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The four-year group therapy of 16 sex offenders in prison was videotaped, and 21 sessions were carefully transcribed and analysed by means of conversation analysis and analysis of metaphor and narration. These qualitative methods are apt for verbal data and can be combined with psychoanalytic thinking in a productive way. New forms of process analysis can be developed. The results presented here are selected to relate to the topic of how the imprisoned group therapy participants constructed >gender< by ways of speaking about themselves, women, and their victims, young girls. The results show that it would be a mistake to think of these ways of speaking as if they could be ignored in favour of >deeper< motives, lying >behind< the words. Our results show how unconscious constructions of gender are not beyond language, but in language. >Doing gender< is a conversational practice.
Esse artigo objetivou discutir sobre a dificuldade de implementar novas teorias, dentro do processo de modificação das normas brasileiras de contabilidade aplicadas ao setor público (NBCASP). Para tanto, refletiu criticamente sobre o estudo de Francalanza (1997), transpassando a discussão para a realidade contábil brasileira. Simultaneamente, buscou-se em Erich Fromm (1983) o processo e os sintomas da liberdade de pensamento e o papel efetivo da dúvida para contribuir com elementos que possibilitassem uma discussão mais profunda acerca da evolução da contabilidade pública, inserindo o debate da educação contábil, como fonte precípua para uma modificação científica. Utilizou-se do método de raciocínio dedutivo, associando a técnica de documentação indireta e de questionário estruturado. Nesta perspectiva foram discutidos alguns elementos vivenciados pelo Grupo Assessor constituído pelo CFC, para a elaboração das NBCASP, depois de 62 anos sem pronunciamento específico sobre este assunto para a classe contábil brasileira. Concluiu-se que as principais dificuldades na implementação de novas teorias no setor público brasileiro estão associadas com mudanças de atitudes, tendo em vista a forte ligação dos profissionais contábeis com aspectos jurídicos, que nem sempre espelham os constructos basilares da Ciência Contábil.
In this paper we express concerns that the marketisation of British higher education that has accompanied its expansion has resulted in some sections becoming pedagogically limited. We draw from Fromm's humanist philosophy based on >having< to argue that the current higher education (HE) market discourse promotes a mode of existence, where students seek to >have a degree< rather than >be learners<. This connects pedagogic theory to a critique of consumer culture. We argue that a ‘market-led’ university responds to consumer calls by focusing on the content students want at a market rate. It may decrease intellectual complexity if this is not in demand, and increase connections with the workplace if this is desired. Once, under the guidance of the academic, the undergraduate had the potential to be transformed into a scholar, someone who thinks critically, but in our consumer society such ‘transformation’ is denied and ‘confirmation’ of the student as consumer is favoured. We further argue that there is a danger that the new HE's link to business through the expansion of vocational courses in business, marketing and related offerings, inevitably embeds expanded HE in a culture of having. This erodes other possible roles for education because a consumer society is unlikely to support a widened HE sector that may work to undermine its core ideology.