the decade of 1990 until the more recent past.

This thesis uses a post-structuralist approach to critically examine the use of Parenting Orders as a court sanction on the parents of young people who are involved in offending. It ;s the current youth justice policy and practice of Parenting Orders and analyses the 'psy' discourses which uphold them. In contrast to previous research which has sought to gamine whether such measures 'work' within a positivist framework, this thesis explores the material and discursive contexts of parents' lives to understand the ways in which Parenting Orders shape parental subjectivities through practices of regulation and resistance.

This study is a literature-based analysis of the prospects for inclusive citizenship in light of the contradiction between formal political equality and the reality of socio-economic inequality within the context of post-apartheid South Africa. In approaching the topic of citizenship, I will employ T.H. Marshall's conceptual framework of three-fold citizenship to establish the civil, political and social elements and associated sets of rights within citizenship.

This paper argues that the consumer should choose the procedural mechanism that satisfies their need to resolve a dispute and being compensated. Also, the administration, in order to defend rights of consumers, must have the authority to prefer the Constitution through diffuse constitutional control.
El presente documento plantea que el consumidor debe escoger el mecanismo procesal que pueda satisfacer de mejor manera su necesidad de resolver una controversia y de ser indemnizado. Asimismo, la administración, en defensa de los derechos de los consumidores, debe contar con facultades para preferir la Constitución mediante el control difuso.

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Embora a literatura sobre governança corporativa seja robusta e siga avançando em várias áreas do conhecimento, as abordagens tradicionais da academia, bem como sua efetividade na práxis empresarial, têm sido muito questionadas, dentre outra razões, pelas lacunas de compreensão sobre os contextos organizacionais que a envolvem. Esta tese investiga como os processos de governança, as recompensas para os níveis não-diretivos – cuja investigação costuma ser negligenciada pela literatura –, e as percepções de justiça organizacional podem afetar sua efetividade. Sob a perspectiva da Teoria dos Stakeholders, ela contempla a pesquisa do stakeholder empregado a partir de abordagens qualitativas, ampliando as discussões de governança e contribuindo para sua melhor compreensão. Tendo como campo empírico o setor de agências de propaganda, o estudo buscou compreender como as pressões externas e internas influenciam suas decisões de negócios e de recompensas, e como elas afetam a percepção de justiça dos funcionários. Para tanto, foram realizados quatro estudos de casos, analisados em duas dimensões: dimensão institucional (níveis institucional e organizacional de análise) e intraorganizacional (níveis organizacional e individual de análise). Os resultados apontam que a percepção de justiça sobre as recompensas leva em conta quão justos são os demais stakeholders (organização, supervisor, controlador, pares, clientes etc.) e o grau de equidade das recompensas em relação às recompensas dos superiores, liderados e pares (dentro e fora da organização). Essas percepções de justiça organizacional impactam a efetividade da governança na medida em que estão diretamente relacionadas à confiança, ao comprometimento, aos comportamentos cooperativos e à produtividade. Do ponto de vista teórico, o trabalho contribui para melhor compreensão da temática de governança corporativa, à medida que avança no estudo das práticas de governança, contextualizando o tema no âmbito da organização e do ambiente onde está inserida. Empiricamente, contribui no avanço do uso de abordagens qualitativas de investigação do tema.
Although literature on corporate governance is robust and has been advancing continuously in several areas of knowledge, traditional academic approaches, as well as its effectiveness in the praxis, have been strongly questioned, among other reasons, by the lack of understanding about the organizational contexts. This work investigates how governance processes, rewards for non-directive levels – whose research is often neglected by literature – and how organizational justice perceptions may affect its effectiveness. In the light of Stakeholder Theory it researches the stakeholder employee using qualitative approaches, extending governance discussions and contributing to their better understanding. The study sought to understand how external and internal pressures influence their business decisions and rewards, and how they affect employees' perception of justice. The empirical field is the advertising agency sector. Four case studies were carried out, analyzed in two dimensions: institutional dimension (institutional and organizational levels of analysis) and intraorganizational (organizational and individual levels of analysis). The results show that the perception of fairness over rewards takes into account the fairness of other stakeholders (organization, supervisor, holding, co-workers, clients, etc.) and the degree of fairness of the rewards in relation to the rewards of superiors and peers (inside and outside the organization). The organizational justice perceptions impact the effectiveness of governance insofar as they are directly related to trust, commitment, cooperative behavior, and productivity. From the theoretical point of view, the work contributes to a better understanding of corporate governance, as it advances in the study of governance practices, contextualizing the theme within the organization and the environment where it is inserted. Empirically, it contributes to the advancement of the use of qualitative research approaches of the theme.

Social work struggles between the dichotomy of “individual” and “society” as it is characterized as enhancing both individual well-being and social justice. As these are not always easily balanced and social work has limited autonomy, social workers must develop their capacity for making moral judgments and defend these within their various roles and responsibilities. Studies which explore the role of ethics in social work practice enhance the potential for maintaining a common identity. This exploration permits a deeper understanding of social work ethics and reinforces a common framework inclusive of purpose and standards for the profession. These studies also capture the contextual factors impacting on the moral agency of social workers, and thus substantiate the role for social work in a world with structured oppression. The purpose of this study was to obtain an in-depth understanding of social work ethics in the practice context of public hospitals in Greece. Using a case study design, data was gathered to explore and understand the role of social work ethics in daily practice and the formation of what is perceived as “good” practice. The analysis followed Yin‟s (1993) descriptive strategy. Data collection included fifteen in-depth interviews with hospital social workers, a group interview with social work academics, and a thematic analysis of the social work journal of the Hellenic Association of Social Workers (HASW). The meaning of ethical dilemmas and problems appeared to be constructed by personally held values, a lack of attention in social work education and the HASW on social work ethics, a professional emphasis on individualism rather than collectivism, and insufficient social protection in Greece. Importantly, these factors led to a fairly consistent response to ethical problems. “Having a clear conscience”, character traits such as bravery and imaginativeness, as well as the use of psychotherapy emerged as characteristics of “good” social work practice. These findings are of value to those who try to restore the values and ethics as central in social work. Values and ethics as key elements of social work expertise can lead social workers to a more competent and effective practice in terms of their ethical engagements.

O presente estudo tem por objetivo discutir a aplicação das formas alternativas de resolução de conflitos, mais especificamente a mediação e a conciliação, bem como apontar a percepção destas figuras entre os usuários do serviço e os operadores do direito. O estudo busca ainda demonstrar que os institutos da mediação e da conciliação podem promover o direito fundamental de acesso à justiça. Objetiva ainda, constatar a maior atenção dispensada para a mediação e a conciliação realizada em processos em trâmite por parte das estruturas de poder na esfera jurisdicional. Para este fim apresenta estudos que demonstram o modelo legislativo utilizado no país para a implantação e aplicação da mediação e da conciliação. O trabalho examina a necessidade de regulamentação mais específica para orientar a conciliação e, principalmente, a mediação pré-processual. São ainda apresentados dados estatísticos e pesquisas com o objetivo de verificar o desempenho das várias formas de resolução de conflitos utilizadas no Brasil; como os usuários tomam conhecimento de sua existência e se sabem a efetiva diferença entre elas. Em relação aos procedimentos técnico-metodológicos, a pesquisa envolve um levantamento bibliográfico, constituído fundamentalmente por análise de livros, artigos de periódicos e material disponibilizados na Internet; documental, com a análise da legislação brasileira, e de outros países, acerca dos métodos alternativos de resolução de conflitos. O resultado do estudo aponta para a necessidade de uma maior divulgação da mediação e da conciliação como formas alternativas de resolução de conflitos. Informar e educar as pessoas para as formas diversas que poderiam ser utilizadas para solucionar problemas, a partir de suas próprias concepções e escolhas, dessa forma empoderando o indivíduo para decidir acerca de sua própria vida e dos seus conflitos, representando assim, um instrumento de efetivação da cidadania.
This study aims to discuss the application of alternative forms of conflict resolution, specifically mediation and conciliation, and to identify the perception of these figures between service users and operators of Law. The study also seeks to demonstrate that the institutions of mediation and conciliation can promote the fundamental right of access to justice. It also aims, noticing increased attention given to mediation and conciliation held on proceeding pending by the power structures in the judicial sphere. For this purpose presents studies demonstrating the legislative model used in the country for the implementation and application of mediation and conciliation. The paper examines the need for more specific rules to guide the reconciliation, and especially the pre -trial mediation. It also presents statistical data and surveys with the objective of verifying the performance of various forms of conflict resolution used in Brazil, as users become aware of its existence and know the real difference between them. Regarding the technical and methodological procedures, the research involves a literature analysis fundamentally made from books, journal articles and available material on the Internet, documentary, with the analysis of Brazilian legislation, and other countries, about the alternative methods of conflict resolution. The result of the study shows the need for greater disclosure of mediation and conciliation as alternative forms of conflict resolution. Inform and educate people to the various forms that could be used to solve problems from their own ideas and choices, thereby empowering the individual to decide about their own lives and their conflicts, thus representing an instrument of execution citizenship.

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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Esta tese é fruto de uma pesquisa realizada no ambiente urbano com trabalhadores informais de rua no Vale do Rio dos Sinos. Trata-se de uma população que se apresenta envolta em uma multiplicidade de conflitos e demandas sociais que permitem pensar a desigualdade com base em seus condicionantes econômicos, políticos e culturais. O ponto de partida para as discussões realizadas foi a constatação da existência de hierarquias valorativas que, ao classificar sujeitos e grupos, legitima uma distribuição desigual das possibilidades de vida. O debate, assim, foi ampliado para além das tradicionais reivindicações por redistribuição, passando a considerar, nesse processo, a importância das demandas por reconhecimento. Recorreu-se, então, ao princípio normativo de paridade participativa, formulado por Nancy Fraser, por entender ser ele capaz de dissolver as hierarquias e estabelecer situações em que os sujeitos e grupos possam interagir em condições de igualdade. Em decorrência, o objetivo geral da tese consistiu em refletir sobre a justiça social, fundamentalmente no que se refere ao tratamento institucional dispensado a grupos e sujeitos por ocasião da partilha de recompensas e ônus sociais. Os resultados da pesquisa indicam que matrizes culturais atuam no estabelecimento de hierarquias valorativas e na manutenção e reprodução de situações de desigualdade social. O trabalho, como bem de acesso, lida com formas de dominação, expressa valores, constitui microambientes e se desdobra em uma relação dialética que repercute no status adquirido e atribuído a quem dele participa. Na prática, a ressignificação das situações de trabalho (formal/infomal, legal/ilegal) tem representado, para a maioria desses trabalhadores, a institucionalização da precariedade das relações sociais de produção e de proteção social. Sugere-se, portanto, que esse cenário, associado ao caráter difuso dos conflitos, representa, nesse momento, grandes entraves ao processo de articulação e organização desses trabalhadores no tocante às demandas coletivas.
Esta tésis es fruto de una investigación realizada en el ambiente urbano con trabajadores informales de la calle no Vale do Rio dos Sinos. Se trata de una población en medio de uma multiplicidad de conflictos y demandas sociales que permiten pensar la desigualdad con base en sus condiciones económicas, políticas y culturales. El punto de partida para las discusiones realizadas fue la constatación de la existencia de jerarquias valorativas que, al clasificar sujetos y grupos, legitima una distribución desigual de las posibilidades de vida. El debate, así, fue ampliado superando las tradicionales reinvindicaciones por distribución, pasando a considerar, en este proceso, la importância de las demandas por reconocimiento. Se recurrió, entonces, al principio normativo de la paridiad participativa, formulado por Nancy Fraser, por entender que tal concepto es capaz de disolver las jerarquias y establecer situaciones en que los sujetos y grupos puedad interactuar en condisiones de igualdad. En consecuencia, el objetivo general de la tésis consistió en reflexionar sobre la justicia social, fundamentalmente referido al tratamiento institucional dispensado a grupos y sujetos por ocasión de la división de recompensas y onus sociales. Los resultados de la investigación indican que matrizes culturales actuan en el establecimiento de jerarquias valorativas y en la manutención y reproducción de situaciones de desigualdad social. El trabajo, como bien de aceso, lucha con formas de dominación, expresa valores, constituye microambientes y se desdobla en una relación dialéctica que repercute en el status adquirido y atribuído a quien participa de él. En la práctica, la resignificación de las situaciones de trabajo (formal/informales, legal/ilegal), han representado, para la mayoria de esos trabajadores, .la institucionalización de la precariedad de las relaciones sociales de producción y de protección social. Se sugiere, no obstante, que ese escenário, asociado al carácter difuso de los conflictos, representa en este momento, grandes obstáculos al proceso de articulación y organización de esos trabajadores en lo referente a las demandas colectivas.

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Recentemente foi promulgada a Lei nº 12.711, de 29 de agosto de 2012, regulamentando as cotas raciais nas universidades públicas federais brasileiras, mas, para análise da viabilidade de tal política pública, é importante traçar os objetivos pelos quais elas foram idealizadas. Para tanto, é necessário buscar na história brasileira quais os fundamentos para as atuais demandas do grupo negro, estas que deram origem aos debates sobre políticas reparatórias e enfim, à idealização das cotas. O passado de escravidão e exclusão do negro brasileiro, aliado ao pensamento racial da época, resultaram em maiores dificuldades de inclusão desta população nos segmentos de maior relevância política, social e econômica da estrutura social brasileira, o que ocorre até os dias de hoje, aliado à persistência do racismo na sociedade brasileira, sendo viável concluir que pesam sobre esse grupo tanto injustiças econômicas quanto injustiças de ordem cultural. Por isso o movimento negro milita em busca de reconhecimento do valor da população negra, de sua cultura e da igualitária distribuição de oportunidades, restando para as ciências sociais o dilema da articulação das teorias de justiça da redistribuição e do reconhecimento, cada qual com seus fundamentos distintos e soluções conflitantes entre si para eliminação das injustiças. E foi em razão destas reivindicações, que foram idealizadas e implementadas as cotas raciais nas universidades públicas, com vistas em integrar o negro em instituições de ensino superior gratuitas e de qualidade e, através da educação, auxiliá-lo a buscar melhores posições mercado de trabalho e na sociedade de classes, bem como formar exemplos de negros nas posições de maior status. O objetivo do presente estudo centra-se em analisar a viabilidade desta política de cotas raciais, tanto sob o prisma dos objetivos efetivamente alcançados após uma década passada de sua...
Recently was promulgated the law number 12.711, of August 29, 2012, regulating racial quotas in brazilian federal public universities, but in order to verify the feasibility of such a policy, it is important to outline the objectives for which it was designed. Therefore, it is necessary to look in the Brazilian history which the foundations for the current demands of the black group, which gave rise to these discussions on remedial policies and finally, the idealization of this policy. The past of slavery and exclusion of brazilian black people, added the racial thinking of the time, resulted in greater difficulties for inclusion of this population in the most important political, social and economic segments of the brazilian social structure, what happens until the present day, together the persistence racism in brazilian society, being feasible to conclude that falling on this group economic injustice as such injustice of cultural order. Therefore, the black movement argues for recognition of the value of the black population, their culture and the equitable distribution of opportunities, leaving for the social sciences the dilemma of articulation of the theories of justice of redistribution and recognition, each one with its distinct grounds and conflicting solutions for the elimination of injustices. And because of this claims, were created and implemented racial quotas in public universities, in order to integrate the black people on top, free and quality education institutions and, through education, help them to seek for better labor positions and form examples of blacks people in high-status positions. The goal of this study focuses on analyzing the feasibility of this policy of racial quotas, both from the perspective of the goals effectively achieved after a decade past its use, as from the perspective of brazilian law.

Este estudo tem como objetivo central identificar e problematizar os impactos e dilemas do ECA junto à Justiça do Trabalho TRT 12, durante a década de 1990, na cidade de Florianópolis, tendo em vista ser esse o período de implementação do Estatuto. A partir da análise de um corpus documental de 300 ações processuais trabalhistas, obtidas no Arquivo do Serviço de Digitalização e Guarda, buscamos perceber como e se os operadores/as do Direito do Trabalho remetiam-se ao ECA na formulação dos documentos que compunham os autos do Judiciário Trabalhista. Nessas ações, dentre as quais, 299 foram aJuizadas por trabalhadores e trabalhadoras com idade inferior a dezoito anos e uma pelo Ministério Público do Trabalho, nos foi possível verificar como se constituíam as relações de trabalho entre empregadores/as de diferentes setores e empregados/as infantojuvenis, em uma Florianópolis que passava por profundas transformações urbanas com um quadro de aumento demográfico resultante de um significativo processo migratório. A década de 1990, no Brasil, foi marcada por uma aplicação de políticas neoliberais, que teve como consequência o aumento das taxas de trabalho informal, de dessalariamento e de desemprego, provocando uma situação socioeconômica de maior vulnerabilidade, sobretudo, no que tange às famílias pobres. Como decorrência dessa situação, acentuaram-se as taxas de trabalho infantil ilegal e juvenil ilegal e/ou irregular em todo o país, e em especial na cidade de Florianópolis, onde nos foi possível mapear o lugar ocupado pelos contingentes infantojuvenis protagonistas desta história. Os dilemas do ECA quanto ao trabalho infantojuvenil estão relacionados à necessidade que famílias empobrecidas têm de se utilizarem dessa mão de obra para a própria subsistência. Os impactos relativos a esse Estatuto na sociedade brasileira são muitos, como é o caso da Ação Civil Pública, que contando com a atuação conjunta do Ministério Público do Trabalho, da Delegacia Regional do Trabalho, do Conselho Tutelar da Criança e do Adolescente de Florianópolis e do TRT 12 levou à erradicação das atividades de jornaleiro/a e encartadores de jornais, formas de trabalho infantojuvenil que perduraram por muitas décadas na cidade de Florianópolis. Verificamos, por fim, que para a erradicação do trabalho infantil e para a regularização do trabalho juvenil faz-se necessária a efetivação de um conjunto de políticas públicas voltadas à melhoria de renda dessas famílias, para que não dependam dessa força de trabalho, assim como dos demais direitos, educação, saúde, cultura, lazer e etc., reconhecidos à infância e à adolescência.
The present thesis has as its goal to identify and discuss the impacts and dilemmas raised by the Brazilian Child and Adolescent Rights Act (ECA) in the sphere of action of the Labor Courts (TRT 12) in the city of Florianopolis (Brazil), during the 1990s, in which context that legislation was introduced. From the analysis of 300 labor lawsuits located in the official Digital Archives of that institution, I seek to understand the means by which the labor law operators made use of and referred to the ECA in order to formulate the documents that based the judiciary processes. In the set of those lawsuits, 299 were filed by workers of under eighteen years old and one by the Labor Public Ministry. By the analysis of the documents is possible to identify how were formed working relationships between employers and young workers in different economic sectors of a town that was passing by deep urban transformations linked to the migration process and the population growth. The 1990s in Brazil was marked by the introduction of neoliberal policies, which led to an increase in informal employment rates, cheap labor and unemployment, causing a social and economic situation of greater vulnerability, especially among poor families. As a result of it occurred the increasing of illegal or irregular child and juvenile labor rates in Florianopolis. This study shows the place occupied by those young workers protagonists of this narrative in the recent social and economic processes of that city. The dilemmas that have been raised since the introduction of ECA are related to the needs ofpoor families, which depend on children and youngslabor fortheir livelihood. There are many impacts of ECA in the Brazilian society, such as the Public Civil Action, which involves joint efforts of the Ministry of Labor, the Regional Labor Office, the Council of Guardianship of Children and Adolescent and the Labor Court (TRT 12), which led to the eradication of the paperboys activities, a form of work that lasted for many decades in Florianopolis. Finally, this thesis demonstrates thatthe eradicationof child labor andthe regularizationof youth work should be a part of a broad set ofpublic policies aimed atimproving the incomeof poor families,so that they do notdepend onthislabor force, as well as children and adolescents must be recognized as holders of rights in terms of education, health, culture, recreation and so on.

Orientador: Alonso Bezerra de Carvalho
Banca: Raul Aragão Martins
Banca: Marilene Proença
Banca: Vandeí Pinto Silva
Banca: Marília Evangelina Sota Favinha
Resumo: Partindo da preocupação sobre uma melhor compreensão do desenvolvimento do agente ético na educação e na busca por novas estratégias e recursos pedagógicos para intervenções eficazes nas escolas, esta pesquisa buscou conhecer a realidade do ensino da Ética nas escolas brasileiras, mais especificamente nas do estado de São Paulo, a partir da perspectiva dos documentos oficiais e de diretores, coordenadores e professores em exercício e também desenvolver, apresentar, testar e avaliar junto a professores um novo método de discussão de dilemas morais para a educação. Para tanto, realizamos um estudo quanti-qualitativo sobre as noções de ética, justiça e democracia em sala de aula, experimentando nossa proposta de discussão com professores do Ensino Médio de uma escola estadual de uma cidade do interior de São Paulo e o submetemos às suas análises críticas a respeito de sua estruturação, conteúdo, aplicação e critérios de viabilidade e eficácia para a aplicação nos contextos educacionais brasileiros e a uma avaliação psicométrica de seus possíveis efeitos. Foi realizada também uma avaliação qualitativa do conteúdo das discussões. Participaram da pesquisa a diretora da escola, dois coordenadores pedagógicos e quinze professores. A pesquisa envolveu, além de um estudo documental e bibliográfico, duas fases de realização. Na primeira fase, os instrumentos utilizados foram uma entrevista semidirigida coletiva com a diretora e os coordenadores pedagógicos e um Grupo Focal com os professores acerca de questões sobre ética e educação, além de uma pré-testagem com MJT_xt (Moral Judgment Test - extended version) com este grupo. Após isto, foi realizada junto aos professores uma intervenção com cinco discussões de dilemas utilizando a nova metodologia. A avaliação psicométrica foi realizada através de uma nova e comparativa testagem com o...
Abstract: Starting from the concern about a better understanding of the development of ethical agent in education and in the search for new strategies and teaching resources for effective interventions in schools, this research aimed to know the reality of the ethics education in Brazilian schools, specifically in the state of São Paulo, from the perspective of official documents and directors, coordinators and teachers in exercise and also develop, introduce, test and evaluate with teachers a new method of moral dilemmas discussion for education. To this end, we conducted a quantitative and qualitative study on the notions of ethics, justice and democracy in the classroom, experiencing our proposal for discussion with high school teachers of a public school in a city in São Paulo state and submit to their critical analysis about its structure, content, application and feasibility and efficacy criteria for the application in the Brazilian educational contexts and to a psychometric assessment of their possible effects. It also carried out a qualitative assessment of the content of the discussions. The participants were the school principal, two coordinators and fifteen teachers. The research involved, as well as a documentary and bibliographical study, two phases of realization. In the first phase, the instruments used were a collective semistructured interview with the director and educational coordinators and focus groups with teachers on issues of ethics and education, as well as a pre-test with MJT_xt (Moral Judgment Test - extended version) with this group. After this, was done with teachers an intervention with five dilemmas discussions using the new methodology. The psychometric assessment was carried out through a new and comparative testing with MJT_xt. The qualitative assessment of the method used as an instrument of the Technical Focus Group. The qualitative assessment of the content of the ...
Doutor

A pesquisa analisa os discursos e as representações sociais mobilizadas na abordagem de certo segmento midiático brasileiro – as revistas semanais de informação geral CartaCapital, Época, IstoÉ e Veja – às atividades da Comissão Nacional da Verdade (CNV), entre maio de 2012 e dezembro de 2014. Essas publicações alinham-se a diferentes posicionamentos político-ideológicos e ao mesmo tempo influenciam e reproduzem, em maior ou menor grau, o debate político nacional dentro e fora das instituições oficiais. O objetivo é discutir a temática dos direitos humanos a partir da questão da memória e da verdade, operada mediante mecanismos de justiça de transição engendrados após traumas políticos como a ditadura brasileira 1964-1985 – regime para o qual parte da mídia nacional prestou apoio. Além de um exame panorâmico do corpus de 240 textos que tratam da CNV (temas orbitais abordados, distribuição dos textos no tempo e sob as diferentes coordenações do colegiado, comparação com a cobertura da mídia em geral), utiliza-se o instrumental teórico-metodológico das representações sociais e da análise de discurso de matriz francesa, com especial atenção à noção de formação discursiva e à construção do discurso midiático, para esmiuçar uma amostra de 20 matérias ilustrativas das diferentes fases narrativas da cobertura das revistas. Observa-se nesse recorte uma marcada dicotomização das representações sobre a questão da memória e da verdade. Essas representações expressam posicionamentos divergentes quanto à relação entre verdade e justiça dentro do processo justransicional brasileiro, com reflexos diretos sobre as possibilidades de alcance da reconciliação nacional – um dos objetivos expressos pelo Estado com a criação da Comissão. Essa divisão remete também a debates travados internacionalmente no campo da justiça de transição, em que se contrap
The research analyzes discourses and social representations mobilized in the approach of certain Brazilian media segment – such as weekly magazines of general information CartaCapital, Época, IstoÉ and Veja – over the activities of the National Commission of Truth (CNV, in Portuguese), between May 2012 and December 2014. These publications are in line with different political-ideological positions and at once influence to and reproduce the political debate inside and outside the official institutions. The objective is to discuss human rights based on the issue of memory and truth, operated through transitional justice mechanisms engendered to deal with consequences of political traumas such as the Brazilian dictatorship 1964-1985 – a regime for which part of the national media provided support. In addition to a panoramic examination of the corpus of 240 texts referring CNV (orbital themes covered, temporal distribution of the texts, comparison with media coverage in general), it is analysed a sample of 20 texts representing the different narrative phases of magazine coverage, for what is fundamental the theoretical and methodological contribution from social representations theory and French discourse analysis, specially the notion of discursive formation and the construction of the media discourse. In this setting of texts is observed a remarkable dichotomization of representations on the issue of memory and truth. These representations express divergent positions regarding the relationship between truth and justice in the Brazilian Transitional Justice, with direct effects on the possibilities of national reconciliation – one of the CNV‟s objectives. This division: also refers to debates in the field of transitional justice around the world, in which an idealist, universalizing, punitive, and another realist, contextualizing, appeasing, positions are opposed; is intensified by ideological disputes

Dissertação (Mestrado) - Universidade Federal de Santa Catarina, Centro de Filosofia e Ciencias Humanas
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Estuda a construção da cidadania plena dos sujeitos coletivos da sociedade civil brasileira e a ineficácia instrumental da Justiça Brasileira inseridas num contexto de um projeto de modernidade inacabado em constante ebulição. Analisa a contribuição da Justiça da Infância e da Juventude, de Florianópolis, vista pela óptica de algumas organizações da sociedade civil, na construção de uma cidadania plena para as crianças e os adolescentes de rua da capital.

Using a critically oriented qualitative interpretivist approach, this research describes how principals conceptualize social justice and social justice dilemmas and how these understandings influence their practices. Focusing on the context of social justice from the perspective of two participant groups of five principals each from public and Catholic schools in a large urban centre in Western Canada, reflective discussions of professional practice occured through two semi-structured qualitative interviews with each participant and a series of three group dialogue sessions. This research is framed within the theories of social constructivism and situated learning as well as the concepts of educational leadership theory, social justice in education, identity and agency of school leaders, and reflective practice. As a contribution to a growing research base, this study offers a process for principals to explore social justice within the complexities and tensions of the dilemmas and decision-making of their practice. Discourse and dilemma analysis were used to render the findings from this study, which highlight normative practices of school leaders as manifested in individual actions focused on relationships and positional agency. However, this conceptualization obscures the power of historical, cultural, and ideological authority that is unconsciously replicated in the norms of schooling. Furthermore, principals see social justice within their own actions but do not connect it with activist aspirations to challenge social inequities. There are theory, practice, professional development, and research implications of this study which emphasize the need for a hybrid model of individual and collective leadership for social justice, hinged on collective curiosity, knowledge building, equity discourses, open cultures, and change visions to challenge the norms and politicization of schools as status-quo enhancing institutions.

I argue that the justice cascade--the recent trend toward holding leaders accountable for massive human rights violations--produces both positive and negative effects by influencing the post-tenure fates of leaders. On the negative side, the justice cascade exacerbates conflict. By undermining the possibility of a safe exile for culpable leaders, the pursuit of international justice incentivizes such leaders to cling to power and gamble for resurrection during conflicts when they would otherwise flee abroad. On the positive side, the justice cascade deters atrocities. Precisely because leaders know that committing gross human rights violations will decrease their exit options if they need to flee abroad, international justice effectively increases the cost of atrocities. Taken together, these predictions form the justice dilemma: ex ante deterrence and ex post gambling for resurrection are two sides of the same coin.

To test my argument, I exploit remarkable variation over time in the threat international justice poses to leaders. Specifically, I examine the arrest of former Chilean leader Augusto Pinochet in the United Kingdom in 1998--the first time a leader was arrested in a foreign state for international crimes--as the watershed moment in the push for international accountability for culpable leaders. Before 1998, leaders lived in an impunity era where the expected probability of international punishment for atrocities was virtually zero. Starting in 1998, the world shifted toward an accountability era in which a slew of culpable leaders have been arrested and transferred to international courts, causing other leaders to update their beliefs on the likelihood of facing international justice.

Three main empirical results provide compelling support for the theory. I show that the decision of leaders to flee into exile is conditional on their expectations of post-tenure international punishment. Whereas culpable leaders are no more or less likely to flee abroad than nonculpable leaders before 1998, culpable leaders are about six times less likely to go into exile than nonculpable leaders after 1998. Rather than flee abroad, culpable leaders now have incentives to fight until the bitter end. Indeed, while there is no evidence of a relationship between leader culpability and conflict duration before 1998, I demonstrate that civil conflicts last significantly longer when culpable leaders are in power during the post-1998 period. This dark side of justice, however, creates a benefit: deterrence. Since leaders want to keep the exile option open in the event they need it, leaders are about five times less likely to commit mass atrocities after 1998 than they were previously.

Dissertation

A research report submitted to the Faculty of Humanities, University of Witwatersrand, in fulfilment of requirements for the degree of Master of Arts (by coursework and research report), February 2010
This research report answers the question, "would ubuntu obligate the people of Zimbabwe to agree to amnesty for Mr. Roberts Mugabe as a means to restore community harmony?" Seen as an ideal social ethic and foundation of African philosophy, ubuntu values community harmony and commands respect for dignity of humanity: [Abbreviated Abstract. Open document to view full version]
XL2018

Thesis (M.S.)--University of Wisconsin--Madison, 1990.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 106-110).

碩士
國立臺南大學
教育學系測驗統計碩博士班
103
The purpose of this study is to research the psychometric characteristics of the care v. justice scale, and assess the moral reasoning of students on dilemmas between care for one’s own ingroup member and justice of fairness on resource distibution. The results show that in general the students obtained an above-average score on the scale indicating the general tendancy to make more care-oriented judgment. Two factors are extracted from the data matrix including the positive favoring of resource distribution and partiality toward negative harming acts. The interaction between different situations with different lengths of intimacy distance (or distinctive love) is statistically significant. The descending rank orderings of the mean scores obtained for each category of distinctive love are parents, siblings, close friends, and normal friends. Compared to other situations of resource distribution, the differences in care scores between parents and siblings are larger when the resource is concerned with medical care. When educational resource or opportunity is at stake, no difference in scores between parents and siblings, but close friends’ care scores are found to be significantly lower than those of siblings’. With the exception of organ transplantation which has extremely high stakes, the care score obtained by close friends is significantly higher that that obtained by normal friends across other situations. In addition, care scores on “positive favoring of resource distribution” tend to be higher than those on “partiality towards acts of negative harming”. Significant background variables for the explanation of the variance of the care scores are listed in the following. These important variables include (1)gender, (2) regular reading of political, international and business news, (3) experience of taking sociology, (4) the freedom and liberty in campus, (5) working experience.

碩士
國立臺南大學
教育學系測驗統計碩博士班
104
The purpose of this study is to evaluate the psychometric characteristics of utilitarian v. justice scale, and assess the current status of the moral reasoning of students on utilitarian and justice dilemmas based on daily life scenarios. In addition, the consistency of moral judgments made from different standpoints including impartial and situated conditions will also be evaluated. Furthermore, the effect of different background variables on the scores of utilitarian v. justice scale will also be explored. The principle of utilitarianism is to maximize the collective utility so that the differences between benefits and costs are optimized. By contrast, the principle of justice emphasizes that the basic rights of individuals should be protected even in face of tremendous majority utility. The empirical data revealed that college students in general tend to be more utilitarian-oriented in terms of overall performance on the utilitarian v. justice scale. Whether subjects will make utilitarian or justice response may depend on the scale and amount of utility and the nature of basic rights involved in the dilemmas. Subjects tended to make more justice-oriented response when they are in the impartial or objective condition. In contrast, subjects tended to make more utilitarian-oriented response when they are situated in the standpoint of decision makers. Gender, education, partisan orientation, and engagement in civil activities were the important background variables which are significantly correlated with the scores on the utilitarian v. justice scale.

Dissertação de mestrado em psicologia, especialização em Psicologia das Organizações e do Trabalho.
A presente investigação insere-se na temática da moralidade da vida real, e tem como principais objectivos, identificar o tipo de dilemas morais espontaneamente relatados pelos estudantes da Universidade de Coimbra em contexto académico e avaliar se utilizam as regras de justiça procedimental de Leventhal (1980) na resolução desses mesmos conflitos. Caso se verifique a sua utilização, pretendemos explorar quais as regras utilizadas. É ainda nossa intenção identificar as emoções associadas aos dilemas morais da vida real e qual a sua relação com os conflitos socio-cognitivos vivenciados e o sexo dos respondentes. Neste sentido, utilizamos uma amostra de 60 sujeitos (30 homens e 30 mulheres), que responderam a um questionário no qual relatavam um dilema moral da vida real que tivessem experienciado, o grau de conflito sociocognitivo vivenciado e as emoções que sentiram durante a tomada de decisão moral. Os resultados apontam no sentido de que os estudantes quando confrontados com dilemas morais da vida real tendem a utilizar regras de justiça procedimental como suporte da sua tomada de decisão moral. Analisámos ainda as implicações que tais resultados acarretam assim como, propomos alguns projectos de investigação que achamos interessante levar a cabo. Palavras-chave: Dilemas morais da vida real, Regras de justiça procedimental, conflito socio-cognitivo.
This research is focused on morality in real life, and had as main objectives, identify the type of moral dilemmas spontaneously reported by the students of the University of Coimbra in the academic context and if they use the procedural justice rules of Leventhal (1980) in the resolution of these conflicts. If that so, we want to explore what are the rules they used. It is our intention to identify the emotions associated with real-life moral dilemmas and what is its relationship with socio-cognitive conflict experienced and sex of the respondents. Thus, we used a sample of 60 subjects (30 men and 30 women) who answered a questionnaire in which they reported a real-life moral dilemma they had experienced, the degree of socio-cognitive conflict and the emotions felt during that moral decision making. The results point to the fact that students when confronted with moral dilemmas in real life tend to use procedural justice rules in support of their moral decision making. We analyze the implications that these results lead and we propose some research projects that we think interesting to pursue.

O tempo, como o mundo, tem dois hemisférios: um superior e visível, que é o passado, outro inferior e invisível, que é o futuro. No meio de um e outro hemisfério ficam os horizontes do tempo, que são estes instantes do presente que imos vivendo, onde o passado se termina e o futuro começa. Padre António Vieira, História do Futuro, (1718) O presente trabalho resultou de um percurso de vida e profissional, que se foi construindo ao sabor dos acontecimentos e que culminou nas aprendizagens e reflexão, que foram despoletadas com a frequência do mestrado em Ciências da Educação, especialização em Administração e Organização Escolar. O título do relatório, A Trajetória do professor por entre desafios e paradoxos - histórias de insensatez enquadra-se nas vivências e experiências do autor enquanto profissional da educação, num tempo marcado por mudanças profundas nas escolas e nas competências dos professores. O trabalho desenvolve-se em três capítulos. No primeiro, procedo ao enquadramento teórico das problemáticas abordadas, realçando o valor da atitude reflexiva dos professores no exercício da sua profissão, facilitadora de um processo formativo individual que parte de si, das suas vivências e reflexões. Neste âmbito são de salientar, pela sua pertinência, as narrativas autobiográficas e de reflexão para a mudança de práticas, reconhecendo-se que é através das histórias de vida que se identificam novas propostas de formação para os professores e para a profissão docente (Nóvoa, 2007). No segundo capítulo faço a análise reflexiva da minha prática profissional através do relato das diversas escolas por onde passei, procurando salientar os momentos marcantes, positivos e negativos, da carreira e qual a sua importância para o meu desenvolvimento profissional. No âmbito do terceiro capítulo destaco alguns casos/dilemas mais marcantes do meu percurso e as soluções que pus em prática para os solucionar. É um trabalho narrativo das dinâmicas sofridas e usufruídas que contribuíram, indelevelmente, para o meu desenvolvimento profissional e para a (re)construção da minha identidade profissional. A elucidação e interpretação do meu percurso profissional concretiza-se à luz dos quadros teóricos das Ciências da Educação. Pretende-se assim, uma abordagem, teoricamente sustentada, sobre a minha vivência, enquanto professor de diversas escolas do ensino básico e secundário, no ensino público português. Essa vivência que decorre desde a entrada no ensino, em 1988 até ao momento actual, foi marcada por muitas “pedras no caminho”, momentos marcantes da minha profissão docente. Assim, a presente narrativa salienta a descrição de dilemas/casos que foram surgindo no meu quotidiano, onde procuro identificar os momentos marcantes, positivos e negativos da minha vida profissional e o modo como me senti na escola, no pressuposto de que as histórias/narrativas dos professores são fundamentais para a compreensão do modo como os mesmos vivenciam, sentem e gerem o seu dia-a-dia na escola. De acordo com Hargreaves & Fullan (1992) a carreira de um professor é o resultado de um processo de desenvolvimento e formação permanentes, a que não são alheios, por um lado, os conhecimentos que vai adquirindo ao longo da sua vida profissional e, por outro, o seu caráter e o contexto económico-social em que exerce a sua atividade. Reconhece-se, ainda, que o desenvolvimento pessoal e profissional, a formação da identidade do indivíduo como pessoa, diferente dos demais, resulta do facto de pertencer a uma certa classe social, educado nos valores a ela inerentes, com um percurso académico distinto, trilhado em estabelecimentos de ensino determinados, com diferentes vivências que moldaram o seu carácter. É frequente, os professores compararem o seu percurso profissional a uma viagem, metáfora que ilustra bem os prazeres e contratempos típicos a ela inerentes mas que contribuem para que se torne inesquecível e inigualável. O meu percurso profissional encontra-se povoado de obstáculos mas, tal como nas histórias de viagens, conseguir ultrapassá-los proporcionou-me momentos de grande satisfação. A partilha de dilemas e casos de ensino, de frustrações, de alegrias, de estratégias, de metodologias, de conhecimentos académicos e pedagógicos poderão contribuir para mais conhecimento e desenvolvimento profissional, mas também uma maior abertura à própria comunidade educativa, onde se desenrola a acção dos professores e um maior envolvimento pessoal no projecto educativo da escola. Se na escola existir, ou for criado, um clima e espaços favoráveis à partilha do sentir singular, introduzindo-o e comparando-o com o plural, todos terão a ganhar: professores, alunos e o sistema educativo em geral. Da análise que realizei, dois aspectos me parecem dignos de registo: por um lado, o sentimento de angústia dos professores em geral, causado pela perda da legitimação tradicional da tarefa docente, fruto das inúmeras e, por vezes, contraditórias mudanças; por outro, apesar de se valorizar a partilha e o trabalho colaborativo, este continua a ser uma miragem nas nossas escolas. Pierre Furter – afirma que “o horizonte não existe para nos trazer de volta à origem, mas para nos permitir medir toda a distância que temos a percorrer. O homo viator constrói uma casa apenas para o tempo necessário, pois é caminhando que ele se encontra e descobre o sentido da sua acção”. (Furter, 1966: 26). Torna-se necessário um pensamento que não se feche nem nas fronteiras do imediato, nem na ilusão de um futuro mais-que-perfeito. À maneira de Reinhart Koselleck (1990), interessa-me compreender de que modo o passado está inscrito na nossa experiência atual e de que modo o futuro se insinua já na história presente.” (Nóvoa, 2009: 1)
“Time, as the world itself, has two hemispheres: an upper and visible, which is the past, and a lower and invisible that is the future. At the center of one and other hemisphere lie time horizons; these present moments that we live, where the past ends and the future begins.” Padre António Vieira, História do Futuro, (1718) This work resulted from my life and professional path, which was built on the whim of life happenings and culminated in the learning and reflections, triggered by attending a Master’s Degree in Science of Education, Specialization in School Administration and Organization. The title of the report, The teacher's path among challenges and paradoxes – a tale of unwisdom, conforms to the author’s experiences as a certified professional in education, in times of profound change, both in schools and teachers' skills. The work is divided into three chapters. The first chapter is concerned with the theoretical framework regarding the issues addressed, highlighting the importance of a reflexive teachers’ attitude in their professional exercise, facilitator of an individual training process that emerges from themselves, their experiences and reflections. In this context are to be noted, for their relevance, autobiographical and reflective narratives for a change in practice, acknowledging that it is through life stories that new training proposals for teachers and the teaching profession are identified. (Nóvoa, 2007). In the second chapter, I present a reflective analysis on my teaching practice through a thorough account on the many schools I have taught, trying to highlight the defining moments, both positive and negative, of my career and their relevance to my professional development. In the scope of the third chapter, I highlight the most landmark cases/dilemmas of my journey through teaching and the solutions approached to solve them. It is a narrative piece of writing that shows the experiences that I have lived and enjoyed and which have contributed in an indelible way to my professional development and (re) construction of my professional identity. The explanation and interpretation of my professional path are materialized on the basis of the theoretical frameworks of Educational Sciences. The intention is to present a grounded theoretical approach of my experience as a teacher in several Portuguese public schools of basic and secondary education. This experience began in 1988, when I first started teaching, and has continued up to the present and has been marked by many "stumbling blocks", defining moments of my teaching profession. Thus, this narrative emphasizes the description of dilemmas / cases that have arisen in my daily life, identifies the defining moments, both positive and negative, of my career and the way I felt at school, assuming that teachers’ stories / narratives are key to the understanding of the way they live, feel and manage their day-to-day at school. According to Hargreaves & Fullan (1992), a teacher´s career is the result of a process of ongoing development and training, to which the knowledge acquired throughout professional life, one’s character and the socio-economic context in which one works have also contributed. It is also acknowledged, in this work, that both personal and professional development and the identity formation of the individual as a person, different from the others’, result from the fact of one belonging to a certain social class, being educated according to the values inherent to it, with a distinguished academic record, achieved in certain schools and with different experiences that have shaped one’s character. Often do teachers compare their professional path to a journey, a metaphor that best illustrates the joys and pitfalls inherent to it, but which have made this journey most unforgettable and unrivaled. My professional path has been marked by many obstacles but, as in travel stories, being able to overcome them has given me great moments of joy. The sharing of dilemmas and teaching situations, frustrations, joys, strategies, teaching methodology, academic and pedagogical knowledge may not only contribute to further knowledge and professional development, but also to a more open-minded attitude towards the educational community, where teachers do their work, and greater personal involvement in the school educational project. If a favorable atmosphere and time exist or are created in schools, so as to facilitate the sharing of a common feeling, introducing and comparing it with the plural, everyone will profit: teachers, students and the education system in general. From the conducted analysis, two aspects are worth mentioning: on the one hand, the feeling of anxiety most teachers experience, caused by the loss of legitimacy in traditional teaching, the result of numerous and, often, contradictory changes; on the other hand, though one appreciates sharing and collaborative work, this is still a mirage in our schools. Pierre Furter states that "the horizon doesn’t exist to bring us back to our origin, but to allow us to measure all the distance we still have to go. The Homo Viator builds a house just for the necessary time, for it is walking that he finds himself and discovers the meaning of his action." (Furter, 1966: 26). It becomes necessary for a thought not to be limited by the boundaries of the immediate, or the illusion of a more than perfect future. In the light of what Reinhart Koselleck believes (1990), I am interested in understanding in what way the past is written in our current experience and how the future already insinuates itself into present history”. (Nóvoa, 2009: 1)

This diploma thesis deals with the reflection of aspects and factors in social work within the agenda of benefits in material distress, affecting the human rights of clients of social workers of HN at CoP LO. The scope of ordinary social workers of HN at CoP LO on the agenda of benefits in material distressis the processing of applications, providing advice and appropriate services, which affect both legislative, ethical and other documents of the organization, as well as the role of social workers in their work representing their competence, attitudes and values that imply to intervention with clients. Other aspects and factors that have a relevant impact on the human rights of clientsare the cooperation with other entities active in the environment and working conditions of social workers. Research of the thesis was through quantitative methods in the form of semi-standardized interview focused on mapping and factors that affect the implementation of the rights of clients. Questions have been targeted on subjective perceptions and opinions of the respondents in the area of benefits in material distress in Ceske Budejovice, regarding examined aspectsand factors that I have outlined above. The result of my thesis is the finding that the fulfilment of the rights of clients is negatively affected by the high administrative participation rates of social workers, which subsequently affects the individual approach, roles, competencies, values of social workers, and in cooperation with other agencies and organizations that are important to the saturation ofclients' needs. Officers of benefits of benefits in material distress from the position of the first-line workers do not have sufficient powers in defending the rights of their clients. It has been appealed to social workers to have been properly compiled their administrative formalities. The consequence of this administrative burden is the sideline of the individual of intervention with clients with the aim of saturation of their needs.