Dissertations / Theses: 'Youth Cultures'

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Forrester, Linda, of Western Sydney Nepean University, and Faculty of Humanities and Social Sciences. "Youth generated cultures in Western Sydney." THESIS_FHSS_XXX_Forrester_L.xml, 1993. http://handle.uws.edu.au:8081/1959.7/440.

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The study focuses on the types of cultural practice that are, in the main, generated by the young people themselves (hereafter referred to as youth generated cultures) who fall within the age group of 14-20 yrs of age. The research was undertaken in the Western Sydney region, which is the largest expanding population in Australia, and is regularly defined as a socio-economically disadvantaged region, therefore, an important factor within this study is the issue of class determinants. The paper explores the youth generated cultural practice of graffiti, skateboarding, street machining, and street dancing. These creative practices challenge traditional notions of culture and the arts, however the young people also employ strategies of an aesthetic nature in their creative process. Youth generated cultures are actively engaged in criticism through the use of instrumentalist aesthetics such as Monroe Beardsley describes. The thesis proposes that youth generated cultures have, in a united and structured manner, provided for themselves a framework of economic and pedagogical support that has afforded them a place within the cultural mainstream without the recognition or approval of mainstream cultural establishments. It is argued that these particular youth generated cultures are not rebellious or destructive subcultures, that they are creative in nature and have been established primarily to produce and display their creative cultures. Youth agency is essential to the character of these youth generated cultures and it is this agency that is under challenge from the cultural hegemony. The young people involved in youth generated cultures demand that any account of their cultural practice must also accept the agency of youth as fundamental to their cultural status.
Master of Arts (Hons) (Art History and Theory)

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Forrester, Linda. "Youth generated cultures in Western Sydney." Thesis, View thesis, 1993. http://handle.uws.edu.au:8081/1959.7/440.

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The study focuses on the types of cultural practice that are, in the main, generated by the young people themselves (hereafter referred to as youth generated cultures) who fall within the age group of 14-20 yrs of age. The research was undertaken in the Western Sydney region, which is the largest expanding population in Australia, and is regularly defined as a socio-economically disadvantaged region, therefore, an important factor within this study is the issue of class determinants. The paper explores the youth generated cultural practice of graffiti, skateboarding, street machining, and street dancing. These creative practices challenge traditional notions of culture and the arts, however the young people also employ strategies of an aesthetic nature in their creative process. Youth generated cultures are actively engaged in criticism through the use of instrumentalist aesthetics such as Monroe Beardsley describes. The thesis proposes that youth generated cultures have, in a united and structured manner, provided for themselves a framework of economic and pedagogical support that has afforded them a place within the cultural mainstream without the recognition or approval of mainstream cultural establishments. It is argued that these particular youth generated cultures are not rebellious or destructive subcultures, that they are creative in nature and have been established primarily to produce and display their creative cultures. Youth agency is essential to the character of these youth generated cultures and it is this agency that is under challenge from the cultural hegemony. The young people involved in youth generated cultures demand that any account of their cultural practice must also accept the agency of youth as fundamental to their cultural status.

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Forrester, Linda. "Youth generated cultures in Western Sydney /." View thesis, 1993. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030616.093033/index.html.

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Knorr, Lilian (Lilian M. ). "Youth and cities : planning with low-income youth and urban youth cultures in New York City and Paris." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/95578.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Urban Studies and Planning, 2014.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 287-302).
Are the cities of North America and Europe governed, built, and planned by authorities to encourage youth development or facilitate repression? Youth and Cities: Planning with Low- Income Youth and Urban Youth Cultures in New York City and Paris is an investigation into the experience of urban youth by (1) examining the impact of youth policy regimes and neoliberal urbanization processes on the challenges young people face, the opportunities they have and the capacities they can build; and (2) looking at the myriad ways that young people utilize and transform urban space in their everyday lives through their cultural activities, such as hip hop, skateboarding, pick-up basketball and graffiti. Combining empirical research with urban theory, the project seeks to develop a set of conceptual tools for understanding the relationship between youth, the state and the urban environment. Young people are avid users of urban space, yet urban environments and governance practices only variably encourage the development of youth cultural movements. In the context of heightened anxiety about youth violence and growing youth unemployment, a central question behind this project is: what is the potential role of urban planning and design in promoting the wellbeing of young people living in low-income communities? The project's overall objective is to explore the potential role of urban planning and design in improving youth contexts and outcomes. Case studies are based on research in Paris and New York City, due to their vibrant youth cultures, high densities, and different governance strategies regarding the spatial practices of urban youth. As such, the two cities represent different physical landscapes and policy environments for young people. In Paris, the state is actively involved in the youth field and so, young people have a richly developed environment of resources. Many young people, however, feel cordoned off to such facilities and so seek greater engagement with the city as a whole. The Paris case shows that the provision of amenities is not tantamount to extending the 'right to the city' to young people. Conversely, in New York City, there is still much hesitance towards recognizing youth through the allocation of urban space and as such, young people depend largely on private actors and community organizers for spatial resources. The urban design politics of these landscapes reveal the tension between neoliberal urbanization processes and positive youth development. Spatially, policy in New York City shifted from making cities more habitable for young people to making youth more manageable for cities. Socially, urban policy moved from supporting social programs to facilitating market interests. The goal of reducing youth's footprint on the built environment - to render them invisible, so to speak - results in landscapes that provide fewer and fewer opportunities for young people to transform and appropriate urban space. In Paris, decades of place-making have entrenched youth space in the city, making it harder for the state to disinvest young people of their spatial resources. Despite different youth policy regimes and urban landscapes, young people in both cities are avid users of urban space and are captivated by similar cultural movements. Drawing upon ethnographic fieldwork with young hip hop artists and local youth, the project identifies the ways that young people use the built environment to express themselves. By analyzing the visual cultures of the environments they transform, their use of social media to promote their goals, and the ephemeral ways that they appropriate space, I propose a model of freestyle urbanism. In New York in particular, young people with few spatial resources use and transform leftover spaces such as parking lots, alleyways, and abandoned buildings to meet their needs. These spaces enable a form of urban use and intervention that transforms space spontaneously and ephemerally.
by Lilian Knorr.
Ph. D.

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Dean, Jon. "Cultures of participation: delivering youth volunteering in contemporary Britain." Thesis, University of Kent, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.592016.

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The 'big society' policy agenda of the United Kingdom coalition government has come under immense criticism. From being 'a cover for cuts' to mere 'aspirational waffle', the big society has provoked debate and anger across the political spectrum. If it is to succeed however, how the next generation of citizens, those aged 16 to 25, respond to programmes aimed at increasing their civic and community engagement will be vital. Drawing on qualitative research with volunteer brokerage workers and young volunteers in two localities in England, this research addresses what role volunteering currently plays in the lives 'of young people. Through situating volunteering policies within a governmentality framework, as part of a history of population development and control by the state, we see how young people have been increasingly implored to become 'responsible' citizens through volunteering. Utilising both Foucauldian and Bourdieuian social theory, it is demonstrated that social class is a significant determinant in young people's relationships to volunteering and wider participation, and that the current delivery of volunteering programmes for young people exacerbates this divide. This is witnessed between a largely instrumentalised middle·class engagement, and Significant cultures of inhabited alienation within working-class youth. Concurrently, through taking an approach inspired by Bourdieu and Mills of reflexive sociology, and drawing on the author's own biography and emotional response to the fieldwork, this research seeks to understand epistemological questions of subjectivity. It will be argued that biographical reflection needs to be built into research methodology in order to produce honest, accessible, and Scientifically rigorous public sociology.

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Balli, Tyler A. "Reading in Zion: Book Cultures of Mormon Youth, 1869–1890." Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/99158.

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This thesis examines the feelings of generational anxiety in the Mormon community from 1869 to 1890 and how those feelings intersected with ideas about reading. During this time, older members of the Mormon community in Utah Territory feared how changes in and threats to Mormon society might negatively affect young people's beliefs, abilities, knowledge, and adherence to their parents' religion. Older Mormons recognized a potential ally and enemy in books, newspapers, and other reading materials, which they believed could dramatically shape young people for good or for ill depending on the quality of the material. This thesis argues these older Mormons borrowed many elements from other US literary cultures and repurposed them for distinctly Mormon ends, including achieving theosis (chapter 1), navigating changing dynamics in Mormon families (chapter 2), and building their utopic society, Zion (chapter 3). This research adds to the work of those scholars who have combined the history of Mormonism with book history. It incorporates the voices of everyday Mormons to bring into focus the entire ecosystem of reading for young Mormons by focusing not only on fiction but also on biography, scripture, "Church works," history, and other genres. It examines not only discourse but also institutionalized programs and actions, such as the 1888 MIA Course of Reading (chapter 4), that shaped Mormons' world of reading. Such an examination begins to sharpen our understanding of the relationship of print and religion in America and what reading meant to Mormons.
Master of Arts
The years from 1869 to 1890 constituted a time of change and worry for the Mormon community in Utah Territory. The completion of the transcontinental railroad and the federal government's increasingly vehement attacks on Mormon polygamy, among other factors, led to worries among older Mormons about the future of their community. They particularly worried about the commitment of the upcoming generation of Mormons, who had not converted to the faith but had just been born into it. This thesis examines how those feelings of worry intersected with ideas about reading. Older Mormons recognized a potential ally in reading materials that could help young people become believing, productive members who would help ensure the future of their community. This thesis argues these older Mormons borrowed many elements from other US literary cultures and repurposed them for distinctly Mormon ends, including achieving theosis (chapter 1), navigating changing dynamics in Mormon families (chapter 2), and building their utopic society, Zion (chapter 3). It examines not only the rhetoric surrounding "good" or "bad" reading but also the institutionalized programs and actions, such as the 1888 MIA Course of Reading (chapter 4), that shaped Mormons' world of reading. Such an examination begins to sharpen our understanding of the relationship of print and religion in America and what reading meant to Mormons.

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Spaskovska, Ljubica. "The last Yugoslav generation : youth cultures and politics in late socialism." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/14978.

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The thesis examines the role of the ‘last Yugoslav generation’ in rethinking Yugoslav socialism and the very nature of Yugoslavism. It focuses on the way in which the elite representatives of this generation - the publicly prominent and active youth actors in Yugoslav late socialism from the spheres of media, art, culture and politics sought to rearticulate and redefine Yugoslav socialism and the youth’s link to the state. This thesis argues that the Yugoslav youth elite of the 1980s essentially strove to decouple Yugoslavism and dogmatic socialism as the country faced a multi-level crisis where old and established practices and doctrines began to lose credibility. They progressively took over the youth infrastructure (the youth media, the cultural venues and the League(s) of Socialist Youth) and sought to hollow out their dogmatically understood socialist content, by framing their artistic, media or political activism as targeting specific malfunctions of socialist self-management. Hailed as ‘a new political generation’, they sought to re-invent institutional youth activism, to reform and democratise the youth organisation and hence open up new spaces for cultural and political expression, some of which revolved around anti-militarism, environmental activism, and issues around sexuality. A progressive wing of this generation essentially argued that Yugoslavia could be reformed and further democratised. Two dominant strands become obvious: a line of argumentation which targeted the ruling elite, exposed its responsibility for the poor implementation of socialist self-management and the necessity to thoroughly revise the socialist model without abandoning its basic principles; and a later trend in which experimentation with liberal concepts and values became dominant. The first type of critique - reform socialism - was almost completely abandoned during the very last years of the decade, as more and more dominant players in the youth sphere started to turn away from socialism and came to appropriate the discourse of human rights, pluralism, free market and European integration. In this rejection of the socialism of the older generation and search for new values – some liberal, some leftist – they were also trying to re-imagine what being a young Yugoslav was about. The thesis maintains that this generation embodied a particular sense of citizenship and framed its generational identity and activism within the confines of what I call ‘layered Yugoslavism’, where one’s ethno-national and Yugoslav sense of belonging were perceived as complementary, rather than mutually exclusive. Whilst many analyses have focused on the powerful tensions that would lead to Yugoslavia’s dismemberment, this work reminds us of the existence of countervailing forces: that until the moment of collapse, a series of alternatives continued to exist, embodied most powerfully in the political and cultural work of a young Yugoslav generation.

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Chatterton, Paul. "The university and the community : an exploration of the cultural impacts of universities and students on the community." Thesis, University of Bristol, 1998. http://hdl.handle.net/1983/b4e50030-4f87-44ad-aa37-9f06e110e331.

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Pontes, CÃcera de Andrade. "Hope you live? A study of youth cultures in Jangurussu: the girls rap and Boys and Girls." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10629.

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
O trabalho teve como objetivo analisar as experiÃncias potencializadoras desenvolvidas pelos jovens e as jovens participantes dos grupos Meninas do Rap e Meninos e Meninas de Deus, do bairro Jangurussu, a partir de uma reflexÃo sobre os saberes e prÃticas no interior das culturas juvenis que nele fazem reverberar. Interessou-nos investigar em quais espaÃos cotidianos estariam ancorados os canais de potÃncia, criatividade e expressÃo dessas juventudes em face a uma realidade de violÃncia e exclusÃo social. Utilizou-se o mÃtodo etnogrÃfico com elementos prÃximos a uma cartografia, na qual o aspecto relacional entre pesquisadora e âobjetos de pesquisaâ sÃo levados em conta, a partir de um caminho investigativo que primou pela observaÃÃo participante no prÃprio cotidiano das juventudes. Para fins de investigaÃÃo analisou-se a narrativa de dezoito jovens, sendo seis de cada grupo cultural pesquisado, alÃm do contato com moradores e moradoras do bairro Jangurussu. Como resultados analisou-se as dimensÃes educativa, cultural, afetiva e socializadora como instÃncias capazes de fomentar resistÃncias e produÃÃes de sentido restituidoras do sonho e da esperanÃa, e fortalecedoras da cultura juvenil do Jangurussu. Aspectos como o trabalho, a escola e a famÃlia sÃo avaliados como importantes, funcionando como palcos de tensÃes e rupturas. O grupo se traduziu como potÃncia de reorganizaÃÃo simbÃlica â interna e externa â com notada influÃncia de uma socialidade com base nos afetos, na solidariedade, na amizade, ludicidade, no diÃlogo e acolhimento das diferenÃas. Percebeu-se uma aÃÃo educativa com forte elementos de uma auto formaÃÃo, com relevantes implicaÃÃes do ponto de vista de gÃnero, sinalizando para o surgimento de novas feminilidades e a criaÃÃo de um corpo ressignificado, bem como novas redes de interaÃÃo com o outro e com o bairro. No Ãmbito da cultura, comparecem prÃticas concretas formativas, tais como o futebol e o rap, demonstrando que os movimentos de experiÃncia de si, se conectam e sÃo fortalecidas por um trajeto educacional claro onde se plantam devires sociais a partir da formaÃÃo dos sujeitos.
This study aimed to analyze the experiences of empowerment developed by young people that take part in the groups: Meninas do Rap (Rap Girls) and Meninos e Meninas de Deus (Boys and Girls of God), from Jangurussu neighborhood with a reflection on the knowledge and practices within the youth culture that make reverberate in it. We used the ethnographic method with elements coming from a cartography, in which the relational aspect between researcher and "research subjects" are taken into account, from an investigative way that has excelled by a participant observation in the youths quotidian. For purposes of research we analyzed the narrative of eighteen youngs, six of each cultural group studied, in addition to contact with residents of the Jangurussu neighborhood. As results, we analyzed the educational, cultural, emotional and socializing dimensions as instances able to foster resistance and productions of meaning, to rescue the dream and hope, and empowering the youth culture in Jangurussu. As results we analyzed the dimensions educational, cultural, emotional and socializing as instances able to foster resistance and productions sense of dream and hope, and empowering the youth culture of Jangurussu. Aspects such as work, school and family are assessed as important, working as stage tensions and ruptures. The group is translated as power symbolic reorganization â internal and external â with noticeable influence of sociality based on affection, solidarity, friendship, playfulness, dialogue and acceptance of diferrences. This is an educational activity with strong elements a self training, with relevant implications in terms of gender, signaling the emergence of new femininities and the creation of a body reframed and new networks of interaction with each other and with the cultural bairro. Culture Under attend specific training practices, such as football and rap, demonstrating that the motions of experience itself, connect and are strengthened by a clear educational path where social becomings plant from the formation of the subject.

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Clements, Charlotte. "Youth cultures in the mixed economy of welfare : youth clubs and voluntary associations in South London and Liverpool 1958-1985." Thesis, University of Kent, 2016. https://kar.kent.ac.uk/54856/.

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Young people in post-war Britain have grown up in a context of fast-paced change and constant attention; from transformation in state welfare in the 1940s and 1950s, concern about delinquent and subcultural youth in the 1960s and 1970s, and the consequences of recession and youth unemployment in the 1980s. Youth clubs at this time provided a space where young people could figure out myriad influences on their lives and emerging identities. To date, these significant organisations have been woefully under-examined by historians who have largely failed to look at youth groups except in uniformed or religious contexts, or as part of the solution to youth crime. Much practitioner research remains ahistorical in its approach. Early histories of youth movements such as John Springhall’s are being built upon by exciting new interdisciplinary research, for example by Sarah Mills. This thesis contributes to this emerging body of work and restores the place of the youth club in our understandings of youth in the post-war period. This research set out to establish the full range of roles that youth clubs and their membership associations had in the post-war period and how they linked with other forms of voluntarism, welfare and youth provision. Additionally, this research wanted to look at how youth clubs fitted into the lives of young people at a time when their leisure and cultural pursuits were the subject of much scrutiny. In uncovering the complexity and distinctiveness of youth voluntary organisations, local case studies are essential. They allow this research to demonstrate the local factors at work in shaping young lives and youth cultures and provide much-needed evidence about how voluntary service-providing organisations have contributed to the history of voluntarism and welfare in contemporary British history. Papers of clubs and associations held privately and in archives have been complemented by oral history interviews and a range of other sources to examine fully the voluntary youth club in South London and Liverpool. These sources show that clubs were shaped by unique mixes of geography, welfare politics, social issues, international influences, and young people themselves to create spaces for fluid youth cultures and clubs which could blend roles and relationships in order to adapt to local needs and experiences. Youth voluntary organisations were central to networks of youth welfare in London and Liverpool. By looking at how these organisations operated and their relationship with the state, this thesis establishes that voluntary youth clubs were on the frontier of the mixed economy of welfare. They were dynamic in the face of social change and effective in accommodating and responding to the cultural needs of the young consumer in the post-war period. The evidence presented here shows that youth clubs and associations had a pivotal role in helping young people navigate myriad problems. Furthermore, this thesis argues that the category ‘youth’ has concealed the way in which a wide variety of factors such as class, gender, race, and locality have shaped the experiences of young people. Finally, this thesis reveals the crucial role played by a new generation of youth workers, who challenged traditions rooted in uniformed organisations and older youth movements, in embedding permissive and radical approaches in to youth clubs. Ultimately, this thesis argues that the unfixed and contested identity of the youth club could react, respond and adapt to changing welfare, social and cultural pressures. This has given them an undefinable but central status on the very borders of local mixed economies of welfare in South London and Liverpool where the state, voluntary, consumer and cultural were all interconnected to create not only uniquely situated organisations but also micro-local youth cultures. The research presented here contributes to debates about civil society and the making of citizens. It aids understanding of how the category of youth has been constructed and used in wider society in the post-war period. It also adds to our understanding of what welfare provision has looked like and the boundaries between different types of provision. This in turn informs contemporary discussion of who should provide youth and wider welfare services and what forms this should take.

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Silva, Eloenes Lima da. "A gente chega e se apropria do espaço! Graffiti e pichações demarcando espaços urbanos em Porto Alegre." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/27057.

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Este estudo problematiza práticas culturais de tribos de jovens grafiteiros e pichadores em espaços urbanos de Porto Alegre – RS, entre os anos de 2008 e 2009. Tem como referencial teórico o campo dos Estudos Culturais, da Cultura Visual e busca ferramentas metodológicas da etnografia pós-moderna. O corpus da pesquisa foi construído a partir de fotografias, filmagens, diários de campo, entrevistas e conversas que possibilitaram a construção dos eixos analíticos. O primeiro eixo – Assinaturas rascunhadas num blackbook: esboçando modos de (vi)ver – destacou o uso de cadernos escolares, blocos de desenho e agendas para a realização de esboços iniciais, os quais atuam tanto como espaços para ‗treinamento‘ de letras utilizadas no graffiti como elemento de socialização para a participação em grupos afins. O segundo eixo – Linhas, curvas, cores, poesias e 'kaos': demarcando formas (dis)formes – priorizou as interações dos graffiti e das pichações nos espaços urbanos, atribuindo a tais práticas culturais a localização dos múltiplos interstícios presentes na metrópole. Ao demarcarem territórios, os grafiteiros e pichadores promovem outros mapeamentos urbanos em que o corpo orgânico dos jovens sujeitos e o corpo de concreto da cidade se fundem numa espécie de ‗pele urbana‘. O último movimento analítico – Na fluidez da contemporaneidade: a produção de outras pedagogias – inferiu que, se por um lado, os graffiti e as pichações produzem outras pedagogias que rompem com conceitos formais de educação, por outro, observa-se que suas presenças e usos em espaços institucionais (como escolas, museus e galerias de arte) apontam para uma ‗pedagogização‘ dessas práticas culturais. À guisa de conclusão, compreende-se que, a partir dessas práticas constituídas em meio a uma urbanidade contemporânea, grafiteiros e pichadores atuam em redes sociais móveis, plurais e abertas, reforçando suas condições de ser e estar jovem em contextos contemporâneos. A característica transgressora e ilegal de tais práticas culturais também permitiu uma aproximação às formas plurais de resistências que são manifestadas nos cotidianos juvenis urbanos.
This study discusses cultural practices of youth tribes of grafitters and street writers in urban areas of Porto Alegre – RS through the years of 2008 and 2009. The theoretical support of this thesis is found in the field of Cultural Studies and Visual Cultures. Methodologicaly it uses the theoretical contributions of Postmodern Ethnographic Studies.The empirical corpus of the research was built from photographs, films, field notes, interviews and conversations that enabled the construction of analytical categories related. The first main pivot – Subscriptions drafted at a blackbook: outlining ways of live/view – highlights the use of school notebooks, sketch pads and agendas for the completion of initial sketches, which can be taken both as spaces for 'training' letters used in graffiti and as element of socialization for participation in that kind of youth groups. The second main pivot - Lines, curves, colors, poetry and 'kaos': delimiting forms distorted – prioritizes the interactions of graffiti and street writings in urban spaces, assigning to such cultural practices the location of the multiple interstices present in the metropolis. To demarcate territories, graffiti artists and taggers promote other urban maps through which the organic body of the young subjects and the body of concrete of the city merge into a kind of 'urban skin'. The final analytic pivot – In the fluidity of contemporaneity: the production of other pedagogies – inferred that if, on one hand, the graffiti and the street writings produce other pedagogies that break with formal concepts of education, on the other hand, it is observed that their presences and practices in institutional spaces (such as schools, museums and art galleries) show a 'pedagogization' of these cultural practices. By way of conclusion it is understood that from such practices constituted in the midst of a contemporary urbanity, grafitters and street writers operate in mobile social networks, pluralist and open, strengthening their positions to be young in contemporary contexts. The illegal and transgressive characteristics of such cultural practices also allowed to approach to the plural forms of resistance that are expressed in the urban youth quotidian.

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Jimenez, Quispe Luz. "Indians weaving in cyberspace indigenous urban youth cultures, identities and politics of languages." Thesis, The University of Arizona, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605909.

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This study is aimed at analyzing how contemporary urban Aymara youth hip hoppers and bloggers are creating their identities and are producing discourses in texts and lyrics to contest racist and colonial discourses. The research is situated in Bolivia, which is currently engaged in a cultural and political revolution supported by Indigenous movements. Theoretically the study is framed by a multi-perspective conceptual framework based on subaltern studies, coloniality of power, coloniality of knowledge, interculturality and decolonial theory. Aymara young people illustrate the possibility of preserving Indigenous identities, language, and knowledge while maximizing the benefits of urban society. This challenges the colonial ideology that has essentialized the rural origin of Indigenous identities. Moreover, this research argues that the health of Indigenous languages is interconnected with the health of the self-esteem of Indigenous people. Additionally, this study provides information about the relation of youth to the power of oral tradition, language policies, and the use of technology.

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Oduro, Georgina Yaa. "Gender relations, sexuality and HIV/AIDS education : a study of Ghanaian youth cultures." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609013.

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Jimenez, Quispe Luz. "Indians Weaving in Cyberspace, Indigenous Urban Youth Cultures, Identities and Politics of Languages." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/311535.

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This study is aimed at analyzing how contemporary urban Aymara youth hip hoppers and bloggers are creating their identities and are producing discourses in texts and lyrics to contest racist and colonial discourses. The research is situated in Bolivia, which is currently engaged in a cultural and political revolution supported by Indigenous movements. Theoretically the study is framed by a multi-perspective conceptual framework based on subaltern studies, coloniality of power, coloniality of knowledge, interculturality and decolonial theory. Aymara young people illustrate the possibility of preserving Indigenous identities, language, and knowledge while maximizing the benefits of urban society. This challenges the colonial ideology that has essentialized the rural origin of Indigenous identities. Moreover, this research argues that the health of Indigenous languages is interconnected with the health of the self-esteem of Indigenous people. Additionally, this study provides information about the relation of youth to the power of oral tradition, language policies, and the use of technology.

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Watson, Ryan. "Inquiries Into Sexual Minority Youth and Young Adults Over Time and Across Cultures." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/338686.

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Sexual minorities or those minoritized as a result of the expressed or assumed sexual orientations and identities (i.e., lesbian, gay, bisexual, transgender, queer), by virtue of their sometimes stigmatized identities, oftentimes report deleterious and unprovoked experiences of harassment, victimization, and prejudice. For several decades, research has confirmed that lesbian, gay, and bisexual individuals are at high risk for maladaptive outcomes, including higher rates of suicidality, depression, substance use and abuse, and anxiety disorders. The goal of this dissertation was to 1) document and compare these disparities across two cultures, 2) disentangle social support systems that are important to sexual minorities, and 3) identify factors that best protect sexual minorities against the effects of bias-based bullying. Large datasets were used to compare, understand, and trace the processes of interpersonal relational support on adjustment for sexual minorities. Specifically, different cultural normativities were hypothesized to explain differences in adjustment across culture, parent support was hypothesized to be most associated with lower depression and higher self-esteem, and parent acceptance was expected to buffer the relation between bias-based bullying and depression for sexual minorities. These expectations were generally supported and demonstrate the clear role that parents and friends contribute to mental health for sexual minorities. Implications for future research, parents, teachers, and other stakeholders are discussed in different contexts of sexual minority adjustment.

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Perondi, Maurício. "Narrativas de jovens : experiências de participação social e sentidos atribuídos às suas vidas." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/72693.

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A tese busca compreender os sentidos expressos por jovens acerca de suas experiências de participação social, desenvolvidas em diferentes coletivos. Propõe uma análise compreensiva de narrativas desses jovens, da Região Metropolitana de Porto Alegre-RS, no ano de 2011, todos participantes de diferentes coletivos, a saber: Instituto Ingá (juventude e movimento ecológico); cursinho Pré-Vestibular Zumbi dos Palmares (juventude e educação popular); Instituto Cultural Afro- Sul/Odomodê (juventude e valorização das diferenças étnico-raciais); e Campanha Nacional Contra a Violência e o Extermínio de Jovens, das Pastorais da Juventude do Brasil (juventude e violência/direitos humanos). A partir de uma metodologia de cunho qualitativo, contou com a participação direta de jovens na produção dos dados empíricos. Os referenciais foram tomados de autores que tematizam as juventudes, as culturas juvenis, a participação social e os sentidos de participação no mundo contemporâneo, em especial Carles Feixa Pàmpols, Alberto Melucci, José Machado Pais, Regina Novaes, Marília Pontes Sposito, Paulo Carrano, Helena Abramo, Juarez Dayrell e Maritza Urteaga. O tratamento do corpus empírico inspirase no método de análise de dados conhecido como Método Documentário de Interpretação, que propõe dois momentos: o da interpretação formulada (abordagem compreensiva das narrativas de jovens) e o da interpretação refletida (análises, comparações e organização de categorias e temas a partir das narrativas). Os dados empíricos estão organizados em três eixos, que adotam uma caracterização temporal: a) o eixo dos sentidos do passado, b) o eixo dos sentidos do presente e c) o eixo dos sentidos do futuro. No primeiro, os jovens narram diversas experiências que foram significativas em suas trajetórias nos coletivos em que atuam e os sentidos produzidos a partir delas. Destacam-se os processos de identificação, de crescimento pessoal, a superação de dificuldades e conflitos, as relações intergeracionais e as experiências profissionais. No segundo, os jovens assinalam alguns sentidos produzidos a partir dos grupos e que são definidores para suas experiências no presente, entre os quais se encontram os sentidos pessoais, de sociabilidade, de missão, os sentidos formativos e os resultados. No terceiro, eles expressam sentidos de futuro que o envolvimento nos coletivos oportuniza, e que influenciam a dimensão profissional, as topias e utopias, em convicções de um futuro incerto e em como suas vidas seriam diferentes caso não participassem desses grupos. Por fim, a partir do estudo realizado é possível afirmar que a participação dos jovens nos coletivos em que atuam produz sentidos demarcadores em seus itinerários pessoais, tanto no passado como no presente assim como no futuro.
This dissertation seeks to understand the resulting meanings of the narratives of young people about their social participation, as developed from their involvement in four specific experiences. It is a proposal for comprehensive analysis seeking to realize what young people, all of which are from the Metropolitan Area of Porto Alegre city, tell (or narrate) about their life experiences and what meaning these experiences themselves have for their lives. Young people of four groups are involved in the research. These groups are: Instituto Inga (youth and ecological movement); preparatory curse for college admission exams Zumbi dos Palmares (youth and popular education); Instituto Cultural Afro-Sul/Odomode (youth and the recognition of ethnical and racial differences); and the Campanha Nacional Contra a Violencia e o Exterminio de Jovens das Pastorais da Juventude do Brasil (youth and violence/human rights). From a qualitative methodology, this study has a direct participation of young people in the production of its empirical data. Its theoretical frameworks brings about authors that reflect on youths, youth cultures, social participation and their sense of participation in the contemporary world. Some of the authors on the basis of this research are Carles Feixa Pampols, Alberto Melucci, Jose Machado Pais, Regina Novaes, Marilia Pontes Sposito, Paulo Carrano, Helena Abramo, Juarez Dayrell and Maritza Urteaga. The form the empirical data is considered is inspired in the analytical method known as Documented Method of Interpretation, which proposes two parts: the one related to the formulated interpretation (comprehensive approach of the narratives of the young people involved) and the one related to the reflected interpretation (analysis, comparison, and organization of categories and themes from the narratives). Such empirical data are organized in three time axes which adopt a time aspect: a) the axe of the senses (meanings) of the past; b) the axe of the senses (meanings) of the present; and c) the axe of the senses (meanings) of the future. In the first one, the young participants narrate several experiences that were relevant, meaningful, for them in their own career in the groups in which they work, as well as the senses (meanings) produced from such experiences. Amongst them may be noted the processes of identification, or personal growth, of overcoming difficulties and conflicts, as well as some intergenerational relations and professional experiences. In the second one, it may be seen that the young people involved highlight some meanings produced from the groups they belong to and that are relevant for defining their experiences in the present; among these are the personal, the sociability, the mission senses (meanings), as well as the senses of formation and of findings. In the third one, participants express their senses of future that their involvements in the groups have proposed to them and that have influenced in their professional dimension, “topias” and “utopias”, convictions of a uncertain future as well as in how their lives would be different if they had not participate in these organizations. Lastly, from this dissertation it is possible to state that the youth participation in the organizations in which they work produces sense indicators or markers for their personal itineraries in the past, in the present and in the future.

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Cann, Victoria. "Appropriate articulations of taste : the (re)production of gender in contemporary youth taste cultures." Thesis, University of East Anglia, 2013. https://ueaeprints.uea.ac.uk/48771/.

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This thesis explores gender in contemporary youth taste cultures, contributing to the academic field through its illumination of taste’s role in the (re)production of gender. We continue to see inequality on the basis of gender in contemporary society and thus this thesis provides a much needed understanding of the (re)production of gender during youth. Much of the academic field has interrogated gender and youth, albeit with the majority looking at the experiences of boys and girls separately. However, little work has considered taste as being a potentially regulatory space in terms of gender during youth. Meanwhile, save some important interjections by Skeggs (1997), gender has largely been overlooked in the taste culture literature. This thesis shows that there is great potential in bringing together taste and youth, allowing us to better understand the complexities of gender (re)production. To explore these issues this thesis takes an empirical approach. In total, 112 people aged 13-16 from the Norfolk region took part in this study. Both traditional and innovative qualitative methods were used, and they were designed to develop a rich understanding of contemporary youth taste cultures. A bespoke identity page was a created as a means of capturing the cultural texts young people like and dislike, and a series of focus groups were also undertaken where collective meanings were foregrounded. The richness of empirical evidence and its careful analysis has revealed the significant role that taste plays in young people’s discursive (re)production of gender. It finds that young people inscribe a range of cultural texts with gendered value, and that they use these understandings to regulate the parameters of gender ‘appropriate’ taste. This thesis therefore contributes to the academic field not only through its development of academic theory, but also in the wealth and originality of data that it provides.

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Tan, Toh-Wah. "Male youth cultures and the transition from school to work : a Malaysian case study." Thesis, University of Cambridge, 1994. https://www.repository.cam.ac.uk/handle/1810/272777.

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Santos, Nubia Oliveira dos. "HIP HOP COMO MANIFESTAÇÃO CULTURAL: PROTAGONISMO JUVENIL EM RIO VERDE GOIÁS." Pontifícia Universidade Católica de Goiás, 2012. http://localhost:8080/tede/handle/tede/3313.

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Hip hop is a worldwide phenomenon that has occupied every year, most in the media and in the expression of youth. This culture has come to be known as hip hop spread from street parties and festivals that stimulated the development and learning practices related to music, dancing and graffiti, held on a disaggregated and private, have become historic and socially associated with semantic and integrated into a subcultural common interpretative horizon from which are configured as a source of motivation for the actions of various resistances, especially politics. Hip hop is characterized by five pillars: The Break, Mark, DJ, graffiti, and rapping which together form the rap. Originally created by North American black youth as a form of protest and claim social inclusion, economic and political. In Brazil, the hip hop movement has gained visibility primarily with the support of community leaders and the black movement. Thus, this study aimed to improve the historical context and history of hip hop culture in the city of Rio Verde - Goiás, through cultural education of its youth, based on the logic of youth participation. Given the diversity of current youth cultures, we emphasize the hip hop movement. Adolescents participating in this movement are described as protagonists of their own educational process. The idea of this research is to demonstrate the formation and use of the hip hop movement, and its manifestations both cultural and social, as an instrument of claims of these young social actors, who thus seek to question and change practices, formal, exclusionary policies and segregated. The research was carried out using survey data, bibliographic basis, and primarily through oral sources, where they interviewed people connected to the hip hop movement in the city, and a collection of data during the time frame proposed, imaging studies, files, newspapers and library collections that have contributed to give a greater veracity of sources. So to conclude, it is observed that the culture-verdense river was gradually developing into a cultural landscape with an increase with the arrival of industrialization. With some sporadic manifestations, its emergence was from 2001, returning to happen from 2009, with the creation of Municipal Superintendent of Youth leading youth to participate effectively in all movements, and give opportunity to these young to know the culture of other places. Thus, it is noted that youth participation in the city of Rio Verde - Goias is connected to all societies and in different forms of manifestation of youth Rio verdense as CUFA: Central Union of Slums - Session Rio Verde, Hip Hop Project, a culture of life, cultural events through the graffiti on the wall of the Municipal Schools, with pupils of the Project "Hip-hop culture for life," Integrated Units in favor of Education Full-Time, Teen Projovem. In this perspective, it is believed that he must be guided in his social criticism and reflection, making it held consciously relating it to practice with their culture and their origins, resulting from the close interaction of various educational processes. Thus, the hip hop known in the city of Rio Verde, can be considered a single move, especially as regards resistance to traditional culture, as a basis for their identity and emotional members. The results thus help to strengthen the hypothesis that the action be it political or not is something natural or immediate, which is not enshrined also in all subjects, but result from the interplay of various social processes.
O hip hop é um fenômeno mundial que vem ocupando, a cada ano, mais espaço na mídia e na expressão das juventudes. Essa cultura que veio a ser conhecida como hip hop propagou-se a partir de festas de rua e festivais que estimulavam o desenvolvimento e a aprendizagem de práticas relacionadas com a música, a dança e o grafite. Realizadas de forma desagregada e privada, passaram a ser histórica e socialmente associadas à semântica subcultural e integradas num horizonte interpretativo comum a partir do qual se configuram como fonte de motivação para ações de várias resistências, principalmente a política. O hip hop é caracterizando por cinco pilares: O Break, o Mc, o DJ, o grafite, e o Rapping que juntos formam o rap. Criado originalmente pela juventude negra norte americana como forma de protestar e reivindicar inclusão social, econômica e política, no Brasil, o movimento hip hop ganhou visibilidade principalmente com o apoio das lideranças comunitárias e do movimento negro. Assim, este estudo buscou ampliar o contexto histórico e a trajetória da cultura hip hop na cidade de Rio Verde Goiás, através da formação cultural dos seus jovens, pautada na lógica do protagonismo juvenil. Diante da diversidade de culturas juvenis existentes atualmente, ressaltamos o movimento hip hop. Os adolescentes participantes desse movimento são descritos como protagonistas de seu próprio processo educativo. A ideia desta pesquisa é demonstrar a constituição e utilização do movimento hip hop, e de suas manifestações tanto culturais quanto sociais, como instrumento reivindicatório destes jovens atores sociais que, assim, buscam questionar e alterar as práticas, formais, políticas excludentes e segregadoras. A pesquisa foi realizada através de levantamentos de dados, embasamento bibliográfico e principalmente por meio de fontes orais, para as quais foram entrevistadas pessoas ligadas ao movimento hip hop da cidade, e uma coleta de dados durante o recorte temporal proposto, estudo de imagens, arquivos, jornais e acervos bibliográficos que contribuíram para dar maior veracidade às fontes. Assim, ao concluir, observa-se que a cultura rioverdense foi aos poucos se desenvolvendo dentro de um cenário cultural com aumento com a chegada da industrialização Com algumas manifestações esporádicas, seu surgimento deu-se a partir de 2001, voltando a acontecer a partir de 2009, com a criação da Superintendência Municipal da Juventude, levando a juventude a participar de forma efetiva em todos os movimentos, além de dar oportunidade aos jovens de conhecer a cultura de outros lugares. Assim, nota-se que protagonismo juvenil da cidade de Rio Verde - Goiás está ligado a todas as sociedades e nas mais diferentes formas de manifestações da juventude rioverdense como: CUFA: Central Única das Favelas sessão Rio Verde, Projeto Hip hop, uma cultura pela vida, Manifestações culturais através do grafite no muro das Escolas Municipais, contando com os alunos do Projeto Hip-hop uma cultura pela vida , Unidades Integradas em prol do Ensino em Tempo Integral, Projovem Adolescente. Nesta perspectiva, acredita-se que o hip hop deve estar regulado em sua criticidade e reflexão social, fazendo com que seja realizado de forma consciente, relacionando sua prática com sua cultura e suas origens, resultando da interação estreita de vários processos educacionais. Assim, o hip hop conhecido na cidade de Rio Verde, pode ser considerado um movimento simples, principalmente no que se refere à resistência à cultura tradicional, servindo de base identitária e emocional para seus integrantes. Os resultados obtidos contribuem, para reforçar a hipótese de que a ação, seja ela política ou não, é algo natural, que não está inscrita igualmente em todos os indivíduos, mas resulta da influência mútua de vários processos sociais.

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Setty, Emily. "Sexting ethics in youth digital cultures : risk, shame and the negotiation of privacy and consent." Thesis, University of Surrey, 2018. http://epubs.surrey.ac.uk/845577/.

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This thesis explores young people’s perceptions and practices surrounding ‘youth sexting’, particularly regarding privacy and consent. Youth sexting – involving the production and exchange of sexual images or messages via mobile phones and other communication technologies – has attracted media attention, public concern, and research and policy focus for some time, particularly regarding the perceived harmful nature of the practice (Crofts et al., 2015). This thesis situates harmful practices in terms of breaches of privacy and consent. The research is used to advocate for progressive, harm-reduction approaches to responding to youth sexting that centralise ethics, justice and equality, and give rights to sexual and bodily expression and exploration, as well as freedom from harm. Group and one-to-one interviews with young people revealed narratives of individualism and responsibilisation regarding harmful sexting practices. Intertwined were moralising discourses about harm-avoidance, which underpinned a demarcation of deserving and undeserving victims, and promoted victim-blaming. Analyses revealed however, that risk and harm was not inherent to sexting and was shaped by norms and standards surrounding gender and sexuality, and local peer group dynamics and hierarchies. The designation of some forms of bodily and sexual expression as shameful and illegitimate shaped harmful practices and were incorporated into young people’s self-concepts in ways that both reproduced and resisted established systems of meaning. The findings suggest that rather than being caused by technology, youth sexting should be understood as a complex, negotiated practice situated within young people’s peer, digital, relational, and sexual cultures. The thesis explores young people’s perspectives on addressing youth sexting, and concludes by emphasising the need to disrupt and challenge the meanings underpinning shame and stigma, and the responsibilisation of individuals to deal with inequality and harm.

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Philip, Shannon. "A city of men? : an ethnographic enquiry into cultures of youth masculinities in urban India." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:800c9cb5-d8a0-42ab-b37f-f2c8e9135de3.

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The gender order in urban India is changing rapidly. Several economic, political and sociocultural shifts have brought with them new opportunities and challenges for Indian men and women. This thesis attempts to understand some of these social and cultural changes from the perspective of a group of affluent young men in Delhi. By ethnographically studying young men and their masculinities in urban public spaces of leisure and consumption, this thesis explores some of their relatively new practices of consumption and embodied performances of gender, as well as its consequences on gendering a city space. Through focusing on newly commodified spaces like gyms, shopping malls, night clubs, bars, metro trains and cruising parks in Delhi, I argue that a politics of space, age, gender and class come together to mark men's identities, bodies as well as urban spaces, creating forms of belonging and exclusions in a neoliberal India. Within this context, I explore how ideas of what it means to be a young man are changing in a consumerist India and how this in turn shapes young men's relationships with other men, women, families and changing city spaces. Using ethnographic data collected over fourteen months of fieldwork in Delhi, along with visual and cultural analysis, this thesis lays bare the layers of masculine performances and reveals the everyday attempts at embedding and reproducing a heterosexist patriarchal social order under the guise of a 'new Indian man' and his 'new' India. In the process, I critically but empathetically explore the gendered hierarchies and anxieties that emerge in contemporary India and its consequences on various bodies and city spaces. The chief arguments are presented in five empirical chapters: 1) A 'New' Indian Man, 2) A Masculine Body, 3) Desexing a Masculine Body, 4) A Smart and Masculine City, and 5) A Safe/Unsafe City.

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Hyde, Elizabeth Ann. "Drug use and rurality : a cultural analysis of patterns of use by young people in Britain and New Zealand." Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/d69b1e30-4c10-4565-8a0f-453ea8fa3c87.

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23

Rockenbach, Danielle Schio Romeiro. "Jovens aprendizes contenporâneos : "eu acredito é na rapaziada" - problematizando o programa de aprendizagem profissional." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/131052.

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O Programa de Aprendizagem Profissional - Jovem Aprendiz – foco deste estudo, oferece qualificação e trabalho para jovens visando proporcionar-lhes formação técnico-profissional na área do comércio de bens, serviços e turismo e acesso a empregos formais. O presente estudo tem como objetivo aprofundar o estudo do referido programa do chamado Sistema S, de uma instituição de ensino profissionalizante localizada em Porto Alegre, no sentido de verificar como os aprendizes percebem as normas de convivência do curso na sua formação profissional, a validade de cumpri-las e as sanções pelo não cumprimento, uma vez que as mesmas não levam em conta as características das juventudes contemporâneas das periferias urbanas. A pesquisa tem um caráter qualitativo, na dimensão de estudo de caso, e está inserida no campo dos Estudos Culturais em um viés pós-estruturalista. São utilizados como referências autores como Bauman (2001, 2013), Dayrell (2003, 2007), Feixa (1999), Garbin (2005, 2006, 2009), Margulis (1998), Urresti (1998), Xavier (2002), levando em conta algumas dimensões das abordagens foucaultianas. O estudo aborda as seguintes questões: como os alunos, sendo jovens e trabalhadores, encaram a importância dada pelo Programa ao cumprimento das normas de convivência exigidas na sua formação uma vez que não levam em conta as características dos jovens das periferias urbanas? E quais são as expectativas desses jovens em relação ao seu futuro profissional? Os resultados permitem constatar as tensões existentes entre as práticas culturais dos jovens estudados e as exigências do curso. No estudo a relevância social do Programa não é questionada, embora ele se proponha a problematizá-lo a fim de que não se fique de fora “da busca por inventar outras práticas e participar de outras relações sociais, educacionais, políticas e culturais” (MEYER; PARAÍSO, 2012, p. 17).
The Professional Learning Programme - Young Apprentice - focus of this study, offers training and work for young people in order to provide them with technical and professional training in the area of trade in goods, services, tourism and access to formal jobs. This study aims to deepen the study of the said program called System S, a vocational educational institution located in Porto Alegre, to see how learners realize the course of living standards in professional training, the validity of fulfill them and penalties for non-compliance, since they do not take into account the characteristics of contemporary youth in urban peripheries. The research has a qualitative character, the size of the case study, and it operates in the field of Cultural Studies in a post-structuralist bias. They are used as references to authors Bauman (2001, 2013), Dayrell (2003, 2007), Feixa (1999), Garbin (2005, 2006, 2009), Margulis (1998), Urresti (1998), Xavier (2002), taking into account some dimensions of Foucault approaches. The study addresses the following questions: how students, and youth and workers, regard the importance the program to comply with the coexistence standards required in their training since they do not take into account the characteristics of young people in urban peripheries? And what are the expectations of these young people in relation to your professional future? The results help determine the tensions between cultural practices of young people studied and the requirements of the course. In the study the social relevance of the program is not questioned, although he intends to problematize it in order that they do not miss out "of seeking to invent other practices and participate in other social, educational, political and cultural". (MEYER; PARAÍSO, 2012, p. 17).

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Malbon, Benedict Rupert. "Ecstatic geographies : clubbing, crowds and playful vitality." Thesis, University College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300914.

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Menegon, Rodrigo Rodrigues [UNESP]. "Culturas juvenis e jovens no Ensino Superior: em busca de caminhos para a formação inicial e a prática educativa na Educação Física." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/144632.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Esta pesquisa foi desenvolvida junto ao Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia, UNESP – Campus de Presidente Prudente, vinculada à Linha de Pesquisa: Processos formativos, infância e juventude. A investigação foi realizada em uma Universidade Pública, localizada no interior do Estado de São Paulo e teve como sujeitos de pesquisa, jovens acadêmicos matriculados no último ano do Curso de Licenciatura em Educação Física. A grande questão que conduziu a pesquisa foi: Os jovens acadêmicos dos cursos de Licenciatura têm em sua formação instrumentos teóricos e práticos que garantam uma concepção e um olhar diferenciado para o público juvenil? A pesquisa foi embasada no referencial teórico dos estudos no campo da juventude que têm como enfoque central os jovens e suas manifestações culturais. O objetivo principal foi investigar se o Curso de Licenciatura em Educação Física de uma instituição pública tem proporcionado conhecimentos e experiências para que seus academicos, futuros professores, alcancem uma concepção histórico-social sobre os jovens e superem visões do senso comum de caráter naturalista e universal. Os objetivos específicos se propuseram analisar o Currículo do Curso de Licenciatura da instituição universitária selecionada; conhecer e analisar a concepção que os jovens acadêmicos do último ano do Curso de Licenciatura em Educação Física tecem frente à temática da Juventude; instigar qual a visão que esses alunos tem sobre sua formação inicial por essa instituição de Ensino Superior, bem como traçar o perfil deles, verificando, ainda, sua realidade frente ao contexto juvenil para além dos bancos universitários. A metodologia utilizada foi de natureza qualitativa do tipo estudo de caso. Para que o processo metodológico da pesquisa estivesse compatível com o método escolhido alguns caminhos importantes foram trilhados: procedimentos para a escolha do caso; procedimentos como: análise documental, questionário, entrevista e observação para coleta de dados; tratamento dos dados coletados; interpretação dos dados e aspectos éticos referentes à realização da pesquisa. Os resultados apontaram que o referido curso não conseguiu possibilitar conhecimentos e experiências para que os jovens acadêmicos alcançassem uma concepção de juventude diferente daquela exposta pelo senso comum; constatou-se também que apenas uma disciplina da matriz curricular analisada contemplou conteúdos teórico-práticos voltados a uma compreensão de juventude sob uma perspectiva crítica de construção sócio/histórica/cultural; constatou-se também que esse processo de formação inicial, possivelmente não garantirá, aos futuros professores, uma ação consciente que seja capaz de lidar com as manifestações juvenis, valorizando-as e integrando-as positivamente no processo de ensino. Quanto aos jovens acadêmicos, diagnosticou-se que eles ainda concebem os jovens e a juventude sob um olhar negativo, homogêneo e estereotipado; os resultados revelaram ainda, que a grande maioria dos acadêmicos não se sentem preparados para ministrarem aulas de Educação Física que apresentem sentido e significado para os jovens alunos do Ensino Médio. Por fim, os dados vieram evidenciar que os acadêmicos que participaram da pesquisa também são jovens e que apresentam características e peculiaridades próprias de ser e estar no mundo, reforçando a heterogeneidade que a categoria apresenta, por isso, conhecê-los e respeitar suas culturas também é fundamental para quem almeja uma formação de qualidade e mais humana.
This research was conducted by the Graduate Program in Education of the Faculty of Science and Technology, UNESP - Presidente Prudente, linked to the research line: training processes, childhood andyouth. The inquirywas conducted in a public university, located in the State of São Paulo, and it had like research subjects young scholarsenrolled in the final year of the Bachelor of Physical Education course. The big question that led the research was: Do the young scholars of degree courses have theoretical and practical tools in their training that ensure design and a different look for a young audience? The research was based on theoretical frameworkin the youth field whose central focus is the young people and their cultural manifestations. The main objective was to investigate whether the Degree in Physical Education of a public institution has provided knowledge and experience for their Academicians, future professors, reaching a historical- social conception of young and overcome common sense views of naturalistic and universal character. The specific objectives are proposed to analyze the curriculum of Bachelor of the selected university; to know and to analyze the conception that the young scholars of the last year of the Degree in Physical Education Course weave on the subject of Youth; to incite the view that these students have on their initial training by the institution of higher education, as well as to profile, checking also their reality against the juvenile context beyond the university seats. The methodology was qualitative like a case study nature. For methodological research process were compatible with the method selected, some important paths were trodden: procedures for the choice of the case; procedures such as document analysis, questionnaire, interview and observation for data collection; treatment of the collected data; data interpretation and ethical aspects related to the research. The results showed the course could not allow knowledge and experience to the young scholars reached a different youth design that exposed by common sense; it was also found that only one subject of the analyzed curriculum included theoretical and practical content aimed at an understanding of youth from a critical perspective of social / historical / cultural construction; it was also found that this process of initial training possibly not guarantee to future teachers a conscious action that is capable of dealing with youth manifestations, upgrading and composing them positively in the teaching process. As for young scholars, they were diagnosed they still understanding young people and youth in a negative look, homogeneous and stereotyped; the results revealed also that the vast majority of academics do not feel prepared to minister physical education classes that have meaning and significance for young high school students. Finally, the data have highlighted that the scholars who participated in the survey are also young and have their own characteristics and peculiarities of being in the world, strengthening the heterogeneity of that category, therefore, know them and respect their cultures areessential for those who crave a training quality and more human.

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Barnett, Laura Kelly. "Pleasure, agency, space and place : an ethnography of youth drinking cultures in a South West London community." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/17354/.

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Media, government and public discourse in the UK associate young drinkers as mindless, hedonistic consumers of alcohol, resulting in young people epitomising ‘Binge Britain’. This preoccupation with ‘binge’ drinking amplifies moral panics surrounding youth alcohol consumption whereby consideration of the social and cultural nuances of pleasure that give meaning to young people’s excessive drinking practices and values has been given little priority. This sociological study explores how young drinkers regulate their drinking practices through levels of agency which is informed by values linked to the pursuit of pleasurable intoxication alongside friendship groups in a variety of drinking settings. Data informing this study comes from contextualised ethnographic fieldwork alongside heterogeneous groups of young people and community members in an area of South West London. Whilst encountering hundreds of participants in fieldwork, data informing this research stems from ninety main protagonists. Following a qualitative grounded theoretical approach, the study prioritises the voice and everyday experience of young drinkers and local community members to present theoretical descriptions of youth drinking cultures embedded in a historical, social, cultural and spatial context. Through the ethnographic data, this thesis argues that young drinkers show levels of agency in their pursuit of pleasurable drinking experiences through conscious forms of self-governance and regulation which are informed by learned experiences and interactions such as gender. Moreover, youth drinking is both enabled and restricted by constraints and complexities such as space and place; which form central points of analysis in this thesis. It is concluded that accounts derived directly from young people are not only central to understanding how and why young people engage in forms of excessive drinking, but can better inform national and local alcohol-related policies and strategies, as opposed to discourse preoccupied with UK ‘binge’ drinking that young people rarely identify with.

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Santos, Neila Rodrigues. "MÃltiplas linguagens e jovens da periferia: o multiletramento no contexto da cibercultura." Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=20041.

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nÃo hÃ
A presente pesquisa partiu do seguinte questionamento: quais experiÃncias podem ser desenvolvidas com base na criatividade e na autoria dos jovens, fora do currÃculo tradicional da escola, atravÃs de prÃticas de multiletramento? O objetivo foi desenvolver e analisar a criaÃÃo de um espaÃo formativo, atravÃs de oficinas no contraturno escolar, tendo como sujeitos um grupo de jovens que puderam refletir sobre as possibilidades em ir alÃm dos processos tÃcnicos, usando conhecimentos e habilidades em tecnologias digitais para utilizar novas linguagens em prÃticas comunicativas. A pesquisa foi vivenciada e desenvolvida junto a um grupo de jovens de uma escola da Prefeitura Municipal de Fortaleza, localizada na periferia da cidade e centrou-se no campo conceitual do multiletramento, buscando estabelecer um diÃlogo com as culturas juvenis e alguns aspectos da cibercultura. Integram o referencial teÃrico desse estudo os trabalhos de Cope; Kalantzis, (2009); do New London Group (1996), e de Rojo (2013), sobre o multiletramento e, sobre culturas juvenis, os trabalhos de Novaes (2006), de Feixa (2016) e de Dayrell (2015). Trata-se de uma pesquisa qualitativa. O procedimento de coleta de dados deu-se atravÃs da observaÃÃo participante e da densa descriÃÃo das aÃÃes dos integrantes das oficinas. AlÃm de pesquisadora, exercermos o papel de formadora das oficinas. Documentou-se o desenvolvimento de uma autoria colaborativa na produÃÃo de conteÃdos multimodais que incluÃram memes, vÃdeos e podcast. Os conteÃdos possuem a expressÃo de olhares dos jovens a partir de questÃes significativas em suas vidas, em particular a violÃncia urbana presente em seu local de moradia. Seu processo de desenvolvimento permitiu delinear aproximaÃÃes e distanciamentos dos alunos com prÃticas de navegaÃÃo, postagem e compartilhamento na internet. Compreendemos que eles possuem certa familiaridade com conteÃdos que circulam na rede e chegam a postar e a compartilhar materiais de interesse pessoal, porÃm, no contexto das oficinas realizadas tiveram atuaÃÃo limitada nesse sentido, o que pode ter relaÃÃo com a falta de familiaridade deles com essas prÃticas em atividades mais formais, como a elaboraÃÃo de um vÃdeo proposto na oficina. Apesar do acesso precÃrio Ã rede de internet da escola, os alunos fizeram uso de seus dispositivos mÃveis pessoais (telefones tipo smartphone) durante algumas atividades e tambÃm utilizaram computadores da escola. O resultado da pesquisa, no que se refere particularmente Ãs oficinas, abriu possibilidades de reconhecer prÃticas e aprendizagens que se constituem em outros espaÃos que nÃo apenas aqueles convencionais de ensino, de dialogar com essas aprendizagens e com o contexto e as identidades dos alunos, possibilitando dessa maneira ampliar o significado da escola para os jovens e as formas como a vivenciam. O uso dos dispositivos mÃveis prÃprios de forma mais autÃnoma e a produÃÃo de conteÃdos multimodais tambÃm indicaram novas possibilidades para prÃticas escolares formais, podendo vir a contribuir com alguns processos de aprendizagem vividos pelos alunos na instituiÃÃo. Por fim, a questÃo da violÃncia, tÃo presente na vida desses alunos, aparece como um demarcador de suas aÃÃes na internet, seja limitando suas aÃÃes, seja na difusÃo de prÃticas violentas. Que indicam problemas que merecem ser melhor compreendidos no campo de estudos da congruÃncia entre culturas juvenis e cibercultura.

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Fogaça, Mônica. "Blog no ensino de ciências: uma ferramenta cultural influente na formação de identidades juvenis." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-06092011-125914/.

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Essa pesquisa tem por objetivo investigar os efeitos de uma prática pedagógica para o ensino de ciências, circunstanciada pelo uso de blogs, sobre as identidades dos jovens. O foco na interface entre ensino de ciências, formação das identidades juvenis e tecnocultura, particularmente no uso de blogs, tem por justificativa o fato de que grande parte dos jovens urbanos constrói suas identidades na interação com as tecnologias digitais. Nesse tipo de ambiente, eles sofrem os impactos da revolução cultural deflagrada pela globalização. São impactos produzidos por discursos que estimulam o consumismo de tecnologias e o incremento de impactos sociais e ambientais. Analisamos os efeitos da prática pedagógica, realizada com 192 estudantes de 9º ano do Ensino Fundamental, distribuídos em 66 grupos, que produziram blogs nas aulas de ciências ao longo de um ano letivo, estimulados pela condução de temas culturais (CORAZZA,1997). Os dados coletados foram submetidos a um processo de análise quantitativa preliminar. Este permitiu selecionar dois grupos para análise de discurso das postagens, fundamentada na concepção de linguagem de Bakhtin e que teve por ferramentas analíticas a teoria da ação mediada (WERTSCH,1999) e a proposta de produção de padrões temáticos (LEMKE, 1997). Os resultados da pesquisa indicam que a prática pedagógica com os blogs, empregada de modo dialógico, pode contribuir com o ensino de ciências em várias direções. Ela pode ser um espaço de aproximação entre as características das culturas juvenis (e várias outras presentes nas vozes dos estudantes, suas famílias, nas identidades dos professores e de outras que participam das discussões em torno das postagens) e as características da cultura escolar por meio da hibridização das linguagens. Além do mais, pode ser uma ferramenta influente para o domínio e apropriação de novos significados para o conceito de tecnologia, ampliando o seu perfil conceitual. Por fim, ela também pode proporcionar a desestabilização das relações de poder entre as várias identidades e diferenças presentes nos textos e demais relações existentes na sala de aula, contribuindo para a aprendizagem da convivência no mundo.
This research aims to investigate the effects of a pedagogical practice for teaching science, by the use of blogs, on the identities of young people. The focus on the interface between science education, youth identities and ciberculture, in particular with the use of blogs, is pointed on the fact that most urban young build their identities in the interaction with digital technologies. In this environment, they suffer the impacts of the cultural revolution unleashed by globalization. Impacts are produced by discourses that encourage the consume of technologies and enhancement of social and environmental impacts. We analyze the effects of teaching practice, conducted with 192 students in 9th grade of Elementary School, divided into 66 groups, which produced blogs in science classes for over a school year, stimulated by the conduction of cultural topics (CORAZZA, 1997). The data collected were subjected to a preliminary quantitative analysis process. This allowed us to select two groups to make the discourse analysis of posts, based on Bakhtin\'s conception of language. They were submitted to two analytical tools: the theory of mediated action (Wertsch, 1999) and the proposed production of thematic patterns (Lemke, 1997). The survey results indicate that the pedagogical practice with blogging, used in a dialogic mode, can contribute to the teaching of sciences in various directions. It can be an approximation space between the characteristics of youth culture (and several other voices of students, their families, the identities of teachers and others who participate in the discussions on the posts) and the characteristics of school culture through hybridization of languages. Moreover, it can be an influential tool for domination and appropriation of meanings for the concept of technology, expanding their conceptual profile. Finally, it can also provide the destabilization of power relations between different identities and \"differences\" found in texts and other relationships in the classroom, contributing to learning to live together in the world.

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Wilson, Brian. "Empowering communities or delinquent congregations?, a study of complexity and contradiction in Canadian youth cultures and leisure spaces." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ66301.pdf.

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Nunes, Jefferson Veras. "Livres, Puros e Felizes: Culturas Juvenis e Festas Rave em Fortaleza." Universidade Federal do CearÃ, 2010. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=4378.

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FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico
A presente pesquisa trata da relaÃÃo entre mÃsica, juventude e festa no espaÃo urbano. Parte da percepÃÃo da juventude como uma categoria socialmente construÃda, para alÃm das faixas etÃrias e dos princÃpios identitÃrios geralmente atribuÃdos a esta etapa do ciclo de vida do indivÃduo. Tem como objetivo compreender sociabilidades, comportamentos, prÃticas de consumo, discursos e sÃmbolos adotados pelos jovens durante sua participaÃÃo em um tipo especÃfico de festa de mÃsica eletrÃnica, comumente conhecida como rave. As raves acontecem nÃo somente em locais diferentes, mas, principalmente, a cÃu aberto, sendo tambÃm chamadas de âfestas open airâ. Tais festas ocorrem, na maioria das vezes, em ambientes que se destacam por suas belezas naturais, elegendo como sede para os eventos desde sÃtios, chÃcaras e hotÃis afastados da cidade, atÃ barracas de praia localizadas em Ãreas pouco freqÃentadas pela populaÃÃo em geral. O material empÃrico a partir do qual se estruturam as reflexÃes que se seguem inclui levantamento bibliogrÃfico, documental e, principalmente, pesquisa de campo, com observaÃÃo participante realizada durante o perÃodo de 2008 a 2009, onde foi possÃvel freqÃentar 17 raves organizadas em Fortaleza e cidades vizinhas.
This research discusses the relationship between music, youth culture and party in the urban space. Its part of the perception of youth as a socially constructed category, in addition to age and identity principles generally attributed to this stage of the life cycle of the individual. It aims to understand social practices, attitudes, consumption practices, discourses and symbols adopted by the youth during their participation in a specific type of electronic music festival, commonly known as rave. The raves happen not only in different places, but mainly in the open spaces, is also called âopen air festivalsâ. These festivals occur most often in areas that stand out for its natural beauty, choosing to host the events from sites, farms and hotels away from the city. The empirical material from which stems the reflections that follow include bibliographical, documentary, and especially field research, participant observation carried out during the period 2008 to 2009, it was possible to attend 17 raves held in Fortaleza and cities neighbors.

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Oliveira, Kelly da Silva [UNESP]. "Culturas juvenis no ensino médio: ressignificando a prática escolar." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/152194.

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Esta pesquisa foi desenvolvida junto ao Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia, UNESP – Campus de Presidente Prudente, vinculada à Linha de Pesquisa: Processos Formativos, Infância e Juventude. A questão que conduziu essa investigação foi a constatação de que, apesar dos estudos e pesquisas que defendem o diálogo integrativo com as culturas juvenis no espaço escolar terem adquirido maior visibilidade nos últimos anos, ainda há o não conhecimento em relação a este assunto. Vários educadores e pesquisadores se colocam contra, dizendo que ao trabalhar com as culturas juvenis no espaço escolar, os conteúdos sistematizados ficam negligenciados, devido ao tempo e as exigências a que os docentes estão condicionados. Alguns ainda acreditam que valorizar e trabalhar as manifestações das culturas juvenis não é objetivo da escola, tendo em vista o caráter de seriedade e obrigatoriedade que deve existir dentro delas, devido às suas finalidades que seriam, principalmente, a preparação para o vestibular ou para o mercado de trabalho. A pesquisa foi embasada no referencial teórico dos estudos no campo da juventude, com ênfase na Sociologia da Juventude e teve como objetivos identificar quais eram as manifestações das culturas juvenis de jovens alunos de uma sala do Ensino Médio em uma escola pública na região de Presidente Prudente/SP e analisar de que forma a disciplina de Língua Portuguesa pode realizar um diálogo integrativo com as culturas juvenis sem negligenciar os conteúdos escolares. A natureza do estudo foi qualitativa e a opção metodológica escolhida foi a pesquisa intervenção. Os procedimentos para a obtenção dos dados foram: a observação participante, os registros em diário de campo, a aplicação de formulários e a de entrevistas reflexivas. Os resultados apontaram que, mesmo com todas as exigências e dificuldades existentes, foi possível fazer o diálogo integrativo entre as culturas juvenis e o ensino de Língua Portuguesa, garantindo que os conteúdos elencados no Currículo Oficial fossem trabalhados. Para que isto fosse possível, foi necessário compreender os jovens alunos com suas culturas, crenças, valores, anseios e desejos, como também conhecer suas formas de pensar e agir, além do espaço e tempo da sala de aula. Essa pesquisa contribuiu, indiretamente, para fortalecer a concepção de que o Ensino Médio não tem apenas como finalidade a função propedêutica, mas também a de formar para a vida, possibilitando aos jovens alunos a apropriação dos conteúdos científicos de maneira construtiva e crítica. A pesquisa revelou a importância de o professor reconhecer as manifestações dos jovens alunos e de estar sensível ao ato de comunicação, que vai além das palavras, bem como estar ciente de que a sua realidade é única e de que, por esse motivo, não é possível controlar ou prever as expressividades das culturas juvenis. Estar aberto ao diálogo com os jovens pode promover a articulação entre as expectativas deles e os conteúdos a serem trabalhados. Nessa pesquisa, a construção coletiva do conhecimento, que contou com a participação dos jovens alunos, buscou fazer o diálogo com os mais diversos métodos e técnicas, trazendo a poesia, a música, o debate, as mídias, os contos, entre outros, mas, também, o diálogo, a escuta, o respeito, a cumplicidade, a parceria, o assumir responsabilidades, a rigorosidade, a alegria, não só pelo prazer, para atrair os jovens alunos, mas, principalmente, pela possibilidade de apropriação das diversas expressões culturais, considerando-as repletas de códigos e de representações que foram construídas cultural e socialmente. Diante dos resultados, acreditamos que o educar para a vida encontra-se imbricado com a aquisição do conhecimento científico, sistematizado, elaborado e que, além de ser possível, é urgente o diálogo entre a cultura escolar e as manifestações culturais juvenis. A escola, que dialoga com os jovens alunos, promove uma aprendizagem conscientizadora, pois permite ao jovem questionar e debater, exercício imprescindível para o despertar da consciência crítica tão necessária para a transformação da realidade.
This research was developed together with the Graduate Program in Education of the Faculty of Sciences and Technology, UNESP - Presidente Prudente Campus, linked to the Research Line: Formative Processes, Childhood and Youth. The question that led to this research was the realization that, despite studies and research that advocate integrative dialogue with youth cultures in school have become more visible in recent years, there is still lack of knowledge about this subject. Several educators and researchers oppose, saying that in working with youth cultures in the school space, systematized content is neglected due to the time and demands that teachers are conditioned. Some still believe that valuing and working the manifestations of youth cultures is not an objective of the school, considering the seriousness and obligatory nature that must exist within them, due to its purposes, which would be, mainly, the preparation for the entrance exam or the job market. The research was based on the theoretical framework of studies in the field of youth, with emphasis on the Sociology of Youth and had as objectives to identify which were the manifestations of the youth cultures of young students of a room of the High School in a public school in the region of Presidente Prudente / SP and analyze how the discipline of Portuguese Language can carry out an integrative dialogue with youth cultures without neglecting school contents. The nature of the study was qualitative and the methodological option chosen was the intervention research. The procedures for obtaining the data were: participant observation, field diary records, application of forms and reflective interviews. The results showed that, even with all the existing requirements and difficulties, it was possible to engage in an integrative dialogue between youth cultures and Portuguese language teaching, ensuring that the contents listed in the Official Curriculum were worked on. For this to be possible, it was necessary to understand the young students with their cultures, beliefs, values, longings and desires, as well as to know their ways of thinking and acting, besides the space and time of the classroom. This research contributed, indirectly, to strengthen the conception that the Secondary School has not only the propaedeutic function but also to form for the life, enabling to the young students the appropriation of the scientific contents in a constructive and critical way. The research revealed the importance of the teacher recognizing the manifestations of young students and being sensitive to the act of communication, which goes beyond words, as well as being aware that their reality is unique and that, for this reason, it is not possible to control or predict the expressiveness of youth cultures. Being open to dialogue with young people can promote the articulation between their expectations and the content to be worked on. In this research, the collective construction of knowledge, with the participation of the young students, sought to make the dialogue with the most diverse methods and techniques, bringing poetry, music, debate, media, stories, among others, but , also, dialogue, listening, respect, complicity, partnership, taking responsibility, rigor, joy, not only for pleasure, to attract young students, but mainly for the possibility of appropriation of the various expressions cultural, considering them full of codes and representations that were built culturally and socially. Given the results, we believe that education for life is interwoven with the acquisition of scientific knowledge, systematized, elaborated and that, in addition to being possible, the dialogue between school culture and youth cultural manifestations is urgent. The school, which dialogues with the young students, promotes awareness-raising learning, as it allows the youth to question and debate, an essential exercise for the awakening of the critical awareness so necessary for the transformation of reality.

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Ferreira, Mychelyne Barros Costa. "No cenário do tempo presente: Um estudo sobre os valores hodiernos nas culturas juvenis." Universidade do Estado do Rio de Janeiro, 2012. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5310.

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A tese intitulada No cenário do tempo presente: um estudo sobre os valores hodiernos nas culturas juvenis, constitui uma investigação analítica acerca dos valores permanentes socializados pela cultura juvenil contemporânea. No fluxo transitório inerente à conjuntura da sociedade hodierna, postula-se a existência de valores compartilhados por jovens oriundos de distintas realidades sociais, familiares e educacionais. A pesquisa se propõe a apreender os ditos valores em meio aos contextos particulares das experiências juvenis. Para tal, adota como lócus de investigação, escolas públicas e privadas com características pedagógicas, filosóficas e socioeconômicas diferenciadas. Propugna-se o desenvolvimento da análise sobre três eixos principais: a questão do tempo presente, com suas características dinâmicas e a própria história que a define no seu processo em desenvolvimento; a questão da juventude, desdobrada nos jovens específicos desta pesquisa localizados nas culturas juvenis consideradas como unidade que encampa a diversidade; a questão dos valores observados tanto à luz da história, que os produz como a dos jovens que os elege desde o exercício da liberdade enquanto pessoa humana. Assim, pretendemos realizar um trabalho profícuo no tocante ao avanço e aprofundamento no conhecimento das questões atinentes à Juventude e Ética no tempo presente.
The thesis entitled "In the scenario of the present time: A study of today's values in youth culture" is an analytical investigation about the permanent values' socialized in contemporary youth culture. In the transitory flow inherent to circunstances of today's society, it is required the existence of values shared by young people coming from different social, family and educational realities.The aim of this research is to understand these values in particular contexts of youth experiences. In order to do that, it adopts schools - public and private - as locus of research with distinguished pedagogical, philosophical and socioeconomic features.There will be developed an analysis based on three main points: the matter of the present time, with its dynamic characteristics and the history that defines it in its process in development, the matter of youth, focused on the specific young people in this survey located in youth cultures considered as the unit that embodies the diversity, the matter of values observed both at the light of history that produces them, and in the youth that elects them in their exercise of freedom as human beings.Therefore, we intend to perform a successful work with respect to advancing and deepening the knowledge of the questions related to Nowadays Youth and Ethics.

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Avila, Fernanda Santana de. "No fluxo da batida: a cultura juvenil do funk circulando em uma escola pública de Santa Maria/RS." Universidade Federal de Santa Maria, 2016. http://repositorio.ufsm.br/handle/1/12878.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This work belongs to PPGE/UFSM, standing in the Research Line 2- School and Public Policy Practice. The research proposed to hold an interface between studies on Youth; Youth Cultures; School culture; School practices and high school, giving centrality to youth culture of Funk. Seeking inspiration in the theoretical and methodological perspective of Cultural Studies and analytical exercise of speech, it was intended to examine how the Youth Culture of Funk, produced / consumed in non-school spaces, has circulated a public school in Santa Maria / RS. The survey was conducted in early character, in particular public school, through observation and questionnaire about the musical taste of / the students, in order to select the subjects that would be part of the research. After the selection of / the young people who are related in some way to the Funk, held individual semistructured interviews with six young high school with three teachers / the representatives of the curriculum area Languages, Social Sciences and Natural Sciences, in addition to teaching the Integrated Seminar discipline and representative of the pedagogical coordination. Also, as part of the materiality of research, entry was made in the field in six city night parties to identify how youth culture in question circulated by the municipality. The results indicate that the youth belonging bindings interviewed with Funk are traversed by the elements: rhythm / beat, dance, dress and specific representations in the clips and speeches of letters. Already the prejudices of society, come from the non-recognition of Funk as a cultural manifestation, the consumer association of the popular classes, the use of clothing associated with marginal youths and erotic content of the letters. As to how circulating in the city, Funk is synonymous with fun, it welcomes and promotes entertainment several youths; market, because in addition to the formal market parties also moves the peripheral household economy, through held informal joints and finally; of ladaia once it brings out several confusions involving trams city rivals. The movement of Funk Youth Culture in the school environment, spaces and plural forms were identified. Above all, the yard, the playground and the classroom has been invaded by the technology of mobile devices, which in turn, guarantee the individual flow or collective enjoyment of culture. This Youth Culture affront to existing School Culture, as is the conflict between the enjoyment of a particular type of culture and not others, certain musical preferences and not others, the use of some clothes and not others, the use of certain dances and not other etc. In contrast, some teachers have done the exercise to appropriate some funk elements to use them in their teaching practices. Portuguese the disciplines, physical education, art and English have already made this movement through the use of skits involving content, expressive rhythmic activities and translation of lyrics into English. Already the discipline of history has appropriated discourses contained in letters to thematize current issues and relate them to the discipline.
A presente dissertação pertence ao PPGE/UFSM, situando-se na Linha de Pesquisa 2- Práticas Escolares e Políticas Públicas. A pesquisa realizou uma interface entre estudos sobre Juventudes; Culturas Juvenis; Cultura Escolar; Práticas Escolares e Ensino Médio, dando centralidade à Cultura Juvenil do Funk. Buscando inspiração na perspectiva teórico-metodológica dos Estudos Culturais e no exercício analítico de discurso, se pretendeu analisar o modo como a Cultura Juvenil do Funk, produzida/consumida em espaços não escolares, tem circulado uma escola pública de Santa Maria/RS. A pesquisa realizou-se, em caráter inicial, em escola pública específica, através de observações e de aplicação de questionário acerca do gosto musical dos/as estudantes, com vistas a selecionar os sujeitos que fariam parte da pesquisa. Após a seleção dos/as jovens que se relacionavam de algum modo com o Funk, realizou-se entrevista individual semiestruturada com seis jovens do Ensino Médio, com três professores/as, representantes da área curricular de Linguagens, Ciências Humanas e Ciências da Natureza, além da docente da disciplina de Seminário Integrado e da representante da Coordenação Pedagógica. Igualmente, como parte da materialidade da pesquisa, foi realizada entrada em campo em seis festas noturnas da cidade para identificar como a Cultura Juvenil em questão circula pelo município. Os resultados indicam que a Juventude entrevistada possui vinculações de pertencimento ao Funk a partir dos elementos: ritmo/batida, dança, vestimenta e representações específicas nos clipes e discursos das letras. Já os preconceitos da sociedade, advêm do não reconhecimento do Funk como manifestação cultural, da associação do consumo às classes populares, do uso das vestimentas associadas às Juventudes marginais e do conteúdo erótico das letras. Quanto ao modo como circula pela cidade, o Funk é sinônimo de diversão, pois acolhe e promove o entretenimento de diversas Juventudes; de mercado, porque além do mercado formal de festas também movimenta a economia familiar periférica, através das junções informais realizadas e, por fim; de ladaia, uma vez que faz emergir diversas confusões envolvendo bondes rivais da cidade. Quanto à circulação da Cultura Juvenil do Funk em âmbito escolar, foram identificados espaços e formas plurais. Sobretudo, o pátio, o recreio e a sala de aula tem sido invadidos pela tecnologia dos dispositivos móveis, que por sua vez, garantem o fluxo individual ou coletivo de fruição da cultura. Esta Cultura Juvenil afronta a Cultura Escolar existente, pois representa o conflito entre o usufruto de um tipo específico de cultura e não outro, de certas preferências musicais e não outras, do uso de algumas vestimentas e não outras, a utilização de certas danças e não outras e etc. Em contrapartida, alguns docentes têm feito o exercício de se apropriar de alguns elementos do Funk para utilizá-los em suas práticas de ensino. As disciplinas de Português, Educação Física, Arte e Inglês já realizaram esse movimento através da utilização de paródias envolvendo o conteúdo, de atividades rítmico expressivas e da tradução de letras de músicas para o idioma inglês. Já a disciplina de História se apropriou de discursos contidos nas letras para tematizar assuntos atuais, relacionando-os à disciplina.

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DUARTE, Aldimar Jacinto. "Jovens urbanos na periferia de Goiânia: espaços formativos e mediações escolares." Universidade Federal de Goiás, 2010. http://repositorio.bc.ufg.br/tede/handle/tde/1129.

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Made available in DSpace on 2014-07-29T15:13:44Z (GMT). No. of bitstreams: 1 Tese Final aldimar 05 03 2012.pdf: 2065174 bytes, checksum: 36652ab07e2dfe401b5aea13def74d82 (MD5) Previous issue date: 2010-02-16
This work is linked to the line of research entitled "State, Politics and History of Education" Program of the Graduate School of Education, Federal University of Goiás. Seeks to understand the relationship that two groups of young people belonging to lower classes, inhabitantes in the suburbs, located in Goiânia, with the city and the scholl. Part of de notion of Henri Lefebvre, Pierre Bourdieu, Marc Augé and Robert Caltel that the modern city determines how the agents live their daily lives, while establishing new ways of coping with reality.The qualitative research made use of documents relating to the true population of Goiânia, the inclusion / exclusion in Goiania, the scenario of school education in Brazil, the application of questionnaires to teachers and young people, to interviews with two groups of yong, one composed of students of adult education, and anodher by members of a group of breakdance. Final considerations show that poor young people, in their desire to move and try new experiences in urban spaces are constituted as the main victims of urban and industrial model of modernity, which leads to their discrimination and socio-spatial segregation. Demonstrate that the school institution, from the perspective of young people, has not provided a body of knowledge that would provide these officials with the inclusion in the dispute purposeful social construction of rights to live in dignity the city and the neighborhood in which they reside.
O presente trabalho vincula-se à linha de pesquisa intitulada Estado, Políticas e História da Educação do Programa de Pós-Graduação da Faculdade de Educação da Universidade Federal de Goiás. Procura entender a relação que dois grupos de jovens pertencentes à camada de habitantes em bairros da periferia situados na região leste de Goiânia estabelecem com a cidade e com a escola. Parte das concepções de Henri Lefebvre, Pierre Bourdieu, Marc Augé e Robert Caltel de que a cidade moderna condiciona o modo como os agentes vivem o seu cotidiano, ao mesmo tempo que estabelecem novas formas de enfrentamento da realidade. A pesquisa de cunho qualitativo recorreu a documentos relativos à realidade populacional de Goiânia, à inclusão/exclusão social em Goiânia, ao cenário da educação escolar no Brasil, à aplicação de questionários junto a professores e jovens, à realização de entrevistas com os dois grupos de jovens selecionados, estudantes da EJA e grupo de breakdance. As considerações finais demonstram que os jovens pobres, em seu desejo de circular e de experimentar novas experiências nos espaços urbanos, são as grandes vítimas do modelo urbano e industrial da modernidade, o que leva à sua discriminação e segregação socioespacial. Demonstra ainda que a instituição escolar, na perspectiva dos jovens, não tem garantido um conjunto de conhecimentos que proporcionem a esses agentes a inserção propositiva na disputa social, na construção do direito de viver dignamente a cidade e o bairro em que residem.

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Cavalcante, Andrea Pinheiro Paiva. "Multiliteracies mediated by the computer in the classroom : the perspective of youth culture in flux." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=13273.

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FundaÃÃo de Amparo Ã Pesquisa do Estado do CearÃ
nÃo hÃ
The research takes as its starting point the uses of laptops in the classroom, from Project One Computer per Student in the Middle and High School Flor de Maravilha in Fortaleza. Through an ethnographic approach (CLIFFORD, 2002; GEERTZ, 1989; DAMATTA, 1978; ANDRÃ, 2010, 1995), with multifaceted character (ARDOINO, 1995) we seek to listen the constellations of experiences that make up such âevents multiliteraciesâ at school when youth cultures deal with digital and communication technologies to answer the question: how the use of laptop, in the context of school, fosters youth multiliteracies experiences? Were taken as units of analysis, âevents of multiliteraciesâ involving reading situations, writing and photographic production, performed in 2013 in the 6th grade classes. The theoretical framework presents the main aspects Pedagogy of Multiliteracies (NEW LONDON GROUP, 1996; COPE; KALANTZIS, 2009; ROJO, 2012; 2013) and Youth Cultures (PAIS, 2003). For Pedagogy of Multiliteracies is necessary to articulate, in the learning process, the multiplicity of communication media and the cultural and linguistic diversity of students, recognizing their subjectivities. In view of the studies of Youth Cultures, the modes of being young are composed of multiple forms, whether in relations between peers, language, ways of dressing and behaving, which vary according to the socio-economic conditions of youths. The contribution of Mead (2006) is central to understanding that prevails in contemporary pre-figurative culture whose hallmark is the fact that adults learn from children, unlike the primitive cultures, post - figurative, where knowledge was transmitted from older to younger. The analysis of "events of multiliteracies" pointed, among other things, the importance of recognizing that new ways of learning are made possible by the use of computers in the classroom, from the dimensions of "contextualized learning" and "transformative practice" proposals by the Pedagogy of Multiliteracies; the computer in the classroom needs to be seen more as a social practice rather than technology (Rodrigues, 2009) and which is necessary to overcome the belief that children have an innate competence to deal with the technological artifacts (FANTIN, 2012; BUCKINGHAM , 2007).
A pesquisa toma como ponto de partida o uso do laptop na sala de aula, a partir do Projeto Um Computador por Aluno, na Escola de Ensino Fundamental e MÃdio Flor de Maravilha, em Fortaleza. Mediante de uma abordagem etnogrÃfica (CLIFFORD, 2002; GEERTZ, 1989; DAMATTA, 1978; 2010; ANDRÃ, 1995), com carÃter multirreferencial (ARDOINO, 1995) procura-se auscultar as constelaÃÃes de experiÃncias que se compÃem como âeventos de multiletramentosâ na escola, quando as culturas juvenis lidam com as tecnologias digitais e comunicacionais para responder Ã pergunta: como o uso do laptop, no contexto da escola, favorece as experiÃncias de multiletramentos dos jovens? Foram tomados como unidades de anÃlise eventos de multiletramentos envolvendo situaÃÃes de leitura, escrita e produÃÃo fotogrÃfica, realizados em 2013 nas turmas dos 6Â anos. O quadro teÃrico traz como principais vertentes a Pedagogia dos Multiletramentos (NEW LONDON GROUP, 1996; COPE; KALANTZIS, 2009; ROJO 2012; 2013) e das Culturas Juvenis (PAIS, 2003). Para a Pedagogia dos Multiletramentos, Ã preciso articular, na aprendizagem, a multiplicidade de canais de comunicaÃÃo e de mÃdias Ãs diversidades culturais e linguÃsticas dos estudantes, reconhecendo suas subjetividades. Na perspectiva dos estudos das Culturas Juvenis, os modos de ser jovem sÃo constituÃdos de mÃltiplas formas, seja nas relaÃÃes entre os pares, na linguagem, nas formas de vestir e de se comportar, que variam conforme as condiÃÃes socioeconÃmicas das juventudes. A contribuiÃÃo de Mead (2006) Ã central para compreender que na contemporaneidade predomina a cultura prÃ-figurativa cuja marca Ã o fato de os adultos aprenderem com as crianÃas, diferentemente das culturas primitivas, pÃs figurativas, em que o conhecimento era transmitido dos mais velhos para os mais jovens. A anÃlise dos âeventos de multiletramentosâ apontou, entre outras coisas, para a importÃncia de se reconhecer que novas formas de aprender sÃo possibilitadas pelo uso do computador na sala de aula, com suporte das dimensÃes da âaprendizagem contextualizadaâ e da âprÃtica transformadoraâ propostas pela Pedagogia dos Multiletramentos; que o computador na sala de aula precisa ser encarado mais como prÃtica social do que como tecnologia (RODRIGUES, 2009) e que Ã necessÃrio superar a crenÃa de que as crianÃas possuem uma competÃncia inata para lidar com os artefatos tecnolÃgicos (FANTIN, 2012; BUCKINGHAM, 2007).

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Smith, Megan. "A clash of cultures : exploring the perceptions and experiences of South African youth towards the military as an employer of choice." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96851.

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Thesis (MA)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: With the shift to an all-volunteer force and the end of the Cold War, armed forces across the globe are finding it increasingly difficult to attract, recruit and retain the right quantity and quality of recruits in the ranks. Similarly, the South African National Defence Force (SANDF) has expressed difficulties with recruitment but more so with the ability to attract ‘high calibre’ recruits in order to staff a defence force that is disciplined and technologically advanced. Although this is a consequence of various economic, social and political factors, one of the greatest challenges facing recruiters is the changing work values and preferences of the new millennial generation. As the title of this thesis postulates, evidence from the West suggests a ‘clash’ in values between millennials, who are individualistic, protected, ambitious and self-centred, and the military, which requires conformity, obedience and structure. While there is a vast amount of literature regarding the all-volunteer force and youth values of military service in the West, there is no study of this kind in South Africa. In this study, I aim to fill this void by exploring young South Africans’ perceptions and experiences of military service. As there is no existing literature on the propensity to enlist in South Africa, focus groups and interviews were conducted with high school learners, Military Skills Development System (MSDS) members who have completed one year of military service and recruitment officers who come into contact with school-leavers from across South Africa. These discussions were framed around two broad questions, namely what are the work values of young South Africans and what factors attract young people to or deter them from the military job. The conclusion is reached that the SANDF is not an employer of choice because of various institutional and societal factors. The military job is largely unappealing to young South Africans, who are risk-averse, individualistic and wish to be in close proximity to their families. The culture of the military is also unattractive to the majority who are not receptive to authoritarian regimes that expect unquestioning obedience and discipline and emphasise hegemonic masculine ideals. Besides this, two societal forces have a significant impact on the ability of the ability of the SANDF to attract recruits. The decline in the prestige of the military job and the presence of an ever-growing civilmilitary gap indicate that youth are neither informed about the military nor see the military as a high status job in society. Consequently, the inability of the SANDF to meet recruitment targets can be detrimental to the ability of the SANDF to fulfil its mandate.
AFRIKAANSE OPSOMMING: Sedert die verskuiwing na weermagte wat geheel en al uit vrywilligers bestaan en die einde van die Koue Oorlog vind gewapende magte wêreldwyd dit steeds moeiliker om voldoende rekrute van die regte kwaliteit te lok, te werf en te behou. Ook die Suid-Afrikaanse Nasionale Weermag (SANW) ervaar probleme met werwing, maar veral met die vermoë om ‘hoëkaliber’-rekrute te lok na ’n weermag wat gedissiplineer en tegnologies gevorderd is. Hoewel dit die gevolg van verskeie ekonomiese, sosiale en politieke faktore is, is een van die grootste uitdagings vir werwingspersoneel die veranderende werkwaardes en werkvoorkeure van die nuwe milenniumgenerasie. Soos die titel dit stel, dui getuienis uit die Weste op ’n ‘waardekonflik’ tussen hierdie generasie, wat individualisties, beskut, ambisieus en selfgesentreerd is, en die militêr, wat konformiteit, gehoorsaamheid en struktuur vereis. Hoewel daar ’n magdom literatuur oor vrywilligersmagte en jeugwaardes van militêre diens in die Weste bestaan, is geen studie van hierdie aard nog in SuidAfrika onderneem nie. Met hierdie studie wil ek hierdie leemte vul deur jong Suid-Afrikaners se persepsies en ervarings van militêre diens te verken. Aangesien daar geen literatuur bestaan oor geneigdheid om by die weermag in Suid-Afrka aan te sluit nie, is fokusgroepe gehou en onderhoude gevoer met hoërskoolleerders, MSDS-lede wat hul eerste diensjaar voltooi het en werwingsoffisiere wat met landwyd met skoolverlaters in aanraking kom. Hierdie gesprekke is afgegrens deur twee breë vrae, naamlik wat die werkwaardes van jong Suid-Afrikaners is en watter faktore jong mense na of van die militêre werk lok of afstoot. Die gevolgtrekking is dat die SANW om verskeie institusionele en maatskaplike redes nie ’n voorkeurwerkgewer is nie. Jong Suid-Afrikaners, wat risikoweersinnig en individualisties is en naby hulle familie wil bly, vind ŉ militêre loopbaan breedweg onaantreklik. Die militêre kultuur spreek ook nie die meerderheid aan nie, wat nie ontvanklik is vir outoritêre regimes wat onverbiddelike gehoorsaamheid en dissipline eis en hegemoniese manlike ideale beklemtoon nie. Hierbenewens is daar twee samelewingsfaktore wat ŉ beduidende impak het op die SANW se vermoë om rekrute te werf. Die kwynende prestige van ŉ militêre loopbaan en die teenwoordigheid van ŉ steeds groeiende kloof tussen siviel en militêr dui daarop dat jongmense nóg oor die militêr ingelig is nóg dit as ’n werk met status in die samelewing beskou. Gevolglik kan die SANW se onvermoë om werwingsteikens te behaal sy vermoë om sy mandaat uit te voer nadelig beïnvloed.

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Gadelha, Kaciano Barbosa. "Um Barulho na Cidade: Cultura Juvenis e EspaÃo Urbano." Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3471.

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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico
Essa dissertaÃÃo trata da relaÃÃo entre as culturas juvenis e o espaÃo urbano a partir dos espaÃos de lazer. O espaÃo investigado foi o Noise 3D Club, estabelecimento localizado na Ãrea do entorno do Centro Cultural DragÃo do Mar. O autor discute as relaÃÃes entre os estilos musicais e o modo de apropriaÃÃo da cidade, dando Ãnfase ao aspecto subjetivo e Ãs dinÃmicas temporais das culturas juvenis. Os procedimentos metodolÃgicos utilizados consistiram na realizaÃÃo de entrevistas, trabalho de campo (observaÃÃo participante) e pesquisa em arquivos. O autor conclui apontando uma percepÃÃo das culturas juvenis na cidade contemporÃnea cada vez mais atravessadas pela efemeridade e transitoriedade dos laÃos sociais que se estabelecem.
This dissertation deals with the relation between youth cultures and urban space in reference to the leisure spaces. The empirical reference area chosen was Noise 3D club, a night club in the area of Centro Cultural DragÃo do Mar in Fortaleza. The author discusses the relations between musical styles and the symbolic appropriation forms of the city, with emphasis in the subjective aspect and in the temporal dynamic of youth cultures. The methodological procediments consisted in interviews, fieldwork (participant observation) and research in archives. The author concludes with a perception of the youth cultures in the contemporary city where the ephemeral character of the established social links is every more time present.

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Marinho, Camila Holanda. "Afetos de Rua: Culturas Juvenis e Afetividades nos Bastidores da Cidade." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10686.

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
FundaÃÃo de Amparo Ã Pesquisa do Estado do CearÃ
Essa pesquisa busca compreender como sÃo constituÃdas as narrativas amorosas de jovens com experiÃncia de moradia de rua, considerando que a rua Ã um palco das performances de culturas juvenis, assim como um lugar de encontros de afetos. Portanto, os discursos amorosos desse grupo sÃo reveladores de suas trajetÃrias de vida. Do mesmo modo, sinalizam signos de vÃnculos Ã rua, considerando que esses jovens sÃo constantemente atravessados por experiÃncias de vinculaÃÃes emotivas, quer seja com pessoas ou com lugares, em seus trajetos cotidianos. Diante disso, designo a rua como o locus dessa pesquisa, pois ela representa um caleidoscÃpio de emoÃÃes, formada por pequenos, porÃm mÃltiplos, fragmentos de sentimentos estÃveis e inconstantes que se movimentam, assim como os corpos dos indivÃduos que a compreendem como uma referÃncia de moradia. Os narradores dessa pesquisa sÃo os jovens, indivÃduos que experimentam essas mÃltiplas emoÃÃes, percebidos, em geral, por instabilidades emocionais, mas que, por movimentarem-se no terreno do acaso, das circunstÃncias, das contingÃncias, traÃam mapas culturais e afetivos singulares a suas experiÃncias de vida. Com esse cenÃrio, proponho uma reflexÃo sobre os afetos de rua atravÃs de expressÃes narrativas, performÃticas e gestuais produzidas por essa cultura juvenil. AtravÃs da observaÃÃo participante, inseri-me em campo, constituÃdo por uma metodologia de anÃlise fundamentada na ideia de uma ânarrativa das narrativasâ, portanto, privilegiando os relatos dos jovens e da pesquisadora sobre a polifonia de um campo de pesquisa.

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Parrela, Galeno Criscolo. "CULTURAS JUVENIS E EDUCAÇÃO FÍSICA NO CONTEXTO DE UMA ESCOLA PÚBLICA DE BELO HORIZONTE: UM ESTUDO DE CASO." Universidade Federal de Pelotas, 2011. http://repositorio.ufpel.edu.br/handle/ri/1854.

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The paths taken by young people in the spaces of the contemporary world have been measured by different opportunities at school, work, leisure and culture that eventually have set standards for their lives. The ways that they use their bodies, tattoos, body piercing, earrings, hats and settling their hair with it´s flippancy hair and tones, the way they dress up, listen to music, dance, exchanging glances, greetings and space / time that they share in school and out of it, help them with their, give directions for their lives and gives us clues to the diversity between them. However I use my experiences as a young student and teacher and school experiences and the readings of authors such as CORTI, CATANI, DAYRELL, FREITAS, MCLAREN, PAES, SPÓSITO, TOSTA and others, to solve the contentions in school life that often does not allow young people feel part of the educational process. This research aims to investigate how the graffiti, capoeira and the group of jokes have made part of the culture among the youth in a public1 school in the city of Belo Horizonte / MG, are experienced, understood, having seen the possibilities and limits of dialogue with the integrative Physical Education. I have used the qualitative methodology (LUDKE, 1988) guided by a case study. The procedures consisted of interviews, observations, photographs, individual and collective conversations with young people. Making a dialogue among the worlds of the cultures of youth and physical education is indicative of the hegemony of the sports that are expressed in the organization of the resumés and spaces for their experiences. This process makes youth cultures as mere adjuncts of the sport.
Os caminhos percorridos pelos jovens nos espaços do mundo contemporâneo são marcados por diferentes oportunidades na escola, trabalho, lazer e cultura que acabam por estabelecerem normas para suas vidas. Os modos como utilizam os corpos, as tatuagens, piercing, brincos; bonés e arranjos nos cabelos com seus tons e cortes irreverentes, como se vestem, a música, danças, troca de olhares, cumprimentos e os espaços/tempos que dividem na escola e fora dela contribuem para enturmação com seus pares, dão sentidos para suas vidas e nos fornece pistas para a diversidade existentes entre eles. Para tal utilizo minhas experiências como jovem estudante, professor, as vivências nas escolas e as leituras dos autores como CORTI, CATANI, DAYRELL, FREITAS, MCLAREN, PAES, SPÓSITO, TOSTA e outros, para desvendar as contendas no cotidiano escolar que muitas vezes não permite aos jovens sentirem parte integrante do processo educativo. Esta pesquisa tem o objetivo de investigar como o grafite/pichação, capoeira e o grupo zuação se constituindo como culturas dos jovens de uma escola pública da cidade de Belo Horizonte/MG são vivenciadas, compreendidas tendo em vistas as possibilidades e limites de diálogos integrativos com a Educação Física. Utilizo a metodologia qualitativa (LUDKE, 1988;) orientada pelo estudo de caso. Os procedimentos se constituíram de entrevistas, observações, fotografias, conversas individuais e coletivas com os jovens. Fazendo um diálogo entre os mundos das culturas dos jovens e a Educação Física há indicativos da hegemonia dos esportes que se expressam na organização dos currículos e dos espaços destinados para suas vivências. Este processo torna as culturas juvenis como meras coadjuvantes da esportiva

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Ferreira, Maíra Soares. "A rima na escola, o verso na história: um estudo sobre a criação poética e a afirmação étnico-social em jovens de uma escola pública de São Paulo." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-30082010-102212/.

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Esta dissertação é o resultado de uma pesquisa e intervenção realizada em uma sala de aula com alunos da 7ª série de uma escola pública de São Paulo. Estes jovens, amantes do ritmo e da poesia, são descendentes de famílias afro-brasileiras e indígenas Pankararu, oriundas do sertão de Pernambuco, que se alojaram em São Paulo, a partir da década de 50, período desenvolvimentista, servindo como mão-de-obra da construção civil paulistana. A escola onde se fez a investigação está situada no bairro Morumbi e atende os estudantes, moradores da favela Real Parque, cujas histórias estão vinculadas a esta experiência de migração do sertão pernambucano para a região sudeste. Observou-se que apesar de conhecida a história desta comunidade, esta não se revelou integrada à cultura escolar, cuja tendência parecia ser a de negar a herança afro-indígena nordestina do corpo discente. Neste sentido, o objetivo do estudo foi investigar e propiciar, pela via poéticomusical dos jovens, formas de interlocução com este passado recente. Assim, a partir de uma pesquisa etnográfica\" rumo ao sertão nordestino, na região do Brejo dos Padres, de onde veio grande parte dessas famílias, deparamo-nos com as mais ricas produções de poesia popular, que nos forneceu o material para algumas intervenções em sala de aula. O trabalho em classe, que contou com a participação de alunos e professores, foi em torno dos hibridismos culturais com ênfase nos processos de apropriação, recombinação e reinvenção presentes nas manifestações do cordel, do rap e do repente. Entendemos que este processo de mistura de diferentes estilos de produção poética, convertendo-o em algo próprio, foi um modo de os grupos sociais discriminados pela sociedade brasileira responderem às exigências de subjetivação e de afirmação étnico-social.
This dissertation is the result of a research and intervention for seventh grade students in a classroom at a public school in Sao Paulo. These rhythm and poetry young lovers descend from Afro-Brazilian and Pankararu indian families who came from the countryside of Pernambuco and settled down in Sao Paulo after the 1950s (developmental phase) to work as civil construction workers. The school where the research was conducted is placed in Morumbi and serves the students who are Real Park slum dwellers and whose life histories are linked to the migration experience mentioned. We observed that though this communitys history is known, this wasnt proven integrated to the school culture the tendency of which seemed to deny the students are Northeastern Afro-Indian descendent. Therefore, the objective of this study was not only to investigate but also to provide the students with ways to dialogue with their recent past by means of their poetic-musical manners. In order to do so we employed an ethnographic research in Brejo dos Padres [Priests Marsh] region in Northeastern Brazil where most families came from, and we found out a very rich popular poetry production to supply us with material for some intervention in class. This task about cultural hybridity counted on students and teachers participation emphasizing processes of ownership, recombination and reinvention as presented in cordel, rap and repente demonstrations. We understood that mixing up different styles of poetic production to turn them into their own production was a way for these social groups disregarded by society to answer to demands of subjectification and ethno-social affirmation.

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Voisin, Agathe. "Ethnicité et cultures juvéniles dans les quartiers populaires : une comparaison France-Angleterre." Thesis, Paris, Institut d'études politiques, 2017. http://www.theses.fr/2017IEPP0022.

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Cette thèse analyse l'impact des modèles nationaux (multiculturalisme britannique, d'un côté, et modèle républicain français, de l'autre) sur la saillance de l'ethnicité dans les cultures juvéniles des quartiers populaires. Elle repose sur une enquête ethnographique menée entre 2007 et 2012 dans la ville de Bondy en Seine-Saint-Denis et dans le district de Newham à East London, auprès d'adolescents et de jeunes adultes, par entretiens individuels, entretiens collectifs et observations. Elle montre comment modèles nationaux et particularités des contextes locaux se combinent pour produire une saillance ethnique sociale, locale et éclatée, à Newham, politique et collective, à Bondy. A Bondy, l'ethnicité est expérimentée et représentée comme redoublant les diverses dimensions des inégalités sociales ; elle rassemble les enquêtés dans un "nous" proche et multidimensionnel ("Noirs et Arabes", "jeunes de banlieue", "pauvres") opposé à un "eux" distant (les "institutions", les "politiques", les "Français"). L'expérience des discriminations ethniques y est une expérience centrale qui structure le rapport des enquêtés aux institutions locales et à la société française. A Newham, l'ethnicité organise la séparation de différentes socialisations et sociabilités dans l'espace local entre jeunes "Black", "White" et "Asian". Perçue comme découplée des autres dimensions des inégalités sociales, l'ethnicité reste peu politisée et peu conflictuelle dans le rapport aux institutions locales. L'expérience de classe prédomine, alors, dans les rapports conflictuels des enquêtés à la société britannique
This thesis analyses the impact of national models (British multiculuralism vs French model of integration) on ethnic salience in youth cultures of working class and immigrant neighbourhoods. It is based on an ethnographic research study carried out between 2007 and 2012, through individual interviews, focus groups and observations among teenagers and young adults in the city of Bondy in Seine-Saint-Denis and the London Borough of Newham, in East London. It shows how both the specifics of national models and of local contexts produce a social, local and fragmented ethnic salience in Newham, and a political and collective one in Bondy. In Bondy, ethnicity overlaps other dimensions of social inequality. The common experience of belonging to a minority results in young people identifying with a close and multidimensional "us" ("blacks and arabs", "youth from the suburbs", "poor people") as opposed to a distant "them" ("institutions", "politicians", "French people"). The central experience of ethnic discriminations tends to saturate young people's relationship to institutions and the way they relate to French society. In Newham, Black, White and Asian young people socialise in their respective groups and meeting places. However, they perceive ethnic divisions as separate to other dimensions of social inequality. Ethnicity is not often politicised or the subject of conflict with local authorities, as it is considered just a part of a larger experience of social injustice. Instead, social class issues are at the core of conflicts between the people interviewed and the wider British society

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Rodríguez, Suárez Roberto Alexis. "Gusto musical y espacio social juvenil. Prácticas musicales en Barcelona y Trójmiasto." Doctoral thesis, Universitat Rovira i Virgili, 2014. http://hdl.handle.net/10803/461979.

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La tesi té com a objectiu general estudiar les pràctiques musicals de joves habitants o en trànsit a les ciutats de Barcelona i Trójmiasto. La intenció és poder desvetllar lògiques de sentit i identitat cultural que es generen a través d'aquestes. L'aproximació a l'estudi del gust i l'espai social juvenil intenta participar en els debats actuals en aquestes àrees, desenvolupant una aproximació teòric-metodològica a través d'un estudi sobre les pràctiques musicals vistes des de les trajectòries biogràfiques. Buscant contribuir en la comprensió del procés de socialització, les divisions i distincions socials que constitueixen la cultura popular contemporània. Aquesta recerca es basa en l'anàlisi qualitativa de dades etnogràfiques recollits a Barcelona i en Trójmiasto. Les entrevistes en profunditat han estat el principal instrument per a l'obtenció de dades per a aquest estudi. Però també es va recórrer a l'observació participant, a fonts secundàries i una combinació d'acostaments i tècniques d'anàlisis.Els principals resultats de la recerca van revelar com el gust musical és un punt d'ancoratge l'anàlisi del qual ens va permetre aportar comprensió i triangular els processos de mediació entre les diferents instàncies socials en els quals es creen estratègies quotidianes per a la conformació del gust musical. La tesi en el seu conjunt va demostrar la utilitat de posar en el centre de l'anàlisi a observar què classe de coses fan les persones en relació a la música i quina classe de discursos creen les persones en relació a la música. I d'aquesta manera hem pogut pensar al gust musical com un procés i no com un objecte. Ho vam poder presentar en aquesta tesi des de les seves vinculacions a través de les biografies des d'una aproximació en la qual el gust constitueix una pràctica corporal, col·lectiva i instrumentada.
La tesis tiene como objetivo general estudiar las prácticas musicales de jóvenes habitantes o en tránsito en las ciudades de Barcelona y Trójmiasto. La intención es poder desvelar lógicas de sentido e identidad cultural que se generan a través de éstas. La aproximación al estudio del gusto y el espacio social juvenil intenta participar en los debates actuales en estas áreas, desarrollando una aproximación teórico-metodológica a través de un estudio sobre las prácticas musicales vistas desde las trayectorias biográficas. Buscando contribuir en la comprensión del proceso de socialización, las divisiones y distinciones sociales que constituyen la cultura popular contemporánea. Esta investigación se basa en el análisis cualitativo de datos etnográficos recogidos en Barcelona y en Trójmiasto. Las entrevistas en profundidad han sido el principal instrumento para la obtención de datos para este estudio. Pero también se recurrió a la observación participante, a fuentes secundarias y una combinación de acercamientos y técnicas de análisis. Los principales resultados de la investigación revelaron como el gusto musical es un punto de anclaje cuyo análisis nos permitió aportar comprensión y triangular los procesos de mediación entre las diferentes instancias sociales en los que se crean estrategias cotidianas para la conformación del gusto musical. La tesis en su conjunto demostró la utilidad de poner en el centro del análisis en observar qué clase de cosas hacen las personas en relación a la música y qué clase de discursos crean las personas en relación a la música. Y de esa manera hemos podido pensar al gusto musical como un proceso y no como un objeto. Lo pudimos presentar en esta tesis desde sus vinculaciones a través de las biografías desde una aproximación en la que el gusto constituye una práctica corporal, colectiva e instrumentada.
The thesis has the overall aim to study the musical practices of young people in the cities of Barcelona and Trójmiasto. The intention is to analyse meaning-making and cultural identity that are generated through them. The approach to the study of taste and youth social space seeks to participate in current debates in these areas, developing a theoretical-methodological approach through a study of musical practices from the biographical trajectories. We are seeking understanding the process of socialization, social divisions and distinctions that constitute contemporary popular culture. This research is based on qualitative analysis of ethnographic data collected in Barcelona and Trójmiasto. In-depth interviews have been the main instrument for data collection for this study. But participant observation, secondary sources and a combination of approaches and analytical techniques were also used. The main results of the research revealed musical taste is an anchor point whose analysis allowed us to bring understanding and perspective to study mediation processes between different social instances in which everyday strategies are set to shape musical tastes. The thesis as a whole demonstrates the usefulness of putting at the center of analysis a scope at what kinds of things people do in relation to music and what kind of discourses people create in relation to music. Thus we presented musical taste as a process rather than an object. In this thesis musical taste is understood from its links through the biographies from an approach in which the taste is an embodied, instrumented and collective practice.

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Lin, Kathy Lee. "Reported Affect Mediates the Relationship Between Parent-Child Boundary Dissolution and Emerging Adult Functioning Across Cultures." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1491336234979553.

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Tiongson, Antonio T. "Filipino youth cultural politics and DJ culture." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3199265.

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Thesis (Ph. D.)--University of California, San Diego, 2006.
Title from first page of PDF file (viewed February 28, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 206-220).

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Gandolfo, Maria Ângela Pauperio. "Formação de professores de ensino médio e (in)visibilidade de experiências de protagonismo juvenil." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2005. http://hdl.handle.net/10183/8057.

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Este estudo investigativo analisa um Curso de formação continuada para professores de Ensino Médio, tendo como temática principal o protagonismo juvenil e a escola. Visou possibilitar a reflexão sobre relações estabelecidas entre escola, professores e jovens, oportunizando um outro olhar e uma outra compreensão das formas de produção das culturas juvenis contemporâneas, das representações sociais sobre os jovens e suas implicações na cultura escolar. O trabalho partiu de uma perspectiva afirmativa que pretendeu dar visibilidade à diversidade/pluralidade das expressões juvenis, em diferentes contextos e experiências, e possibilitar novas relações intergeracionais no espaço da escola. A estratégia metodológica da pesquisa foi a proposição de um espaço de formação continuada para um grupo de cerca de 20 professores que atuam em diferentes escolas da rede pública e privada de Porto Alegre e Grande Porto Alegre/RS, sendo dois terços de professores da rede pública e o restante de professores da rede privada, além de 6 educadores que coordenam projetos sociais junto a jovens. O grupo de pesquisa não foi constituído por uma escolha aleatória, uma vez que procurei contemplar a pluralidade das juventudes e das experiências docentes nas escolas, singulares em cada contexto social. Para o estudo e investigação com os professores, durante a formação continuada, as temáticas propostas foram relativas às Culturas Juvenis Contemporâneas e Escola, didaticamente divididas em dois eixos: Cultura Escolar e conceito de Juventudes, assuntos nos quais autores como José Gimeno Sacristán, António Nóvoa, Miguel Arroyo, Maurice Tardif, Mariano Fernández Enguita, Alberto Melucci, Paulo César Carrano, Marília Spósito, Jorge Baeza Correa, José Machado Pais e Jorge Atílio Iulianelli constituem as principais referências teóricas, sendo contemplado estudo. A temática culturas juvenis contemporâneas, proposta como pauta no estudo investigativo, oportunizou compreender, pelos professores, como as representações da cultura escolar e das culturas juvenis, construídas ao longo dos tempos, influenciam as práticas escolares e, dessa forma, a necessidade de repensar a participação dos jovens no espaço escolar.
This investigative study analyses a Course of continuous training for Senior High School teachers, which tackled the youth empowerment and the school. It aimed to permit the reflection about relations established among school, teachers and young people, making possible another look and another comprehension about the ways of production of the contemporary young cultures, the social representations about the young people and their implication in the school culture. It started from an affirmative prospect which intended to give visibility to the diversity/plurality of the youth expressions, in different contexts and experiences, and to permit new relations between generations in the school space. The research methodological strategy was the proposal of a space of continuous training for a group of about 20 teachers that work in different public and private schools in Porto Alegre and suburbs in RS. Two thirds of the teachers work in public schools and the rest works in private schools, beyond 6 educators who coordinate social projects among young people. The universe of the research was not constituted by a random choice, because it tried to include the plurality of youth and the teaching experiences of the schools, which are peculiar in each social context. For the study and investigation with teacher during the continuous training, the proposed themes were about Contemporary Cultures of young people and School, divides in two topics: School Culture and Youth Concept. Related to these topics, authors like, José Gimeno Sacristán, António Nóvoa, Miguel Arroyo, Maurice Tardif and Alberto Melucci, Paulo César Carrano, Marília Spósito, Jorge Baeza Correa, José Machado Pais and Jorge Atílio Iulianelli, constitute, respectively, the main theoretical references of this study. The theme Contemporary Cultures of Young People, proposed as a guideline in the investigative study, made possible to the teachers comprehend how the representations of the school culture and youth cultures, formed along the years, influence school activity and, in this way, the necessity of reconsidering the young people participation in the school space.

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Santos, Neila Rodrigues. "Múltiplas linguagens e jovens da periferia: o multiletramento no contexto da cibercultura." reponame:Repositório Institucional da UFC, 2017. http://www.repositorio.ufc.br/handle/riufc/26739.

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SANTOS, Neila Rodrigues. Múltiplas linguagens e jovens da periferia: o multiletramento no contexto da cibercultura. 2017. 153f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2017.
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A presente pesquisa partiu do seguinte questionamento: quais experiências podem ser desenvolvidas com base na criatividade e na autoria dos jovens, fora do currículo tradicional da escola, através de práticas de multiletramento? O objetivo foi desenvolver e analisar a criação de um espaço formativo, através de oficinas no contraturno escolar, tendo como sujeitos um grupo de jovens que puderam refletir sobre as possibilidades em ir além dos processos técnicos, usando conhecimentos e habilidades em tecnologias digitais para utilizar novas linguagens em práticas comunicativas. A pesquisa foi vivenciada e desenvolvida junto a um grupo de jovens de uma escola da Prefeitura Municipal de Fortaleza, localizada na periferia da cidade e centrou-se no campo conceitual do multiletramento, buscando estabelecer um diálogo com as culturas juvenis e alguns aspectos da cibercultura. Integram o referencial teórico desse estudo os trabalhos de Cope; Kalantzis, (2009); do New London Group (1996), e de Rojo (2013), sobre o multiletramento e, sobre culturas juvenis, os trabalhos de Novaes (2006), de Feixa (2016) e de Dayrell (2015). Trata-se de uma pesquisa qualitativa. O procedimento de coleta de dados deu-se através da observação participante e da densa descrição das ações dos integrantes das oficinas. Além de pesquisadora, exercermos o papel de formadora das oficinas. Documentou-se o desenvolvimento de uma autoria colaborativa na produção de conteúdos multimodais que incluíram memes, vídeos e podcast. Os conteúdos possuem a expressão de olhares dos jovens a partir de questões significativas em suas vidas, em particular a violência urbana presente em seu local de moradia. Seu processo de desenvolvimento permitiu delinear aproximações e distanciamentos dos alunos com práticas de navegação, postagem e compartilhamento na internet. Compreendemos que eles possuem certa familiaridade com conteúdos que circulam na rede e chegam a postar e a compartilhar materiais de interesse pessoal, porém, no contexto das oficinas realizadas tiveram atuação limitada nesse sentido, o que pode ter relação com a falta de familiaridade deles com essas práticas em atividades mais formais, como a elaboração de um vídeo proposto na oficina. Apesar do acesso precário à rede de internet da escola, os alunos fizeram uso de seus dispositivos móveis pessoais (telefones tipo smartphone) durante algumas atividades e também utilizaram computadores da escola. O resultado da pesquisa, no que se refere particularmente às oficinas, abriu possibilidades de reconhecer práticas e aprendizagens que se constituem em outros espaços que não apenas aqueles convencionais de ensino, de dialogar com essas aprendizagens e com o contexto e as identidades dos alunos, possibilitando dessa maneira ampliar o significado da escola para os jovens e as formas como a vivenciam. O uso dos dispositivos móveis próprios de forma mais autônoma e a produção de conteúdos multimodais também indicaram novas possibilidades para práticas escolares formais, podendo vir a contribuir com alguns processos de aprendizagem vividos pelos alunos na instituição. Por fim, a questão da violência, tão presente na vida desses alunos, aparece como um demarcador de suas ações na internet, seja limitando suas ações, seja na difusão de práticas violentas. Que indicam problemas que merecem ser melhor compreendidos no campo de estudos da congruência entre culturas juvenis e cibercultura.

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Lu, Ray C. (Ray Chun). "Television as an Instrument for Bridging Cultures: A Study of Television's Effects on Taiwanese Students in the United States." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279021/.

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This study tested American television effects on Taiwanese Students in uncertainty reduction and stereotype forming. The study consisted of a questionnaire analysis and a focus group discussion. Fifty-five subjects responded to the questionnaires and twenty of them joined two group discussions.

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Sjölander, Helena, and Cecilia Svensson. "Internet - en smittspridare för självskadebeteende? : En enkätstudie bland gymnasieelever i Kristianstads kommun." Thesis, Kristianstad University, School of Health and Society, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-6671.

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Det psykiska hälsoläget har förbättrats totalt sett i befolkningen de senaste åren, men trots det är detfortfarande oroväckande många unga som upplever att de mår psykiskt dåligt. Ett fenomen som ökat under senare tid och som kopplats samman med psykisk ohälsa, är olika former av självskadehandlingar. Det har tidigare visats att andra typer av riskbeteenden sprids i populationer genom att individer influeras av varandra. Bakgrunden till den här studien var en tanke om att ökningen av självskadehandlingar kan vara ett resultat av en form av smittspridning snarare än enbart ett tecken på försämrad psykisk hälsa. Som primär kanal för spridningen av beteendet undersöktes Internet eftersom mycket av ungdomars sociala liv utspelar sig på den arenan. Studien grundar sig på en enkät (n=192) till gymnasieelever. Syftet var att undersöka hur väl ungdomar kände till fenomenet självskadebeteende samt hur de kommunicerade med och influerades av sina vänner. Resultatet visade att mer än hälften av ungdomarna kommit i kontakt med självskadebeteende i form av bilder eller skriftliga inlägg på Internet och 86 % av tjejerna och 71 % av killarna kände dessutom till minst en person i sin närhet som medvetet skadat sig själv. Eftersom ungdomar exponeras av beteendet från många håll är det rimligt att anta att individer som upplever någon form av psykisk stress kan influeras av andra att prova ett självdestruktivt beteende. Beteendet förefaller mer utbrett än vad som skulle kunna förväntas om en svårare psykisk ohälsa var den enda orsaken. Att tidigt arbeta med självkänsla och se till att barn och unga har trygga sociala nätverk runt omkring sig kan vara ett sätt att förse dem med den motståndskraft som behövs för att stå emot negativa influenser från omgivningen.

The mental health status has improved in the overall population recent years although it is still worrying many young people who feel that they have a poor psychological health. A phenomenon that has increased recently, and are linked to mental illness, are various forms of self-injury acts. It has previously been shown that other types of risk behaviours spread in populations by individuals influenced by each other. The background of this study was to examine whether the increase in selfinjury acts can be the result of a form of contagion, rather than merely a sign of impaired mental health. Since a lot of young people's social life takes place on the Internet, this was the arena which was investigated. The study is based on a survey (n = 192) and was designed to examine how well young people were aware of the phenomenon of self-injury, and how they communicated with and how they were influenced by their friends. The results showed that more than half of the participants had been in contact with self-injury such as pictures or written messages on the Internet. Among the respondents 86% of the girls and 71% of the boys also knew at least one person who deliberately harmed themselves. Since adolescents are exposed to this behaviour from many directions, it is reasonable to assume that individuals who experience some form of mental stress may be influenced by others to try self-destructive behaviour. The behaviour seems to be more prevalent than would be expected if a severer mental illness was the solely cause. Early work on self-esteem and ensuring children and young people have a safe social network around them can be a way to provide them with the resilience needed to withstand the negative influences from their surroundings.

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49

Li, Chuang (Austin). "China's skateboarding youth culture as an emerging cultural industry." Thesis, Loughborough University, 2018. https://dspace.lboro.ac.uk/2134/34372.

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Abstract:

This thesis focuses on the skateboarding industry in China as both a youth subculture and a cultural industry. I am investigating the transition between the two and examining how the emerging skateboarding industry operates through detailed analysis of the feelings, motivations and meanings attributed to it by its participants and the emerging strata of cultural workers. In order to achieve this research objective, this thesis has positioned the analysis in a triangle of forces between the development of Chinese skateboarding culture, the emerging skateboarding cultural industry and government interventions. This ethnographic study takes into account distinctive characters in the development of Chinese skateboarding communities that signify continuities inside contemporary Chinese youth cultures. I argue that such continuity is still embedded in the organisation of the Chinese skateboarding industry as a cultural industry, in both subcultural and corporate entrepreneurial practices. Moreover, this thesis contributes to ongoing discussions in the field of not only cultural studies but also of the political economic analysis of cultural/creative industries by examining the dynamic incorporations at play between the commercial and governmental forces at the centre of current debate around the inclusion of skateboarding in the Olympic Games, and the consequences of the sportisation of skateboarding in mainstream economic structures. Last but not least, this research captures the working conditions of the cultural labourers who are at the forefront of shaping and reshaping the Chinese skateboarding industry.

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50

MARINHO, Camila Holanda. "Afetos de rua: culturas juvenis e afetividades nos bastidores da Cidade." www.teses.ufc.br, 2012. http://www.repositorio.ufc.br/handle/riufc/6296.

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Abstract:

MARINHO, Camila Holanda. Afetos de rua: culturas juvenis e afetividades nos bastidores da Cidade. 2012. 241f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Sociologia, Fortaleza (CE), 2012.
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Essa pesquisa busca compreender como são constituídas as narrativas amorosas de jovens com experiência de moradia de rua, considerando que a rua é um palco das performances de culturas juvenis, assim como um lugar de encontros de afetos. Portanto, os discursos amorosos desse grupo são reveladores de suas trajetórias de vida. Do mesmo modo, sinalizam signos de vínculos à rua, considerando que esses jovens são constantemente atravessados por experiências de vinculações emotivas, quer seja com pessoas ou com lugares, em seus trajetos cotidianos. Diante disso, designo a rua como o locus dessa pesquisa, pois ela representa um caleidoscópio de emoções, formada por pequenos, porém múltiplos, fragmentos de sentimentos estáveis e inconstantes que se movimentam, assim como os corpos dos indivíduos que a compreendem como uma referência de moradia. Os narradores dessa pesquisa são os jovens, indivíduos que experimentam essas múltiplas emoções, percebidos, em geral, por instabilidades emocionais, mas que, por movimentarem-se no terreno do acaso, das circunstâncias, das contingências, traçam mapas culturais e afetivos singulares a suas experiências de vida. Com esse cenário, proponho uma reflexão sobre os afetos de rua através de expressões narrativas, performáticas e gestuais produzidas por essa cultura juvenil. Através da observação participante, inseri-me em campo, constituído por uma metodologia de análise fundamentada na ideia de uma “narrativa das narrativas”, portanto, privilegiando os relatos dos jovens e da pesquisadora sobre a polifonia de um campo de pesquisa.

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Dissertations / Theses on the topic 'Youth Cultures'

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