Dissertations / Theses on the topic 'Dramaturgic perspective'

The after-school centresdevelopment has shifted from being a workplace to today's after-school centre as part of elementary school curriculum with a central content and purpose. Research in the field is in terms of conversational styles and roles but is not so much linked to the after-school centre'ssnack time. The present study has been intended to distinguish and exemplify the social interaction that is taking place in the after-school centre's snack time. Focus off interest has been how pupils talk and listen to each other and whether it is possible to discover in the conversation whether the conversation can be linked to school skills. Based on Sociocultural perspective on learning as well as Goffman's dramaturgical perspective as a frame, four recorded and observed conversations at two different after-school centres have been analysedwith an abductive approach. The purpose of this work is to identify the learning situations that occur during the after-school centre's snack, as well as describe how the students talk to each other. The roles that emerged in the result were categorized into five qualitatively distinct roles called; the conversation leader, listener, co-driver, clown and expert. The conversation leader is dependent on both the listener and the co-driver while the other roles are more independent of each other. The learning situations that can be linked to school skills are described in a separate section and are highly dependent on the role of the expert. All results are exemplified by direct quotes from the transcribed material.

Cette recherche s’inscrit dans la continuité du travail poursuivi en Master 2 dans cette même université, dont le mémoire, soutenu en 2009, s’intitule « Du théâtre d’après un texte vers le texte d’après un théâtre ; dramaturgie et collectivité ». Son but est de problématiser la dichotomie texte-scène ainsi que la pensée binaire qui persiste encore derrière cette opposition. Pour cela, il s’agira d’interroger l’évolution et les différentes acceptions des concepts de dramaturgie ainsi que les changements qu’ont subi la place et les fonctions du dramaturge au sein de la création théâtrale actuelle. La définition/proposition des termes dramaturgisme et dramaturgiste – aussi bien au sein de l’institution qu’à celui de la création théâtrale – aideront à mieux distinguer ces concepts tout en les relativisant à la lumière des nouvelles manières de concevoir la création dramaturgique et les nouveaux paradigmes relationnels au sein des compagnies depuis une vingtaine d’années. L’idée de composition,tout comme celles de contrepoint et cartographie, nous seront, ici, autant d’outils pour mieux comprendre ces nouveaux territoires dramaturgiques.Il s’agit d’identifier, comparer et analyser les processus structurels et organisationnels de quelques compagnies théâtrales – notamment la création collective et surtout le processus collaboratif, surgi au Brésil dès la seconde moitié des années 1990 – qui,contrairement à la tendance actuelle (vérifiable au cours des vingt dernières années) tournent le dos au texte dramatique préexistant, à savoir le fait d’un auteur dramatique considéré comme tel, et construisent leur propre dramaturgie, issue de l’improvisation, de la recherche immédiate sur le plateau et du travail collectif. La dramaturgie prend ainsi un « troisième sens » qu’il convient de définir et théoriser à l’aide d’exemples concrets et d’un travail de terrain approfondi auprès de metteurs en scène, dramaturges et comédiens qui pratiquent une écriture plurielle et présentielle, sans cesse renouvelée. Quelle place possible pour la création textuelle, affranchie de tout rapport de force ou « dictature de sens » ? À quel point ces nouveaux processus déjouent ou rejouent le binarisme texte-scène ?
This research is the continuity of the Master’s work undertaken in this University and moreover of a dissertation defended in 2009 entitled « From Theatre from Text to Text fromTheatre ; dramaturgy and collectivity ». The aim is to question the dichotomy between the text and the stage as well as the generally binary thinking behind it. In order to do so we will inquire into the different pre-established concepts of dramaturgy and their evolution, and the changes in the functions and position of the dramaturge in contemporary theatre. The definition/suggestion of the terms dramaturgism and dramaturgist, in both contexts of theatrical institution and stage creation, will help better distinguish these ideas that we shall place in the perspective of new dramaturgical concepts as well as new paradigms of relationships within theatre companies in the past 20 years. The terms « composition »,« counterpoint » and « cartography » shall help us to understand these new dramaturgical territories.The aim is to identify, analyze and compare the structural and organizational processes (notably collective creation and specifically the collaborative process, as it emerged in Brazil in the second half of the 90’s) of a few theatre companies that (against thecurrent of the last twenty years) have veered away from pre-existing dramaturgical text and the idea of a theatrical author regarded as such, and have constructed their own unique dramaturgy from improvisation, immediate research within the space and the collective work. Dramaturgy is thus given a « third meaning » that needs to be defined and theorized with specific examples and extensive research with directors, dramaturges and actors who practice this present, plural and continuously renewed writing. What space is this where « the invention of writing » can exist free from binary thinking or « dictatorship of meaning » ? To what extent can these new processes redo or undo the dichotomous pair : text and stage ?

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FAPESB
Compreender a dramaturgia na dança sob a perspectiva evolutiva implica entendê-la como um pensamento vivo, que se conecta, interage e coevolui numa dinâmica coadpatativa contínua com todas as coisas que existem no ambiente cultural em que ela se inscreve. Mas foi no final dos anos 80 que a dramaturgia começou a ser discutida na dança, evidenciando um processo configurativo de um pensamento dramatúrgico que já no renascimento pode ser observado. Sabe-se que diálogo entre dança e teatro não é recente e também se sabe que a idéia dramaturgia migra do teatro para dança, promovendo discussões acerca do que vem a ser dramaturgia neste campo disciplinar. Este trabalho tem por objetivo compreendê-la como área específica, distinta da dramaturgia teatral, sob uma perspectiva coevolutiva entre dança e teatro. Entrecruzam-se referenciais da biologia, da dança e do teatro com intuito de adotar um eixo que privilegia a coevolução e os processos cooperativos entre dança e teatro e deslocar a hierarquia entre ambos, pois se pressupõe não haver sujeição de um campo ao outro, mas trocas informativas que fomentam os processos dramatúrgicos de dança e de teatro e que promovem a ininterrupta configuração de seus campos. Foram investigadas algumas concepções dramatúrgicas atuais elaboradas em campo acadêmico (dança e teatro) e em campo prático (dança) com o objetivo de propor uma diferenciação entre as dramaturgias praticadas na dança e no teatro. A dramaturgia na dança é reconhecida como uma resultante de um processo “cego”, constituindo-se em uma síntese transitória resultante dos processos contaminatórios entre dança e teatro ocorridos ao longo do tempo, configurados em zona de transitividade. Dança e teatro constituem-se em ambientes cujas lógicas organizativas oferecem-se como condições diferenciadas para assimilação de uma mesma idéia. As dramaturgias de dança são correlatas à lógica cognitiva do corpo que dança, referindo-se à dramaturgia corporal.
Programa de Pós-Graduação em Dança - Escola de Dança

José Mena Abrantes (1945-) é um dos nomes mais importantes e atuantes da dramaturgia angolana da atualidade. Neste trabalho, analiso suas peças de cunho histórico na perspectiva do pós-colonialismo, a saber: A órfã do Rei; Sem herói nem reino ou o azar da Cidade de S. Filipe de Benguela com o fundador que lhe tocou em sorte; Sequeira, Luís Lopes ou o mulato dos prodígios; Kimpa Vita, a profetiza Ardente; Tari-Yari, misericórdia e poder no Reino do Congo e Ana, Zé e os escravos. A discussão central é a ideia de que o raciocínio ocidental é marcado por binarismos por meio dos quais as sociedades têm explicado os mais diversos fenômenos, binarismos esses que anulam a multiplicidade de perspectivas a partir das quais é possível compreender tais fenômenos. Nessa perspectiva, procuro refletir sobre como a dramaturgia de Mena Abrantes reescreve episódios da história de Angola a fim de desconstruir binarismos identitários oriundos do eurocentrismo. O discurso imperialista centra-se em justificar o empreendimento colonial, alegando que os nativos são seres primitivos, carentes de civilidade e cultura. O colonialismo, portanto, teria uma missão civilizatória, postulado que omite o caráter econômico do empreendimento e estimula preconceitos em relação ao nativo. A estratégia colonial consistia em inferiorizar o outro para melhor dominá-lo, razão pela qual muitos dos preconceitos propagados pelo colonialismo perpetuaram-se no imaginário social e estão presentes no cotidiano dos países colonizados. Nessas circunstâncias, reescrever a história é uma forma de resistência e uma possibilidade de desconstruir o discurso homogeneizador do imperialismo.
José Mena Abrantes (1945 - ) is one of the most important and active names in the present Angolan dramaturgy. The present work makes a historically-oriented analysis of his plays from the post-colonial perspective. These plays are: A Órfã do Rei; Sem Herói Nem Reino ou o Azar da Cidade de S. Filipe de Benguela com o Fundador que Lhe Tocou em Sorte; Sequeira, Luís Lopes ou o Mulato Dos Prodígios; Kimpa Vita, a Profetiza Ardente; Tari-Yari, Misericórdia e Poder no Reino do Congo and Ana, Zé e os Escravos. Central to this thesis’ discussion is the idea that the western way of thinking is marked by binarisms through which the societies have explained several phenomena. Such binarisms cancel the multiplicity of perspectives from which it is possible to understand such phenomena. From this perspective, I seek to reflect on how Mena’s dramaturgy rewrites episodes from Angola’s history in order to deconstruct the binarisms of identity originated with eurocentrism. The imperialist discourse focuses on justifying the colonial enterprise by arguing that the indigenous people are primitive beings in need of civility and culture. Therefore, colonialism is said to have a civilizing mission. Such premise omits colonialism’s economic character and arouses prejudice towards indigenous people. The colonial strategy consisted in belittling the natives in order to better dominate them, which perpetuated the prejudice spread by the colonialism in the social imaginary and is still present on the daily life of the colonized countries. Under these circumstances, rewriting history is a form of resistance and a possibility to deconstruct the homogenized imperialist discourse.

De inspiração etnográfica, esta pesquisa tem por objetivo a tentativa de mapear a realidade do ensino-aprendizagem da dramaturgia shakespeariana no ensino superior brasileiro, trazendo à tona, além das questões literárias, questões pedagógicas e metodológicas. Desse modo, o caráter interdisciplinar é enfatizado, tendo sempre em mente, entretanto, as especificidades do texto dramatúrgico. Com base na filosofia educacional de Paulo Freire e de alguns de seus seguidores, principalmente Henry Giroux, bell hooks e Moacir Gadotti, propõe-se refletir sobre esse ensino-aprendizagem no contexto do início do século XXI, marcado pela intensa influência do cinema, da televisão e da internet. Para tanto, foram observadas algumas aulas da Universidade Federal de Santa Catarina, da Universidade Federal do Rio de Janeiro e da Universidade de São Paulo. Nessa última, por um período de quatro anos. Foram entrevistados professores de Literaturas de Expressão Inglesa, de diversos estados brasileiros, shakespearianos e não shakespearianos. Questionários fizeram parte do estudo, além da discussão de alguns textos teóricos relacionados à literatura e ao seu ensino, como, por exemplo, o trabalho de Elaine Showalter e da professora brasileira Lígia Chiappini. O desejo de ação transformadora, presente na pedagogia crítica, cujas sólidas raízes se encontram no pensamento freireano, a prática de alguns docentes, assim como as vozes de discentes, em sua maioria da Universidade de São Paulo, impulsiona-nos a reconhecer a necessidade incessante de refletir sobre a nossa ação pedagógica. Uma ação que também se faz política, ampliando as possibilidades do debate em prol de um ensino mais crítico.
This study, which has an ethnographic base, maps the teaching of Shakespeare in Brazilian universities and raises literary, educational and methodological questions. It is thus an interdisciplinary study but does not lose sight of the specific qualities of the dramatic text. Using the educational philosophy of Paulo Freire and his followers, especially Henry Giroux, bell hooks and Moacir Gadotti, it examines the teaching and study of Shakespeare at the beginning of the 21st century, which has been marked by the influence of the cinema, television and Internet. The methodology used includes the observation of classes at the Federal Universities of Santa Catarina and Rio de Janeiro and the University of São Paulo, where classes were observed during a period of four years. Interviews were made with university teachers of Literatures in English, both Shakespearians and non-Shakespearians, in a number of Brazilian states. Questionnaires were also used to discover the opinions of students and teachers. In addition to the work of Paulo Freire, that of Elaine Showalter and the Brazilian professor Ligia Chiappini were also used to provide a theoretical framework. The desire for transforming actions, which can be seen in critical pedagogy and which is rooted in the thinking of Paulo Freire, and the practice of certain teachers, the voices of students, the majority of whom are from the University of São Paulo, helps us to realise the need to reflect on our educational actions. This action is also a political action, thereby widening the possibilities of debate for a more critical teaching.

Les trois ballets grecs de Stravinsky et de Balanchine s’unissent autour de l’agonisme − qui trouve son origine dans l’agôn, en grec « lutte » − que nous définissons comme étant la conciliation entre l’apollinien et le dionysiaque. Nous tentons de montrer comment le ballet manifeste la recherche d’un équilibre entre les qualités apollinienne et dionysiaque, essence même de la trilogie, par sa représentation et sa dramaturgie. Nous proposons pour cela une méthodologie afin d’étudier la coexistence des arts. Un mémoire sur les écritures du mouvement est joint à la thèse. Il part d’une réflexion menée sur les supports matériels qui conduisent au ballet – enregistrements vidéo, DVD, dessins, photographies, captures d’écran, dessins, partitions chorégraphiques, initiées dans ce travail. En dégageant la signification profonde de la trilogie, nous en proposons une interprétation et une production nouvelles
Les trois ballets grecs de Stravinsky et de Balanchine s’unissent autour de l’agonisme − qui trouve son origine dans l’agôn, en grec « lutte » − que nous définissons comme étant la conciliation entre l’apollinien et le dionysiaque. Nous tentons de montrer comment le ballet manifeste la recherche d’un équilibre entre les qualités apollinienne et dionysiaque, essence même de la trilogie, par sa représentation et sa dramaturgie. Nous proposons pour cela une méthodologie afin d’étudier la coexistence des arts. Un mémoire sur les écritures du mouvement est joint à la thèse. Il part d’une réflexion menée sur les supports matériels qui conduisent au ballet – enregistrements vidéo, DVD, dessins, photographies, captures d’écran, dessins, partitions chorégraphiques, initiées dans ce travail. En dégageant la signification profonde de la trilogie, nous en proposons une interprétation et une production nouvelles

Media & Communication
Ph.D.
The radio industry is fighting to stay relevant in an age of expanding media options. Scholarship has slackened, and media experts say that radio's best days are in the past. This dissertation investigates how today's radio announcer presents him/herself on the air as a personality, creating and performing a self that is meant for mass consumption by a listening audience. A participant observation of eleven different broadcast sites was conducted, backed by interviews with most key on-air personnel at each site. A grounded theory approach was used for data analysis. The resulting theoretical model focuses on the performance itself as the focal point that determines a successful (positive) interaction for personality and listener. Associated processes include narrative formation of the on-air personality, communication that takes place outside of the performance, effects of setting and situation, the role of the listening audience, and the reduction of social distance between personality and listener. The model demonstrates that a personality performed with the intent of being realistic and relatable will be more likely to cement a connection with the listener that leads to repeated listening and ultimately loyalty and fidelity to that personality. The successful deployments of these on-air identities across multiple channels (in-person, online, and through social media as well as broadcast) suggests that the demand for relatable and informative content will persist, regardless of radio's future delivery mechanisms.
Temple University--Theses

Erving Goffman is an important sociologist whose dramaturgical perspective on social interaction and presentation of the self is a classic within sociology. However, social interaction and presentations of the self occurs increasingly more online. Goffman’s perspective is, unfortunately, limited to face-to-face interaction. The aim of this study is to discuss how far Goffman’s dramaturgical perspective can take us in a discussion on the private and the public in online presentations of the self in Facebook and personal blogs. The aim is specified with the following research questions: What are the possible constrains and possibilities? What happens to the central concepts in the model? How can the model be critically developed to online presentations of the self? The discussion connects to the distinction between the private and the public, as it implicitly is presented in Goffman’s model. The discussion draws on empirical material consisting of reflections of ten individuals on their social practices on Facebook and personal blogs. As all respondents use both applications, it opens up for a comparison between how they present themselves in each forum. All respondents presented themselves differently on Facebook compared to their personal blogs. Goffman’s model works better on self-presentations on Facebook than on personal blogs, which are contradictive to the model. Facebook is about staging a successful character. Conversely, the idea with the personal blog was to stage the front stage as a backstage. Performances on the personal blog constitute an inverted model where the intimate is sublimated and ritualized. Additionally, impression management follows an altered logic of selective opening of the backstage. However, the performances are just as, if not even more, theatrical and dramaturgical as performances in Goffman’s model. Moreover, social situations on Facebook and personal blogs are dissimilar to face-to-face situations. Both settings can be seen as an abstract sociability rather than a concrete sociability. There is no immediate co-presence between the interactants which has the consequence of creating an uncertainty of in front of whom the performance actually is held, which in addition makes the social situation diffuse, scattered and harder to define.

Esta pesquisa centrou-se na análise das peças Toda esta larga noche e Ligeros de equipaje, que compõem a obra Antologia Subjetiva (1996) do dramaturgo chileno Jorge Díaz. O estudo teve como proposta o destaque às relações entre memória, testemunho e identidade a luz das considerações teóricas de Marcio Seligmann-Silva (2003), Beatriz Sarlo (2005) e Andreas Huyssen (2000). Partimos do tema da dramatização das sequelas da violência do terror de Estado e por outras tragédias que marcaram a segunda metade do século XX. Tratamos do teor testemunhal do teatro de Díaz, o exílio, a memória e o trauma, eixos determinantes deste estudo. Discutimos também a função social da arte e do intelectual. Para essa abordagem, delineamos o contexto histórico das ditaduras no Cone Sul e na Espanha Franquista, contextos nos quais o dramaturgo esteve inserido

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Este estudo teve como objetivo identificar quais comportamentos de gerenciamento de impressões ensinados por meio de treinamentos (formais e informais) ou adquiridos pelo processo de aprendizagem social são observados nas interações entre o pessoal de linha de frente e clientes em lojas de Varejo de Moda. Para tanto, foi realizado um estudo de múltiplos casos, as quais foram escolhidas como unidades de análise, três lojas de varejo de moda do Centro de Compras Paço Alfândega situado na cidade de Recife-PE. A abordagem adotada nesta pesquisa foi de natureza qualitativa tanto na coleta quanto na análise dos dados. A base para a análise dos dados foram as transcrições do conteúdo das entrevistas, das anotações colhidas no diário de campo e do material encontrado por intermédio da pesquisa documental. Salienta-se que a análise dos resultados foi realizada por meio da análise de conteúdo em conjunto com a análise dramatúrgica. A dramaturgia, como perspectiva teórica, surgiu em parte do interacionismo simbólico (suposição geral de que a percepção e a interação dos indivíduos acontecem por meio do uso de símbolos) e utiliza-se da metáfora teatral para explicar a interação social. Ainda, a metáfora dramatúrgica foi utilizada por Erving Goffman em seu livro The Presentation of Self in Everyday Life, publicado em 1959, o qual introduziu o tema gerenciamento de impressões à discussão das relações sociais. Assim, a análise desta dissertação foi realizada em dois níveis: dentro de cada caso e a análise comparativa dos casos. Ao final da pesquisa, dentre os principais achados apontam-se os seguintes: a) As estratégias de gerenciamento de impressões mais utilizadas nos casos pesquisados foram a insinuação, a promoção do produto, a autopromoção, a exemplificação e a intimidação; b) As táticas mais utilizadas foram as justificativas, os comportamentos não-verbais, a lisonja e a persuasão; e c) A aprendizagem social é a base do treinamento dos funcionários nos três casos

Forts des qualités que l'Antiquité et la Renaissance leur ont accordées, le sang et l'imaginaire qui lui est associé jouissent d'un grand prestige au XVIIe siècle. Dans leurs domaines respectifs, la médecine, l'anthropologie culturelle, la rhétorique et les belles-lettres rendent compte de cette élection, même si de récentes découvertes infléchissent alors graduellement la teneur des appréciations axiologiques portées sur l'humeur vermeille. Or, à cette même époque, la tragédie française a connu une évolution sensible dont témoigne le théâtre de Racine. C'est ainsi que l'examen de Phèdre – œuvre qui recourt abondamment au mot sang – donne l'occasion de remettre en perspective les questions liées à la représentation dramatique de la violence et au bon usage des émotions : dans cette mesure, l'attention portée au motif du sang funeste dans Phèdre se présente aussi comme une contribution à l'intelligence du corps classique saisi par la passion
Imbued with the qualities that Antiquity and the Renaissance granted them, blood and the imaginary associated with it enjoy great prestige in the seventeenth century. In their respective domains, medicine, cultural anthropology, rhetoric, and belles-lettres bear witness to this status, even if recent discoveries have gradually modified the value judgments made about the ruby-red humor. In the same period of time, French tragedy was undergoing an evolution that is particularly notable in the theater of Jean Racine. Consequently, the analysis of his masterpiece Phèdre, a work that has frequent recourse to the term "blood", offers the opporhmity to rethink questions linked to the dramatic representation of violence and to the use of the passions for moral purposes : it becomes clear that studying the theme of "fatal blood" also has the advantage of being a contribution to the understanding of the classical body in the throes of passion

During the year of 2020 the Covid-19 pandemic entailed restrictions that affected Sweden and the world in general. At the request of the Swedish Public Health Agency, Swedish universities were asked to conduct digital distance education. The purpose of this study is to investigate how the attitude to the change from traditional education to distance education among full-time students at Örebro University, can be understood in relation to factors linked to learning. The study also intends to examine whether and how the students experience that their social interaction and sense of coherence has been affected as a result of the change. The results of this qualitative study are based on qualitative interviews with full-time students at Örebro University, who have been involved in the change from traditional education to distance education. Previous research in these subject areas highlight, among other things, the prerequisites for successful distance education, as well as factors that have been found to have an impact on students’ experience of social interaction and sense of coherence. In addition to previous research, the study’s theoretical framework is based on Erving Goffman’s (2014 [1974]) dramaturgical perspective on social interaction and Aaron Antonovsky’s (2005) theory of sense of coherence.The result indicates that the students were predominantly negative about the change, mainly due to the lack of social interaction. The study also shows that the students experienced difficulties within the social interaction during distance education, in terms of impression management, maintenance of traditional norms and the separation between study time and free time. In conclusion, the study shows that the students’ sense of coherence has been affected in various degrees, depending on how they perceive that their sense of comprehensibility, manageability and meaningfulness is met in distance education.
Under år 2020 medförde Covid-19-pandemin restriktioner som påverkade Sverige och världen i stort. På begäran av Folkhälsomyndigheten uppmanades svenska universitet att bedriva digital distansundervisning. Syftet med detta självständiga arbete är att undersöka hur inställningen till förändringen från traditionell undervisning till distansundervisning hos heltidsstudenter vid Örebro Universitet, kan förstås i relation till faktorer kopplat till lärande. Fokus ligger därtill på om och i sådana fall hur studenterna upplever att deras sociala interaktion och känsla av sammanhang har påverkats till följd av förändringen. Denna kvalitativa studie baserar sitt resultat på kvalitativa intervjuer med heltidsstudenter vid Örebro Universitet, som varit med om förändringen från traditionell undervisning till distansundervisning. Tidigare forskning inom dessa ämnesområden belyser bland annat förutsättningar för en lyckad distansundervisning, samt faktorer som har visat sig ha en inverkan på studenters upplevelse av social interaktion och känsla av sammanhang. Utöver tidigare forskning grundas studiens teoretiska ramverk i Erving Goffmans (2014 [1974]) dramaturgiska perspektiv gällande social interaktion samt Aaron Antonovskys (2005) teori om känsla av sammanhang.Resultatet från studien tyder på att studenterna var övervägande negativt inställda till förändringen, främst på grund av avsaknaden av socialt umgänge. Studien visar även att studenterna upplevde svårigheter i den sociala interaktionen vid distansundervisning vad gäller intrycksstyrning, upprätthållning av traditionella normer samt avgränsningen mellan studietid och fritid. Avslutningsvis visar studien att studenternas känsla av sammanhang påverkats i varierande grad, beroende på hur de uppfattar att deras känsla av begriplighet, hanterbarhet samt meningsfullhet tillgodoses vid distansundervisningen.

During the last decade there has been a major change in the labour market where the work has become more limitless and the number of entrepreneurs has increased. This study analyses how self-employed female accountant experience their personal identity and professional identity. Central questions are the individual experience of the personal- and professional identity, the connection between them and which importance self-employment has for the perceived personal identity. Previous research indicates that there are several separate studies about self-employed, accountant and identity but not in a combination with each other, which lays the foundation for the study's relevance. The theoretical starting points are Erving Goffman's stigma theory and the dramaturgical perspective as well as concepts about the boundless work and identity. The study is based on a qualitative research method in which five semi-structured interviews have been conducted. The results indicate that there is a connection between the personal identity and the professional identity. Besides, it emerged that the role of self-employed has importance for the perceived personal identity.
Under det senaste decenniet har stora förändring skett på arbetsmarknaden där arbetet blivit allt mer gränslöst och antalet egenföretagare ökat i omfattning. Studien undersöker hur egenföretagande kvinnliga redovisningskonsulter upplever sin personliga identitet och yrkesidentitet. Centrala frågor är individens upplevelse av sin personliga- och yrkesidentitet, kopplingen dem emellan samt vilken betydelse egenföretagande har för individens upplevda personliga identitet. Den tidigare forskningen tyder på att det finns ett flertal separata studier om egenföretagare, redovisningskonsulter och identitet men inte i kombination med varandra, vilket ger upphov till studiens relevans. De teoretiska utgångspunkterna är Erving Goffmans stigmateori och det dramaturgiska perspektivet samt begreppen gränslöst arbete och identitet. Studien utgår från en kvalitativ forskningsmetod där fem semistrukturerade intervjuer har genomförts. Studiens resultat visar att det finns en koppling mellan den personliga identiteten och yrkesidentiteten hos urvalsgruppen. Ytterligare framkom det att rollen som egenföretagare har en betydelse för individens upplevda personliga identitet.

Practically all pupils leaving the nine-year compulsory school continue their studies at the upper secondary school, which consequently faces the challenge of meeting the whole range of varying needs and conditions of students. Daily school practice is constituted by a number of communicative contexts, formal as well as informal. In these social and linguistic contexts, conversations are held about and with students. The dissertation, which focuses on students in need of support, is expected to contribute to the creation of knowledge about how communication and interaction constitute daily work and how this ultimately may be manifested in exclusion and inclusion processes during the upper secondary school education of the young. The research is directed at the organisation of the work of the upper secondary school as well as at students’ experience of and learning from their participation, communication in various contexts and their own learning. The dissertation has its point of departure in the communicative relational perspective (KoRP), which is founded on socio-cultural theory formation. In addition, concepts from dramaturgy have been used as analytical tools for deepened analysis and interpretation of interaction. The study is ethnographic and longitudinal in its nature. During slightly more than three years of field work, eleven case study students have been followed on their journey through upper secondary school education. The outcome indicates the complexity of the upper secondary school, where communication and actions in a number of communicative contexts not always have the expected effect. To formal contexts that shall have a precautionary and supportive function belong pupil welfare team meetings, transition conferences and class meetings. For the group of case study students, however, these turn out to have limited significance. Among other things, the study uncovers how work organisation, mediational tools and the interaction of participants may become obstacles. Further, waiting for support efforts as well as inadequate collaboration between various communicative contexts have negative consequences for students concerned. For students who prosper in spite of complicated schooling and life situation in general, the experience of participation in a community of friends has a prominent position, but above all participation in one’s own learning process appears to be a decisive factor. This calls for continuous talks and follow-ups, in which teachers and not least class teachers/mentors have a central role.
I stort sett alla elever som lämnar grundskolan fortsätter sina studier i gymnasieskolan, som därmed står inför utmaningen att kunna möta hela variationen av elevers skiftande behov och förutsättningar. Skolans dagliga praktik byggs upp av en mängd kommunikativa kontexter, formella såväl som informella. I dessa sociala och språkliga sammanhang förs samtal om och med elever. Avhandlingsarbetet riktar intresset mot elever som av olika skäl har bedömts vara i behov av stöd och studien förväntas utgöra ett bidrag till kunskapsbildningen om hur kommunikation och samspel konstituerar den dagliga verksamheten samt hur detta i sin förlängning kan ta sig uttryck i exkluderings- och inkluderingsprocesser under ungdomarnas gymnasieutbildning. Forskningsarbetet är inriktat dels mot organiseringen av gymnasieskolans verksamhet och dels mot elevernas upplevelser och erfarande av sin delaktighet, kommunikationen i olika kontexter och det egna lärandet. Avhandlingen tar sin utgångspunkt i det kommunikativa relationsinriktade perspektivet (KoRP), som vilar på en sociokulturell teoribildning. Därtill har begrepp hämtade från dramaturgin använts som analysverktyg, för fördjupad analys och tolkning av samspelet. Studien har en etnografisk och longitudinell karaktär. Under drygt tre års fältarbete har elva fallstudieelever följts på resan genom den gymnasiala utbildningen. Resultatet visar på gymnasieskolans komplexitet, där kommunikation och handlingar inom en rad kommunikativa kontexter inte alltid får förväntad effekt. Till formella sammanhang som ska ha en förebyggande och stödjande funktion hör elevvårdsteamsmöten, överlämnings- och klasskonferenser. För gruppen av fallstudieelever visar sig emellertid dessa ha en begränsad betydelse. Studien blottlägger bland annat hur verksamhetens organisering, medierande verktyg och aktörernas samspel kan bli till hinder. Vidare får väntan på stödinsatser och bristande samverkan mellan olika kommunikativa kontexter negativa konsekvenser för berörda elever. För elever som når framgång trots en komplicerad skolgång och livssituation i övrigt, får upplevelsen av delaktighet i en kompisgemenskap en framskjutande plats, men framförallt framstår delaktigheten i den egna lärandeprocessen som en avgörande faktor. Detta ställer krav på kontinuerliga samtal och uppföljningar där undervisande lärare och inte minst klassföreståndare/mentor intar en central roll.
"Villkor och förutsättningar för delaktighet, kommunikation och lärande i gymnasieskolan" - ett projekt vid Göteborgs Universitet, IPD, Enheten för specialpedagogik

Under senare tid har det kommit många ensamkommande barn till Sverige då de flytt från bland annat krig som pågår i hemlandet. De ensamkommande barnen placeras i HVB-hem, där de erbjuds stöd och omvårdnad. Syftet med denna studie är att utifrån ett emotionellt perspektiv undersöka hur HVB personalen upplever sitt arbete, genom att undersöka hur personalen hanterar och påverkas av emotioner i sitt vardagliga arbete samt undersöka vilka emotionella regler det finns på arbetet. Detta kommer att utföras utifrån en kvalitativ metod, genom halvstrukturerade intervjuer med 4 integrationshandledare och 1 boendestödjare. Fokus kommer ligga på HVB personalens beskrivningar. Materialet från intervjuerna har sammanställts med empiri som jag kommer att tolka. Utifrån utvalda teorier kommer materialet att besvara studiens frågeställningar. De teorier som jag har använt mig främst av i studien är Goffmans teori om det Draugmatiska perspektivet, främre och bakre regionen, Arlie Hochschild teori om det emotionella arbetet samt människobehandlande organisationer och objekts- och subjektspositionen som diskuteras av sociologerna Markus Arvidson och Sara Johansson. Resultatet visar att HVB personalen intar en professionell roll samt hanterar och påverkas av emotioner i sitt arbete. Detta kan bero på de känsloregler som finns i arbetet och deras professionella roll som de intar.
In recent years there have been many unaccompanied children that have fled to Sweden because of the war that’s going on in their home country, for instance. The unaccompanied children are placed in HVB homes, where they are offered support and care. The aim of this study is from an emotional perspective. The study examines how the HVB staff is experiencing their work by exploring how the staff handles and gets affected by emotions in their everyday work and also examines the emotional rules at their workplace. This will be done based on qualitative approach, through semi-structured interviews with 4 integration supervisor and one housing supporter. The focus will be on HVB staffs descriptions. The material from the interviews has been compiled with empirical data that I will interpret, based on the selected theories of the material to answer the study questions. The theories that I have used mainly in the study are Goffman’s theory of the dramaturgical perspective and front- and back region. I have also used Arlie Hochschild´s theory of emotional workand the object and subject position discussed by Markus Arvidson and Sara Johansson. The result shows that the HVB staff occupies a professional role, handling and getting influenced by emotions in their work. This may be due to the emotional rules that exist at work and also because of the professional role they play.

Sammanfattning Sedan början av 2000-talet har det skett en markant ökning av studier gällande barn och ungdomar och Autism. Dock är det så att den mesta forskningen fortfarande är inom det medicinska området. Endast ett fåtal av studierna rör vuxna med Asperger syndrom (AS) som studerar på högskola/universitet. Samtidigt sker en ökning av personer med AS som söker högre utbildning såsom högskola/universitet, vilket gör forskning gällande personer med diagnosen AS högaktuell. Antalet studenter med kognitiva funktionshinder, dit AS räknas, som sökt pedagogiskt stöd på högskola/universitet i Sverige, har ökat från 1 427 studenter 2010 till 1 943 studenter 2012. När man studerar på högskola/universitet så finns det pedagogiska stöd att tillgå, och till vardagen finns Lagen om stöd och service till vissa funktionshindrade (LSS) och Socialtjänstlagen (SoL) som personer med AS har möjligheter att söka stöd genom.  Personer med AS kan ibland ha svårt att utnyttja stödsystem som kräver att man själv identifierar och uttalar sina behov av stöd. Denna avhandling fokuserar på personer med AS i högre utbildning och stöd. I doktorsavhandlingen ingår två studier: Studie I som är en fallstudie och Studie II, som är en enkätstudie. Bindningspunkten för studierna är studenter med AS som fått pedagogiskt stöd i sin utbildning vid högskola/universitet. Studie I Studie I består av en fallstudie (Merriam, 1994, 2009; Patton, 2002) som innefattade tre fall. Studien redovisas i artikel I och II, där artikel I bygger på studenternas berättelser och artikel II på anhörigas och samordnares berättelser. Insamlandet av data har byggt på berättelser genom samtal (Doecke, Brown, & Loughran, 2000; Hydén & Brockmeier, 2008; Johansson, 2005; Skott, 2004). Valet av berättelser som metod, innebär att man som forskare fokuserar på att få möjligheter att lära känna en annan person, få kunskap om denna persons erfarenheter, känslor och förväntningar. För att säkerhetsställa undersökningens validitet, användes triangulering mellan tre olika källor: intervjuer med studenter, anhöriga och samordnare. Urvalet av högskola/universitet gjordes med avsikten att inkludera högskolor/universitet från olika delar av Sverige, olika stora högskolor/universitet med olika studieinriktningar. Syfte med Studie I är att undersöka hur studenter med AS i högre utbildning beskriver och förstår sin livshistoria och sin studievardag, vilket redovisas i artikel I och i kappans resultat. Anhöriga är en central resurs för personer med AS. Därför undersöks i den andra artikeln hur anhöriga uppfattar sina barns eller syskons studier och det stöd de tidigare fått i skolan och på högskola/universitet. I artikeln redovisas även hur man upplever det pedagogiska stöd som högskola/universitet erbjuder. Samordnare för studenter med funktionshinder har en central roll i vilka pedagogiska stöd som beslutas att students ska få, därför är det också av vikt att undersöka hur samordnare beskriver den stödverksamhet som finns på högskola/universitet. Även detta redovisas i andra artikeln samt i kappans resultat. Vid insamling av data var fokus på studenternas berättelser om sin studievardag och hur de beskrev sina skolerfarenheter, från förskola fram till högskola/universitet samt hur de såg på sin framtid (Hydén & Brockmeier, 2008). Vid samtalen med anhöriga och samordnare använde forskaren sina yrkeserfarenheter som berör AS, diagnossättande, mediciner, lagar och forskning samt personliga erfarenheter. De anhöriga som intervjuades bestämdes av studenterna och bestod av en mamma, en pappa och en syster. Samordnarna bestod av de som arbetade på den högskola/universitet som studenten studerade på. Samtalsmanual har använts som stöd vid varje samtal. Totalt har tolv samtalsmanualer använts. Samtalens längd för studenterna varierade mellan 1 timma och 4 minuter till 4 timmar och 50 minuter. Samtalens längd varierade mellan 1 timma och 10 minuter till 3 timmar och 23 minuter för de anhöriga. Samtalens längd varierade mellan 1 timma och 13 minuter till 3 timmar och 40 minuter för samordnare. Varje samtal anpassades helt efter varje anhörigs och samordnares intresse av att vilja samtala.  De tre fallbeskrivningarna omfattade femton transkriberade samtal: tre vardera för varje student, en för vardera anhörig och en för vardera samordnare. Första steget i analysen var att forskaren läste igenom det transkriberade materialet kring varje student upprepade gånger så att en känsla för helheten uppstod. Vid tredje genomläsningen gjordes noteringar i form av nyckelord som beskrev innehållet. Därefter plockades de meningar ut som innehöll information som byggde på nyckelorden och var relevanta för frågeställningarna. Den omgivande texten togs med så att sammanhanget kvarstod, det bildade meningsbärande enheter. De meningsbärande enheterna i samtalstexterna kondenserades i syfte att korta ner texten men ändå behålla innehållet. De kodades därefter och grupperades i kategorier som återspeglade det centrala budskapet i samtalen i relation till studenterna. Samma process gjordes med de anhörigas och samordnarnas transkriberade material. I Studie I framkom det att studenter med AS ofta behöver stöd i sin studievardag, det vill säga både i studierna och i vardagslivet, för att klara sina studier. Personer med AS har en kognitiv funktionsnedsättning som kan ge svårigheter i deras studievardag, och de har ofta en nedsatt förmåga att beskriva sina svårigheter och kan därför inte alltid redogöra för vilka behov de har. När man söker stöd bygger ansökan på att man själv kan beskriva sina behov av stöd och framför allt välja bland de stöd som finns utifrån det behov och de svårigheter man har, det vill säga man ges en stor valfrihet. För studenter med AS kan detta bli till en stor svårighet då de ofta inte själva vet vilka stöd de har behov av och vad de olika stöden skulle innebära för de studiesvårigheter de har. Studenterna i studierna angav att när de fick stöd hade de svårt att förstå hur stödet skulle fungera och hur det skulle kunna förbättra deras studier, och att det pedagogiska stödet i stället blev till ytterligare ett hinder, som tog tid och fokus från studierna. Stödinsatsen med vidhängande valfrihet kan ses som ett uttryck för en ekvifinalitet: stödsystemet har designats för att ge olika funktionshindrade samma möjlighet, och utgångspunkten är att valfrihet är bra för alla. Många av studenterna har beskrivit att de känner sig socialt begränsade och har kommunikationssvårigheter och de upplever att de är stigmatiserade och känner sig alienerade. I analysen av studenternas beskrivning av sin livshistoria och studievardag framstod två teman, Kamp och Utanförskap. Anhöriga beskrev att kraven på fokusering, både på vardags- och studentaktiviteter, blev övermäktiga för deras barn eller syskon. De kunde se att deras barn eller syskon hade svårigheter med att planera inköp av exempelvis mat, att laga mat, att tvätta och sköta andra vardagsrutiner i hemmet. Samordnare för studenter med funktionshinder utryckte att även om de kunde se att studenter hade problem med vardagsrutiner i hemmet,  kunde de inte ge något stöd för detta. De hade också svårt att erbjuda stöd i vissa studietekniska frågor. Samordnarna beskrev att det är svårt att ställa frågor om en students funktionshinder, diagnos och livssituation och att det är svårt att få grepp om vilket stöd som skulle kunna bli bra för varje enskild student. Sammantaget så har det framkommit att studenter med AS har behov av både pedagogiskt stöd och stöd i vardagsrutiner och det framkom också i studierna att de olika stöden behöver samordnas så att studenter med AS erhåller stöd i hela studievardagen. Det framkom också att det finns behov av ett kunskaps- och kommunikationsverktyg för framför allt samordnare och studenter. Detta verktyg skulle kunna användas av samordnare och student så att en tydlig agenda upprättas och följs vid samtalen och beslut om vad eller vilka pedagogiska stöd som studenten skulle kunna få som stöd i studierna. Studie II Studie II består av en enkätstudie, bestående av 55 frågor med både öppna och slutna svarsalternativ, riktat till studenter med AS, studenter med rörelsehinder (RH) och studenter med hörselnedsättning (HN). Även i denna studie står studenter med AS i fokus, men med mer generell frågeställningar: Hur beskriver studenter med AS, RH och HN upplevda problem, erhållet stöd och upplevt stöd? Finns det skillnader och likheter mellan dessa tre grupper av studenter? Resultatet redovisas i artikel III samt kappans resultat. Syftet med studie II är också att undersöka vilka karaktäristika för studenter med AS som kan identifieras och bedömas som så viktiga att de med stöd av Internationella klassifikation för funktionstillstånd, funktionshinder och hälsa kan behöva ingå i ett code set. Resultatet redovisas i artikel IV samt i kappans resultat. Under arbetet med Studie I uppkom funderingar på om det fanns studentgrupper med andra funktionshinder som har samma erfarenheter som studenter med AS. Därför utökades urvalet till studenter RH och HN. Studie II var beskrivande med en mixed methods design. Den första delen hade en huvudsakligen kvantitativ ansats med data insamlade via en enkät. Till enkätstudien tillfrågades alla högskolor/universitet om de var intresserade att delta i undersökningen. Det var 14 samordnare på 12 högskolor/universitet som tackade ja till att medverka och de tillfrågade sedan de studenter som kunde vara aktuella att medverka i undersökningen. Respondenter blev 34 studenter som studerade vid 12 svenska högskolor/universitet, 16 studenter med AS, 11 med RH och 7 med HN. Eftersom endast 34 studenter kunde rekryteras betraktas detta som en pilotstudie. Den kan ge en första antydan om hur studievardagen upplevs av studenter med funktionshinder och om det finns någon skillnad mellan de tre undersökta grupperna av studenter när det gäller svårigheter och behov av stöd.  I den andra delen av studie II togs ett första steg till ett code set, en början till ett kommunikationsverktyg, det vill säga en samtalsmanual mellan samordnare och studenter, samt som information till anhöriga. Analysen hade en deduktiv, kvalitativ ansats. Data från flera olika källor, bland annat enkäterna, analyserades och jämfördes genom att innehållet länkades till ICF-koder. Avsikten var att identifiera preliminärt innehåll i ett code set.   Analysen av enkäterna var kvantitativ så långt materialet medgav det, och grupperna jämfördes genom så kallad korstabulering. Nästa steg i analysen (Code set förberedelsen) fokuserade endast på studenter med AS. Information i enkäten länkades kvalitativt deduktivt till ICF tillsammans med information från fem olika källor som representerar olika perspektiv: 1) Studenters egna beskrivningar, 2) Internationella diagnosklassifikationer, 3) Nationella policy-dokument för högre utbildning, 4) Hälso- och sjukvården, 5) Brukarorganisationen Autism och Aspergerförbundet. De fem olika källorna innefattade tio dokument som valts utifrån inklusionskriterierna målgruppen AS, åldersgruppen unga vuxna, undervisning/utbildnings-krav för högre utbildning, insatser/behov av stöd samt nationella/internationella källor med anknytning till målgruppen. Syftet var att integrera flera olika perspektiv på behov av stöd i studievardagen för studenter med AS. Därmed kunde en första lista med ICF-koder identifieras som underlag till ett code set för studenter med AS på högskola/universitet. I Studie II framkom det att även om studenter med AS verkade rapportera samma svårigheter, varierade förklaringarna som gavs till problemen mellan grupperna. När det gällde förklaringar verkade det för studenter med AS vara kopplat till kognitiva svårigheter medan det för studenter med rörelsehinder (RH) och hörselnedsättning (HN) var kopplat till fysiska svårigheter. På ytan kan de olika gruppernas svårigheter alltså se lika ut och de kommer då att erbjudas samma pedagogiska stöd från sin högskola/universitet. I enkätsvaren framhölls att det var väldigt viktigt för studenterna att kunna få ett arbete efter avslutade studier för att därmed få möjligheter att kunna försörja sig och leva ett vanligt liv som alla andra. Innan dess måste dock studierna genomföras och i den studievardag som beskrevs, talades det om kamp och utanförskap. Några av de erfarenheter som lyftes fram av alla grupperna studenter var, stress och koncentrationssvårigheter, trötthet, och social begränsning . I Studie II framkom alltså samma problem som i Studie I med att tydligt uttrycka svårigheter och behov. Det indikerar att det finns behov av ett kunskaps- och kommunikationsverktyg för samtal mellan samordnare och studenter. Ett ICF baserat code set för högre utbildning för studenter med AS skulle kunna vara ett sådant verktyg. Ett code set består av ett antal kategorier från ICF och beskriver de svårigheter som studenter med AS kan ha och som kan bilda en checklista att arbeta utifrån vid samtal, planering av stöd och information till annan personal. Det ska vara så tydligt att det kan ges till studenten i förväg så att studenten får möjligheter att förbereda sig på vad samtalet och mötet innebär. Avslutningsvis har det framkommit att om studenter med AS ska bli inkluderade i högre utbildning och om uteslutningsmekanismer såsom stigmatisering och alienation ska motverkas, krävs det troligen tydligt strukturerade individuella lösningar: Stödet ska ge en öppning mot en multifinalitet istället för den ekvifinalitet som idag råder vid erbjudande av stöd. Lösningar och stöd ska inte bara vara baserade på en diagnos, utan på en analys av varje students upplevda svårigheter sett ur perspektivet hela studievardagen. Först då kan stöden bli till de verkligt frigörande möjligheter som är avsikten.
Summary Since the beginning of the 21st century there has been a significantly increased number of studies on children and young adults with Autism Spectrum disorder (ASD). Most of this research falls within the domain of Medicine and only limited number of studies focusses on adults with Asperger Syndrome (AS) as students at university. Considering that there is an increase in numbers of individuals diagnosed with AS attending tertiary education researching this group of individuals is both timely and opportune. The number of students with cognitive disabilities, such as AS, seeking assistance to help their study efforts along at universities has increased in Sweden from 1427 students in 2010 to 1943 students in 2012. It should be noted that support in everyday student-life is guaranteed by legislation (that is, by Social Service Act (SoL) and  Support and Service for Persons with Certain Functional Impairments (LSS)) and that this same guarantee is valid also of studying at university. However, individuals with AS may at times have difficulty using available support, since they must identify their own needs and also communicate the nature of their need. This doctoral thesis is focusing on individuals with AS in need of such support in tertiary education. The thesis is comprised by two main studies: Study I, which is a case study, and Study II, which is a survey. Their common denominator is students with AS who have received legally guaranteed support as university students. study I The first study is a case study of three cases. This research is reported in the two first articles of the four articles comprising the entire thesis. The first article focusses on student narratives, whereas article two rather focusses on the accounts of next of kin as well as those of university coordinators I charge of assisting students in need. Data were collected through conversations.  The particular choice of method allows for the researcher to acquire more intimate knowledge of the participants learning of their experiences, feelings and expectations. To secure validity the data from students, next of kin and university coordinators was triangulated. Number and type of universities included in the study were sampled on the principle that there should be included universities from different parts of Sweden, of different sizes and with different academic profiles. The aim of Study I was to investigate how students with AS, as students in tertiary education, describe their life history and their everyday student-life. This particular focus is reported in the first article. Next of kin are central to individuals with AS. In the second article therefore, the perceptions of next of kind and how these understand their children’s or sibling’s university studies as well as the available support for them are accounted for. Also university coordinators in charge of study assistance at universities are of considerable importance. They decide the manner of support provided. It is therefore important to also describe how these outline and assess the existing support. This too is the focus of the second article. During data collection the focus was on students’ narratives of their everyday student-life at university as well as how they experienced their entire education experience from pre-school and to tertiary education. The views of their own future was also an issue that was addressed. The conversations with participants were facilitated by the researcher in terms of conveying previous research results on the nature of AS individuals’ experience of university education; of the researcher’s professional experiences of the situation and also of herself being next of kin to an individual with an AS diagnosis. As a means of helping conversations with next of kin and coordinators along the researcher used her own professional experience in relation to AS individuals, diagnosing, medication, legal framework, previous research and personal experience. Which next of kin to be interviewed - a mother, father and a sibling - was decided by the participating students themselves. For each university there is generally only one coordinator. These participated in the study. A conversation manual has been used as support for each data collecting conversation. In all, twelve such manuals have been used. The length of the conversations with participating students varied between 1 hour and 4 minutes to 4 hours and 50 minutes. Conversations with next of kind varied between 1 hour and 10 minutes to 3 hours and 23 minutes and for coordinators the duration varied between 1 hour and 10 minutes to 3 hours and 40 minutes. Every conversation was entirely adapted to each participating individual and their willingness to converse about the subject matter. The three cases were comprised of 15 transcribed conversations: three for each student, one for each next of kin, and also one for each university coordinator. As a first step in analysing the data the researcher read transcriptions multiple times to lay foundations for an understanding of entirety. During the third read notes were taken in the form of key words significant to content. Extraction of sentences containing these keywords followed. Key words were always significant in relation to the research questions. The surrounding text was taken too in order to preserve context. Together the keywords, the sentences and the surrounding contexts constituted meaningful units of text. These units, in every transcribed conversation, were condensed in order to shorten texts but still maintain the essence of its meaningful content. The condensed text units were coded and grouped in categories that reflected the essential and meaningful content of the conversations. Data culled from the next of kin and the coordinators were submitted to the same process of data analysis. Results showed that students with AS often do need assistance at university both in terms of studying as well as in their daily life off campus in order to manage an existence as students. Individuals with AS however have a cognitive disability that may challenge their efforts as students. In addition, they have difficulties describing their problems and often find it hard to define which needs for assistance they do have. When applying for assistance students are required to specify their special needs of support, and more importantly, also choose what kind of assistance they require. In other words, they are given a considerable freedom of choice. To students with AS this presents an obstacle. They often do not know what kind of assistance they require and what a certain kind of support would entail. Participating students reported that it was difficult for them to grasp how the support would actually function and how it would improve their studying. Instead, the possibility of acquiring support became yet another problem which made studying even more difficult for them. The availability of support with the accompanying freedom of choice as to the manner and content of the support may be seen as an expression of equifinality. That is, the support system has been designed to provide each disabled individual with equal opportunity of attaining support. The basic value underpinning the support system is that freedom of choice is valuable to each and every one. However, many students with AS have reported that they feel socially limited, alienated even stigmatised and that they communicate poorly. In analysing the narratives of students’ life histories as well as their everyday student-life as students two themes emerged: Struggle and Alienation. The next of kin described the demands of focus, both on and off campus, to be overwhelming for their children or siblings. They observed difficulties with planning ahead to shop for groceries, to do laundry, to cook or to do sundry domestic chores at home. University coordinators understood that students had such problems off campus but could not offer assistance relating to off-campus difficulties. However, they also found it difficult to offer these students assistance pertaining to certain aspects of student life. They found it tricky to pose questions regarding students’ disability, diagnosis and general life situation. It was thus a problem for them to acquire an understanding of what kind of assistance that would be suitable for each individual student. In all, the research clearly showed that students with AS are in need of both educational support and everyday student-life support and that these two aspects of assistance need to be coordinated. Results also suggested the need of a tool for knowledge and communication, especially for students and university coordinators. Such a tool would facilitate the communication and would serve as a basis in deciding what kind of remedial action that needs to be taken for the benefit of students with AS. Study II The second study was operationalized as a survey study employing a questionnaire consisting of 55 questions of which some were open-ended. This instrument was administered to students with Asperger Syndrome (AS), to students with mobility impairment (MD) and to students with impaired hearing (HD). Note that abbreviations relate to the Swedish nomenclature for these disabilities. This study also focussed on students with AS but addressed more general questions: How do students with AS, MD and HD describe problems, provided support and the experience of being given support? Are there similarities or differences between these three groups of students? This research is presented in the third article of the doctoral thesis. The aim of the second study was also to explore what characteristics of students with AS could be identified as particularly important in an effort to classify them as a code set with the framework of the International Classification of Functioning, Disability and Health (ICF). A code set consists of a number of categories derived from the ICF classification system. It describes the type and nature of difficulties that for example students with AS may experience, thus constituting a checklist from which to work when university coordinators and students discuss the nature and manner of support needed and then succinctly be able to convey such information to other relevant staff. Such a tool will need to be straight-forward and given to students prior to meeting the coordinators in order to help students prepare for the meeting being fully informed of its content and purpose. The result of this exploratory second study is presented in the fourth article.  As the study of AS student cases progressed there arose questions regarding other students with different kinds of disability also. Do they have the same or similar problems? For this reason a second study was launched and mobility impaired students (MD) and hearing impaired students (HD) were included also. This study was descriptive but operationalized as a mixed methods design. The first part of it consisted of a quantitatively based questionnaire. All Swedish universities and higher education institutions were invited to take part. Fourteen coordinators from 12 universities accepted. They in turn asked students to take part. In all, 34 students decided to participate. These were divided into the following categories: 16 (AS), 11 (MD) and 7 (HD). Due to the relatively low number of participants the study is best considered to be a pilot study. It could be suggestive in reference to how everyday student-life on campus might be experienced by students with different disabilities and whether there are differences between the three studied groups in need of support. In the second part of the second study a first step was taken towards creating a code set; the beginning of a communication tool serving as a conversation manual between coordinator and students. The analysis of the data was qualitative but deductive. Data from several sources, including the questionnaire, were analysed, compared and linked to ICF-codes in order to identify a tentative content of a potential code set. The data culled by the questionnaires was first cross-tabulated. The next phase of the analysis was the code set preparation, focussing only on students with AS. Analysed data were linked qualitatively and deductively to ICF together with information from five different sources: 1) Student narratives, 2) International diagnosis classifications, 3) National policy-documents of higher education, 4) National healthcare and 5) The Swedish Autism and Asperger Syndrome Association. In all, 10 documents were included on the basis of  the AS target group, age group young adults, education and education guidelines for higher education, remedial work, need of support as well as national and international sources relating to the target group. The aim was to integrate several perspectives of needs of support in reference to AS students and their everyday student-life on a university campus. Results of the second study showed that even though other groups also reported problems similar to those of the AS students their explanations varied. While the problems of AS students appeared linked to cognitive difficulties, the problems of mobility impaired students (MD) and hearing impaired students (HD) were linked to physical difficulties. The difficulties and each group would appear similar at first sight which in practical terms means that they also would be offered the same kind of support as students at university The analysis of the questionnaire suggested the importance of students acquiring a job after graduation, to be able to earn a living and lead a normal everyday student-life like most others. However, prior to such a possible future studies must be completed and participants’ experiences of being university students appeared not the best. They spoke of struggle and alienation. Some of the experiences common to all three groups were stress and concentration difficulties, fatigue and social limitations. Hence, the second study, just like the first study, clearly showed both problems and needs, which suggested the necessity of a knowledge and communication tool for coordinators and students. An ICF-based code set for students with AS in higher education could serve as such a tool. In conclusion, results also suggested that if students with AS are to be included in higher education, and exclusion mechanisms such as stigmatisation and alienation be overcome, then clearly structured solutions - individual to each student - are also needed. Offered support must conform to multifinality rather than to equifinality as is currently the case in Sweden. Individual support cannot be based entirely on a diagnosis but also on an analysis of each student’s experienced difficulties in their immediate university environment of studying. Then, possibly, the available and legally guaranteed support would become as empowering as it was intended to actually be.

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Esta pesquisa investiga espetáculos cênicos – das áreas de teatro, dança e arte da performance – apresentados na cidade de São Paulo durante o biênio 2015-2016, que trazem apenas mulheres em cena. A partir de uma perspectiva feminista e materialista, foi desenvolvida a metodologia denominada “análise contextualizada” ou “análise situada”, utilizada para observar e analisar espetáculos teatrais a partir de suas dramaturgias cênicas. Em seguida, são propostas questões sobre mulheres em cena e artes cênicas a partir do debate e realidade de violência contra as mulheres no Brasil, assim como de reflexões e ações derivadas dos movimentos feministas, originando um esboço do conceito: “dramaturgia cênica feminista”.
This work investigates escenic performances – theater, dance and performance art – performed at São Paulo city during the biennium 2015-2016, with just women on scene. From a feminist and materialist perspective, it was developed the metodology named “contextualized analysis” or “situated analysis”, used to observe and analyse theatrical performances from which their escenic dramaturgies. Subsequently, questions about women on scene and escenic arts are suggested from which the debate and reality of violence against women on Brazil, as well from thoughts and actions derived from the feminists movements, originating a sketch of the concept: “feminist escenic dramaturgy”.

The purpose of this study is to examine the player’s experiences and perspective of the massively multiplayer online role playing game World of Warcraft. This study wants to find out the effects on the players psychological and social well-being through interviewing 10 World of Warcraft players between the ages of 18-32. This has been done through a thematic analysis. The reason behind this study is because a lot of scientific studies and the media has portrayed World of Warcraft players in a negative light where they are described as lone wolfs. This study wants to find out how the players themselves talk about the game and how it has affected their lives. The findings of this study have shown that players describe World of Warcraft as a meaningful occupation where it has given them better confidence, self-awareness, language skills, social skills but also build a social network inside the game. The social interactions that the players have with their friends have given them a platform to be open about their lives but also problems that affect them in the real world. The conclusion of this study is that the picture that a lot of the scientific studies and the media are portraying is a dishonest one. They judge players as single group where they do not look at the bigger picture or through the perspective of the World of Warcraft player.

In the present study, I analyze adolescent girls’ smoking through a unique combination of a quantitative survey of impressions and a theoretical analysis based on new elaborations of Bourdieu’s concept symbolic capital. The method of the study is three-fold. First, focus-group interviews elicit relevant impressions of adolescents in the eyes of peers. Second, a questionnaire survey distributed to adolescent peers quantitatively investigates how impressions of a girl on a picture differ depending on whether or not she has a cigarette. Third, a theoretical analysis based on elaborations of Bourdieu’s theories scrutinizes the results of the questionnaire survey. The results of the questionnaire survey indicate that smoking adolescent girls generate impressions of being significantly less likable, more popular, more conceited, less kind, less shy, more liable to bully, less funny, more deceitful, and less compassionate than non-smoking adolescent girls. In the elaborations of Bourdieu’s theories, I introduce a division of symbolic capital into two forms: symbolic virtue capital, generated through impressions of virtues, and symbolic power capital, generated through intimidating impressions of destructive power. According to the theoretical analysis of the results, smoking adolescent girls have relatively much symbolic power capital but relatively little symbolic virtue capital compared to adolescent girls that do not smoke.

碩士
高雄師範大學
教育學系
100
Due to the social change and the empowerment of parent participation, with the plus of diversification of educational styles and values because of the low birth rate, the role of the teachers is forced to change. If the parent-teacher conflict is to be lessened, how teachers interact with parents must be altered. Therefore, the focus of this study is to discuss how homeroom teachers in elementary schools apply Goffman’s Dramaturgic Approach on parent-teacher interaction. The main purposes of the study are: (1) Understand how the homeroom teachers of elementary schools in Kaohsiung City interact with the parents in perspective of Goffman’s Approach. (2) Analyze how the background variance of the homeroom teachers of elementary schools in Kaohsiung City differentiate the interaction with parents in Goffman’s Approach. (3) Discuss the relationship between the four aspects among Goffman’s Approach, and what approach the homeroom teachers adopt in the parent-teacher interaction. Questionnaires were completed by homeroom teachers from the public elementary schools in Kaohsiung City. The stratified random sampling method was employed. Totally, 676 teachers from 37 different schools were sampled. Data were collected, processed, tested, analyzed and hypothesized using the following statistic measures: Factor Analysis, Reliability Analysis, Descriptive Statistics, T-test, One-way ANOVA and Pearson’s Product-Moment Correlation. The findings are as follows: 1. In Goffman’s Approach, “performance team” is mostly used by the teachers in parent-teacher interaction. 2. In the aspect of considering “personal front” would affect parents’ view: teachers aged 31-40 are higher than those of 41-50; teaching experience of 6-10 years are higher than those of 21years or more. 3. In the aspect of “mystification”: teachers aged under 30 are higher than those of 41-50; teaching experience of 6-10 years are higher than those of 21years or more. 4. In the aspect of “idealization”: teachers teaching in middle-sized schools (24-48 classes) are higher than those teaching in bigger-sized schools (more than 49 classes). 5. In the aspect of “dramaturgical loyalty”: female teachers are higher than male ones; teachers teaching in the 1st and 2nd grades are higher than those teaching in the 5th and 6th grades. 6. The more the teachers choose to interact with the parents through “performance team”, the more they interact through “the presentation of self.” 7. The more the teachers agree on “personal front” would affect parents’ view, the more they adopt “presentation of self.” Further suggestions are made to the homeroom teachers of elementary schools, the administrative, and the future researchers at the end of this study.

碩士
國立臺南大學
教育學系課程與教學碩博士班
104
Teacher’s Professional Development Appraisal (TPDA) was full of controversies on values, reflected in dilemma of appraisal on whether teachers should be appraised, and dilemma of professional development on how teachers should achieve professional development. However, controversies on values were likely to be stuck in opinions rather than true facts. In order to explore and understand the true facts in TPDA, teachers’ experiences were the most important concern. Therefore, this study constructed a framework to explain teachers’ experiences in TPDA, centered with Routine, Self-attitude and Self-presentation quoted from Goffman’s dramaturgy, using participant observation and interview to discuss the specific case of two elementary school teachers during the senior part of TPDA. The findings are as follows. 1. In TPDA, routine from students to teachers was authoritative, routine from the superior was instrumental, routine from partner was communicative, and routine from self was reflective. 2. Teachers’ self-attitudes were featured with individualized characteristics like previous experiences, teaching beliefs and so on, while also featured with structured characteristics because of given objects in certain context and the interplays among attitudes of different objects. 3. There was a dialectical relation between teachers’ self-attitudes and their actions. Although self-attitudes did regulate the requirements of routines, cases of inconformity may still occur, which calls for evaluation from a third position. 4. Teachers adopted the dramaturgical strategy to establish the role of evaluator to outer appraisal committee through making use of the materials. 5. Teachers adopted the idealization strategy to cater to the idealized notions on appraisal ethics and personalities of the appraised, bearing the moral pressures in the meantime. 6. Teachers adopted the mystification strategy to excuse mistrustful audience from entering the teaching field, concealing information that may destroy the impression. 7. Factors that influenced teachers’ self-presentation also included regional and cultural ones besides routines from the audience. 8. Teachers not only responded to the routines, but also initiatively put forward routines, making their self-presentation a continuous and dynamic procedure. Based on findings aforementioned, this study raised suggestions to policy makers, administrators, teachers and researchers.

碩士
國立臺北大學
法律學系一般生組
105
The purpose of this article is to answer the question: “How does fact-finding of unjust cases become possible?” This article reviewed the principle of free evaluation of evidence from its meaning to its defects, and assumed that the injustice occurred in finding facts under the principle of free evaluation of evidence will not be solved by only improving the rules of evidence because every rule has its limitations. The key to solve the problem may also lies in identifying and overcoming the limits of free evaluation of evidence. The question is how to see more clearly about criminal justice. Therefore, this article used Erving Goffman’s dramaturgical model to observe how the criminal justice works in Taiwan’s legal culture. Generally speaking, criminal litigation is regarded as a dramaturgical performance: the participants as performers. That is to say, the performance of criminal litigation is shaped by audience, thus influencing the free evaluation of evidence. Accordingly, whether it is possible to overcome the limitations of free evaluation of evidence depends on if lawyers can see more clearly about how criminal justice actually works. From the perspective of dramaturgical model, this means that the performers shall alienate themselves from their characters, and that legal training should not only enable lawyers to get into their characters but also to ensure the possibility of alienation.

碩士
國立東華大學
企業管理學系
98
Faced with stiff competition of the market of eating out in Taiwan, catering industry has to deliver new meal and qualify service for attracting more customers. Therefore, it will attack the business achievement of the five-star hotel restaurant. For expounding the importance of the catering industry service process in consumption issue, this study investigates the interaction between service staffs and customers from the viewpoint of consumers, and applies the dramaturgical theory in the impact on the customer loyalty after service process. This study attempt to apply the dramaturgical theory to the service process for exploring consumption experiences in the five-star hotel restaurant. Catering industry has to notice that every detail in the service contact can achieve the expectation of the consumers. The path analyses in each construct show that customer value has the most important contribution in the customer loyalty, and product content is the secondary important factor in the impact on the customer loyalty. Customer value is related to the experience of consumption in the five-star hotel restaurant in Hualien. The experience of the value delivery in return on investment, excellent service, aesthetic feeling, and playfulness will impact on the customer loyalty and the repurchase intention. It also makes people volunteer to recommend this restaurant to others. For increase the customer value, it is important that restaurant has to make customers feel that the meal restaurant provides is above the money’s value. The higher satisfaction on the product content makes the higher customer loyalty. Aesthetic feeling plays the most important role in the influence on the customer value, and playfulness is the secondary. The aesthetic feeling from the furnish and decorate in the five-star hotel restaurant makes customer keep away from the real world and relax temporary. And the coordination with the delivery of excellent service strengthens the feeling above money’s value. In the dimension of service contact factors in dramaturgical theory, product content is the primary factor that restaurants should focus. And the following importance sequence is performance, actor, scene and audience. Restaurant is the place provides meal. Customers attach great importance to the foodstuffs. The restaurant would lose the core value without providing fresh and clean foodstuffs. Therefore, improving the fresh and clean foodstuffs is the primary matter. In the performance factor, customers care about the greeting attitude of service staffs. For better service delivery, restaurants should pay attention to the behavior attitude of service staffs. For the reason that increasing the training about the work attitude and etiquette are also important. Service staffs should understand the proper interaction with customers and the criterion of service process. Service staffs have to learn separating the work attitude and personal emotions. Managers can build a system to record the work attitude of service staffs effectively, and give service staffs some advice for continual improving. In the actor factor, customers emphasize the grooming and reaction quickness. And the result also shows that the professional knowledge of restaurants staffs needs most improvement. Restaurants have to heighten the professional ability of service staffs. Service staffs have to provide service to customer actively, make customer experience the approachable service and leave a deep impression on customers. In the audience factor, restaurants should increase the interaction between customer and customer. Restaurants can host activities to allow customers participate in for building the relationship with other customers. Service contact in dramaturgical theory will not have directly impact on customer satisfaction and customer loyalty, but pass through customer value to influence customer loyalty. In the influence of customer satisfaction, the satisfaction of service and products which the restaurant provides plays the most important role. And the second place is “the products/service come up to the expectation”. The last place is “it is a right choice of having dinner in this restaurant”.In the influence of customer loyalty, it is most important to make customers come to this restaurant again. And the second place is “recommend this restaurant to others”. The last place is “the consideration of price”. Reichheld and Sasser(1990) indicated that the higher customer satisfaction make the higher customer loyalty, and will increase the consumption intention. Pepper and Rogers (1997) believed that customers who have high satisfaction with product will recommend the product to their friends. And the words of month will increase the sales revenue.Zeithaml, Bitner and Gremler(1996) considered that customer satisfaction is the prior factor of customer loyalty, and has positive impact on customer loyalty. In short, customer satisfaction will influence customer loyalty directly. Therefore, it should make customers be satisfied with the process of having dinner in the five-star hotel restaurant first. And the satisfy customers will volunteer to recommend this restaurant to their friends. They also have higher repurchase intention. Consequently, the empirical result of this study shows that the factors of service contact in dramaturgical theory (Scene, actor, audience, product content and performance) have observably impact on customer value, customer satisfaction and customer loyalty.

碩士
國立東華大學
企業管理學系
100
Hotels provide accommodation, food and beverage, the conference facilities. According to the hotel related regulations of Ministry of Communications Tourism Bureau, the hotels are categorized as "international tourist hotel" and "tourist hotel" to "International Tourist Hotel" of the highest level for the hotel equipment, providing excellent quality accommodation, catering and entertainment related services and facilities, to the customer of the experience contains different properties. This study is based on the theater theory of Grove &;Fisk (1983). The theory combines the visibility of the back stage and the service team. By this theory, the practical situation of the hotel management is identified. In the service industry, the shaping of the environment atmosphere of the front stage is one of the necessary conditions.The consumer glimpse into the former consumer experience in the effects, and hotel after spending in the former workers team the views of the consumer experience before, this research to (back visibility, physical support, actors, audiences, performance and performance team) as a customer value of the experience of factors, the customer satisfaction as experience consequences value. The study of the Nationality consumers in December, the 2011 years 2012 years April 8, Hualien ago are Astar Hotel, Marshal Hotel, Hualien Chateau de Chine Hotel, Parkview Hotel, Silks Place Hotel, Taroko, Farglory Hotel, Hualien to hotel 6 international tourist hotel accommodations customers, the study samples of the parent; questionnaire release and recovery in part travel agencies: through travel agents of familiar leader import issued at the scene filled a recovery and the irrigation of: Through associates paper, or forwards sent filled a recovery; the study recovered 544 questionnaire, effective questionnaire to 488, Through data analysis the empirical results like the following: 1. The back visibility has significantly negative effect on experience value. 2. The setting has significantly positive effect on experience value. 3. The actors show no positive effect on experience value. 4. The audience has significantly positive effect on experience value. 5. The performance has significantly positive effect on experience value. 6. The performance team has significantly positive effect on experience value. 7. The experience value has significantly positive effect on customers satisfaction.

碩士
世新大學
傳播管理學研究所(含碩專班)
106
With the development of Internet technology, communication activity of public speaking has ballooned on the online video platform recently. However, online public speaking video platform do seem to accomplish their goals of spreading ideas while sparking attention and curiosity within the audience, its nature, feature and structure are still murky and the factors may impact on and the approach to evaluate its effects are not explored. Previous research illustrate that online public speaking is regarded as "performance" because of the online video platform context. Dramaturgical theory has been used to describe and explain the interpersonal interaction in the context of business service and the interaction between customers and service personnel is described as "performance" This research argues that dramaturgical theory can also be used to explore public speaking activity. In the context of the online video platform, the speaker, audience, the video platform and the public speaking are equivalent to the actor, spectator, setting and performance in the dramaturgical theory. This research takes the public speaking, the dramaturgical theory and the online video platform as the basis to explore the elements of online public speaking and the possible factors may affect its effects in the context of the online video platform. Six focus group interviews with 22 experts are conducted, and the concepts of speaker type, audience interaction, visual design and communication style are designed into interview outline to discuss the phenomenon of online public speaking. The results show that those concepts are relative to each other and may affect the effect of online public speaking. Further theoretical guidance and practical suggestions for online public speaking are also discussed.

碩士
國立東華大學
企業管理學系
100
Service industry is now becoming a main industry which covers everyone and every industry from individual to big company, even to the government and non-for-profit organization. By looking at the successful cases of B&;B, it is identified that the ultimate goal of service provider is planning properly the process so that the valuable experience is created for the customer. Different experiences are a trend to attract customer, also, customers will be interested to the reality of the experiences out of the initial curiosity and the sense of freshness. Gilmore and Pine (2008) considered that every product and service appeal to five types of realities which include originality, nature, unique, reference, and influence. Therefore, B&;B will improve their product and process of service by preparing specific theme or facilities and unique ways of interactions with customers. The service industry in Taiwan is mature. Many services need to be involved by customers so that the product will be created. Therefore, this study is conducted by looking at the performances of staffs, facilities, customers’ participations through theater theory. By understanding the causes and consequences of the reality of the activity and experience, the relation between customer satisfaction and loyalty will be revealed so that the improving suggestions to B&;B could be gathered. The outcomes of the study are as followed: 1.The elements provided as part of the service have positive impact on the sense of the reality. 2.Customers’ participations have positive impact on the sense of the reality. 3.The sense of reality has positive impact on the value of the experience. 4.The value of the experience has positive impact on the customers’ satisfactions and customers’ loyalty. 5.The customers’ satisfactions will influence the customers’loyalty.

Este trabalho de projecto, que incide sobre a tradução de excertos do drama Über die Dörfer, de Peter Handke, tem como objectivo cruzar e aplicar conhecimentos de dramaturgia e de tradução à análise concreta desta peça, salientando quais as implicações de determinadas opções dramatúrgicas na sua tradução. O enquadramento teórico é dado pelos debates teóricos sobre a tradução literária com enfoque na tradução de textos dramáticos e de poesia, incluindo teorias como as de Sirkku Aaltonen, Susan Bassnett, David Johnston e Patrice Pavis, entre outros. O presente trabalho procura reflectir sobre questões mais concretas relacionadas com a tradução de textos dramáticos, como a importância do ritmo para um texto que é suposto ser dito e representado em palco, as dificuldades em lidar com fenómenos linguísticos específicos da língua alemã, como compostos, ou os desafios de traduzir uma variedade de tons diferentes. Também são abordadas questões mais amplas sobre os contextos socioculturais da língua de partida e de chegada que podem dificultar a tradução, assim como as implicações de géneros híbridos como o Dramatisches Gedicht (poema dramático) para a tradução ou o conceito geral do sistema teatral como espaço de comunicação e o seu impacto no papel e no trabalho dos tradutores. O primeiro capítulo introduz a peça de Handke, a sua génese e recepção, as narrativas e as figuras principais. Reflecte também sobre o género do Dramatisches Gedicht que originalmente designa textos que se situam entre a tragédia e a comédia e entre o teatro e a poesia. O segundo capítulo oferece um enquadramento teórico pluridisciplinar, baseado em teorias e debates sobre a tradução de textos dramáticos e de poesia, bem como o papel da dramaturgia no sistema teatral e na análise de peças. O terceiro capítulo está focado numa análise dramatúrgica da peça de Handke, incluindo uma introdução às figuras, aos lugares e aos tempos da narrativa, bem como uma caracterização do estilo e das suas influências fílmicas. O quarto capítulo analisa vários excertos da tradução para o português com enfoque em aspectos como o tom, a dimensão temporal, a dimensão imagética e a dimensão linguística que inclui, por exemplo, expressões regionais. O quinto e último capítulo resume a análise anterior e coloca a questão de tentar saber o que podia caracterizar uma tradução que fosse eficaz ao nível dramatúrgico.
This project work aims at applying to the theatre play Über die Dörfer by Peter Handke the insights gained through a dramaturgical analysis and an analysis of the style and the specific language of the play. The theoretical context of this work is based on debates about literary translation, focusing on translation of drama and poetry and including theories by authors such as Sirkku Aaltonen, Susan Bassnett, David Johnston and Patrice Pavis, among others. The work reflects on concrete questions that are related with drama translation such as the importance of rhythm for a text that is supposed to be spoken and represented on stage, the difficulties to deal with linguistic phenomena that are specific to the German language, such as composites, or the challenge to translate a variety of different tones. More general questions about the sociocultural contexts of the source and target language that might create difficulties for a translation, the implications of hybrid genres such as the Dramatisches Gedicht (dramatic poem) for the translation or the general concept of the theatre system as a space of communication and its effects on the role and work of translators are discussed as well. The first chapter introduces Handke's play, its genesis and reception, the main narrative and characters. It reflects as well on the genre Dramatisches Gedicht that originally designated texts between tragedy and comedy and between theatre and poetry. The second chapter offers a pluridisciplinary theoretical context, based on theories and debates on the translation of drama and poetry, as well as the role dramaturgy plays in the theatre system and for the analysis of plays. The third chapter focuses on a dramaturgical analysis of Handke's play, including an introduction of the characters, the sites and the times, as well as a characterization of the style and filmic influences. The fourth chapter analizes various excerpts of the translation into Portuguese with a special focus on aspects such as the tone, the dimensions of time, images and specific words like regional expressions. The fifth and last chapter sums up the analysis and concludes by asking what could characterize a translation that is efficient on a dramaturgical level.

En el orden de los discursos de nuestras sociedades que establecen y producen sus orígenes en la Grecia y la Roma Antigua, se hace de la tragedia la escuela primera de toda dramaturgia occidental. Como todo discurso que se produce, establece formas y maneras de describir y sugerir cómo funciona el mundo. La representación de la mujer en esta historia de la tragedia posee características muy distintivas, es decir, las mujeres en general están siendo representadas desde un punto de vista misógino. Hablamos de un producto discursivo que pregna todos los niveles de las representaciones colectivas y de los sistemas simbólicos creados por la sociedad, tanto la griega como las contemporáneas, donde seguimos reproduciendo tales historias y en cuyo seno se alimenta la creación literaria de cada época. Si la constitución del sujeto está dada por y a través del lenguaje, podríamos afirmar entonces que somos efectos de determinadas prácticas discursivas que se sostienen por la repetición: la repetición de una representación [performance] frente a un determinado público. Reproducimos la representación de las narraciones que existen de nosotras, y considero que entre tales discursos hegemónicos disponibles, el de la misoginia, que rige muchas de nuestras representaciones culturales, ocupa un lugar privilegiado. Me propongo re-presentar una tragedia griega no misógina, que narre la feminidad y la sexualidad como un empoderamiento posible en un contexto de opresión, como lo es una sociedad patriarcal. A mi parecer, nuestra sociedad actual no difiere de manera significativa respecto de la griega en lo que concierne a cómo se reproducen los términos de las relaciones de poder entre hombres y mujeres. En aquel momento las mujeres no eran consideradas sujetos políticos, no podían acceder al ágora; hoy, por poner sólo un ejemplo, las mujeres no somos soberanas de nuestros cuerpos al no poder decidir por un aborto legal. Medea me ofrece una figuración posible de una mujer que reinvente la maternidad y la heterosexualidad obligatoria y compulsiva; una narración que nos visibilice otro teatro, otra manera de volver a presentar los personajes femeninos. Las figuraciones de Medea nos posibilitan la creación de herramientas políticas feministas para reapropiarnos de la tragedia antigua.
Fil: Gallardo Perrote, Noelia. Universidad Nacional de Córdoba. Facultad de Artes. Departamento Académico de Teatro; Argentina.