Search

Starting from the diagnosis that prison life is (hyper-) masculinized, we propose a reflection on how, within the prison establishments, there is also space to resist gender stereotypes. Following, through empirical ethnographic research, an artistic intervention project with a group of about ten inmates based on contemporary dance, we intend to demonstrate, from a pragmatist and phenomenological sociological approach, how the body language of dance, the practice of inter-corporeality and the expressive stylization of the movement promote the reformulation of the conventions associated with the feminine stereotype in prisons. [ABSTRACT FROM AUTHOR]

The school experience is capital in the trajectories of young people, desirably enabling them to access the adult's worlds. In it, the relationship between teacher and student, in its multiple possible adjustments, occupies a pivotal place. Reducing the distance between them is a way of preserving the novelty that the new generations bring. From two empirical cases that occurred in class, recently captured by interview and direct observation, the provocative abilities revealed by students in the (de)adjustment of that relationship are highlighted. Starting from a pragmatist sociology, it highlights the inability of the teacher to integrate in class the effects underlying the unpredictability of certain actions of adolescents. [ABSTRACT FROM AUTHOR]

Copyright of Sociedade e Estado is the property of Sociedade e Estado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)