Orientador: Anna Regina Lanner de Moura / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-16T12:40:20Z (GMT). No. of bitstreams: 1 Palma_RuteCristinaDomingosda_D.pdf: 3301775 bytes, checksum: e56d5425b166ac754bec9b28d55f8dff (MD5) Previous issue date: 2010 / Resumo: Esta pesquisa procura responder ao problema: "como se dá o movimento de produção de sentidos acerca do ensinar e do aprender Matemática de alunas do curso de Pedagogia na trajetória de formação inicial e como sustentam os sentidos que produzem?" A investigação é feita a partir de uma proposta de formação referendada na Teoria da Atividade de Engeström, desenvolvida durante as disciplinas de Matemática e Metodologia do Ensino e no Estágio Supervisionado. A pesquisa caracteriza-se por investigar a produção de sentidos em um grupo de quatro alunas dessas disciplinas. No desenvolvimento da proposta de formação e análise dos dados, reportamo-nos aos pressupostos da teoria histórico-cultural, em particular, da Teoria da Atividade de Vygotsky, Leontiev e Engeström. Dada a natureza da questão, do contexto e dos sujeitos envolvidos, a pesquisa caracteriza-se como um estudo qualitativo de caso. Temos como fonte de dados de pesquisa: os portfólios da disciplina e do estágio supervisionado, o diário de campo da professora/pesquisadora e o registro de reuniões do estágio supervisionado. Para proceder à análise, organizamos os dados em cinco blocos temáticos, definidos a partir do próprio desenvolvimento do Sistema de Formação do Estágio Supervisionado, quais sejam: Trajetórias escolares e a produção de sentidos sobre o aprender e o ensinar Matemática. O planejamento e a produção de sentidos sobre o aprender e o ensinar Matemática. O conhecimento matemático em movimento. A produção de sentidos sobre o aprender e o ensinar Matemática na interatividade e a Avaliação e a produção de sentidos sobre o aprender e o ensinar Matemática. Os blocos temáticos são constituídos de episódios de formação, considerados aqueles momentos em que as contradições, as tensões, a dialogicidade e a multivocalidade estiveram presentes e que puderam revelar os movimentos de constituição de sentidos sobre os processos de ensinar e aprender Matemática. Os resultados indicam que as alunas modificam os sentidos acerca do ensinar e aprender Matemática, incorporando em suas práticas aspectos da teoria da atividade. Podemos destacar como características do movimento de produção de sentidos sobre o aprender e o ensinar Matemática que este é situado e histórico; que se produzem na inter-relação entre os sentidos sobre Matemática, ensino e aprendizagem; que são produzidos a partir do diálogo, da interação, da negociação e da contradição; que a produção de sentidos não é linear, apresenta descontinuidades e oscilações. Os sentidos sustentam-se no processo de formação, quando mediados por uma aprendizagem conscientizada e quando os motivos eficazes que instigam as alunas a agirem são fortalecidos no decorrer do processo formativo sustentado pela professora formadora, intencionalmente filiado à abordagem histórico-cultural. / Abstract: This research's attempts to answer the problem: "how is the movement of production of meaning about teaching and learning mathematics students from the pedagogy course in the initial training trajectory and how they support the meaning they can produce?" The research is made from a training proposal referenced by Engeström's Activity Theory developed during Mathematics and Teaching Methodology classes and during the Supervised Internship with students of Pedagogy course. The research is characterized by investigating the production of meaning in a group of four female students during the classes of those two subjects that we have developed the Training Activity Systems. In the training proposal development and data analysis, we refer ourselves to the assumptions of historical-cultural theory, in particular, the Activity Theory of Vygostsky , Leontiev and Engeström. This study is characterized as a qualitative case study due to the nature of matter, context and individuals involved. Our source of research data was the portfolios of those two subjects and the supervised internship, researcher/ teacher's field diary and notes of supervised internship meetings. For analysis, we organize the data into five thematic blocks, defined from its own Supervised Internship Training System, that are: School history and production of meanings about learning and teaching mathematics; The planning and production of meanings about learning and teaching mathematics; The mathematical knowledge in movement; The production of meanings about learning and teaching mathematics in interactivity and evaluation and production of meanings about learning and teaching mathematics. The thematic blocks are consisted by training episodes, considering those moments when the contradictions, tensions, dialogicity and multivoiced were present and could reveal the movements of meaning constitution about the processes of teaching and learning mathematics. The results indicate that the female students change their way of teaching and learning mathematics, incorporating into their practices aspects of activity theory. We can highlight as features of meaning production movement about learning and teaching mathematics: it is situated and historical; the meanings are produced in the interrelation between the meanings in mathematics, teaching and learning; the meanings are produced from the dialogue, interaction, negotiation, and contradictions; the production of meaning is not linear, it presents discontinuities and oscillations. The meanings are underpinned in the training process, when they are mediated by conscious learning and when the effective reasons that instigate the female students to act are empowered during the training process intentionally sustained by the teacher educator affiliated with the historical-cultural approach. / Doutorado / Educação Matematica / Doutor em Educação

Submitted by Erika Demachki (erikademachki@gmail.com) on 2015-05-21T20:06:12Z No. of bitstreams: 2 Dissertação - Douglas Aires da Silva - 2014.pdf: 3528996 bytes, checksum: d8fd2adf0425ad620de48058136877f2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2015-05-21T20:15:05Z (GMT) No. of bitstreams: 2 Dissertação - Douglas Aires da Silva - 2014.pdf: 3528996 bytes, checksum: d8fd2adf0425ad620de48058136877f2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-05-21T20:15:05Z (GMT). No. of bitstreams: 2 Dissertação - Douglas Aires da Silva - 2014.pdf: 3528996 bytes, checksum: d8fd2adf0425ad620de48058136877f2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-11-17 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / This research aims to understand the transformation of the reasons for the activity study of students in Math Club in search of the answer to our question: What is the movement of the reasons for the activity study of students in relation to mathematical knowledge? Become aware of this process is relevant in a space in which the organization of teaching in mathematics can be more one of the factors that contribute to the process of humanization of the subjects involved in the teaching-learning dyad. The current model of education has proved inefficient for emancipation of children maintaining the conditions of alienation developed in the historical path, due to the economic system we live. Think about a humanizing education, that is, capable of humanizing the child and overcome this alienation that exist in the capitalist education; implies thinking of a way to organize the teaching in which subjects are participants of the learning process. The Mathematics Club is a project that is an example of this mode of organization. This bias, we considered three pillars: collaborative work, the problem situation (triggering learning) and the playful character. Based on cultural-historical theory and activity theory, with foundations in the historical - dialectical materialism, we conducted our research with a group of twelve children during development of a Mathematics Club at a municipal school in Goiânia. The teaching experiment was the research methodology used in this research. Our research instruments sought to explain the reasons for children during all the time of the project. The unfolding of the research were to prove the importance of collaborative work in human development and the role of play activity in children's learning. In addition, we noted the Mathematics Club as teaching organization model able to put the subject moving in the direction of the transformation reasons for the study activity. / Esta pesquisa tem o objetivo de compreender a transformação dos motivos para a atividade de estudo dos alunos no Clube de Matemática em busca da resposta de nosso problema: qual o movimento dos motivos para a atividade de estudo dos alunos em relação ao conhecimento matemático? Tomar ciência desse processo se torna relevante em um espaço em que a organização do ensino em matemática pode ser mais um dos fatores que contribuem para o processo de humanização dos sujeitos envolvidos na díade ensino-aprendizagem. O modelo de educação vigente tem se demonstrado ineficiente para emancipação das crianças mantendo as condições de alienação desenvolvida no percurso histórico, decorrente do sistema econômico que vivemos. Pensar em uma educação humanizadora, isto é, capaz de humanizar a criança e superar a alienação presente na educação capitalista; implica em pensar em um modo de organizar o ensino no qual os sujeitos sejam participantes do processo de aprendizagem. O Clube de Matemática é um projeto que representa um exemplo desse modo de organização. Nesse viés, levamos em consideração três pilares: o trabalho colaborativo, a situação-problema (desencadeadora da aprendizagem) e o caráter lúdico. Baseados na teoria histórico-cultural e na teoria da atividade, com fundamentos no materialismo histórico-dialético, realizamos nossa pesquisa com um grupo de doze crianças durante o desenvolvimento de um Clube de Matemática em uma escola municipal de Goiânia. O experimento didático foi a metodologia de pesquisa utilizada nessa investigação. Nossos instrumentos de pesquisa buscaram explicitar os motivos das crianças em todo o momento do projeto. Os desdobramentos da pesquisa foram a comprovação da importância do trabalho colaborativo no desenvolvimento humano e o papel da atividade lúdica na aprendizagem das crianças. Ademais, evidenciamos o Clube de Matemática como modelo de organização de ensino capaz de colocar os sujeitos em movimento, em direção a transformação dos motivos para a atividade de estudo.

Group work is commonly recommended as a student-centred instructional strategy which may enhance learning. Research in this area has predominantly used controlled interventions focusing on unproductive teacher assistance or specific strategies of doing group work to be applied by teachers. On the other hand, teachers’ own understanding and uses of group work in classrooms have been under-researched. Drawing on cultural-historical theory, this study scrutinises how and why teachers use group work, and how their enacted understanding is related to the broader contexts of teaching. The present study consists of four teachers of English in two secondary schools in Hong Kong to discern their rationales for and implementation of group work. The analysis delves into the dynamics within the activity of teaching, which comprise the interrelations between teachers' biographies, their purposes for group work in classrooms and what was expected from these teachers within the school practices. The Vygotskian perspective taken by this study entailed an inquiry into the teachers' intentional actions in everyday teaching. Each teacher was interviewed at the outset and end of the school-based fieldwork for their learning backgrounds and beliefs about teaching. In between these interviews each of them was observed in 15 lessons involving group work and undertook five to six stimulated recall (SR) interviews. These lesson video-recordings provided the stimuli for the SR interviews for probing the teacher’s pedagogic decisions while orchestrating students in small groups. The data was analysed by deploying concepts from cultural-historical theory, particularly two organising frameworks developed within the approach. One is a pedagogic sequence proposed by Edwards (1995; in press) as a descriptor to categorise the teachers’ purposes for and actions in group work. The other is an adaptation of Hedegaard's (2012) planes of analysis for identifying the various motives and demands in the multi-layered setting of teaching where group work was located. Group work as a pedagogic tool displayed the intra- and interpersonal dynamics in the activity of teaching. The findings indicate that the teachers' historically-constructed identities as learners of English oriented their intentions for group work and beliefs about teaching the subject. How the schools mediated societal expectations on teaching and learning had a considerable bearing on the teachers enacting their understanding. These institutional objectives and demands in practices created sets of opportunities for group work in the classrooms. The analysis thence was sited at the interface between the teachers' personal pedagogies and the multi-faceted social structure reflected in how education policy was mediated differently in different school contexts. The implications for teacher development are discussed.

This study focuses on reflection in an e-learning environment. The reflection was done nline in the form of a weblog. Participants used tools such as Blogger to post their reflection on the web. There are various contributing factors that determine the success of reflection in an e-learning environment. This study will look into these factors, for example tools used for reflection, reflection topics, online facilitation and learning style preferences. This dissertation focuses on the role that reflective questions, reflection tools and online facilitators play in the reflection process. It determined which of these elements were more important to learners and how satisfied they were with the tools and techniques used in this study. The importance to learners, and their satisfaction was determined by using the Customer Satisfaction Index. The findings of this study indicate that the participants feel that the online facilitator plays an imperative role in online reflection. / Dissertation (MEd (Computer Integrated Education))--University of Pretoria, 2007. / Curriculum Studies / MEd / unrestricted

This study places the intended creation and implementation of an inter-professional education strategy at the intersection of three networks. The networks in question are cultural historical activity theory (CHAT), actor network theory (ANT), and a complex healthcare organisation (NHSX). CHAT and ANT, whilst both socio-material in origin, afford quite different readings of NHSX: therefore, the former has been used to identify, distil, and decompose the organisational activity systems, and the latter has been used to problematise them. The strategy was created in 2005 and had ceased to exist by 2010. This study therefore employs CHAT and ANT accounts to trace the lifespan of the strategy through the organisation, in particular through organisational working, learning, and boundary crossing, in an attempt to explain its untimely demise. It is envisaged that this study will provide an aid to framing how socio-material approaches can be combined to support inter-professional policy construction and implementation in a way that will allow flexibility for others to adapt to their own distinctive circumstances

Prostitution är ett komplext, världsomfattande samhällsproblem som kan leda till flertalet negativa konsekvenser för den utsatta. I Sverige har köp av sexuella tjänster varit kriminaliserat sedan år 1999 och den svenska regeringen lägger stor vikt vid bekämpandet av prostitution. Trots detta är prostitution ett utbrett problem i Sverige. Flertalet kartläggningar indikerar att fenomenet ökar, framförallt via internet, samt att det tycks gå ner i åldrarna. Tidigare forskning inom området visar att svårigheter med att motverka problemet bland annat beror teknologins framväxt, attityder och normer i samhället och brist på resurser inom rättsväsendet. Syftet med föreliggande studie är att undersöka svårigheter med att förebygga prostitution ur yrkesverksammas perspektiv, samt vad som kan göras för att förbättra det förebyggande arbetet. Genom kvalitativ metod med semistrukturerade intervjuer och en tillämpning av rutinaktivitetsteorin besvaras studiens frågeställningar. Resultatet visar att bristen på personal och kompetens, den ökade tillgängligheten via internet samt porrens påverkan på attityder och normer försvårar motverkandet av prostitution. Därtill visas att ytterligare åtgärder krävs, bland annat tidiga insatser gällande utbildning samt en omarbetning av sexköpslagen. / Prostitution is a complex, worldwide societal problem that can lead to several negative consequences for the victim. In Sweden, the purchase of sexual services has been criminalized since 1999, and the Swedish government allocates great importance to combat prostitution. Despite this, prostitution is a widespread problem in Sweden. Various studies indicate that the phenomenon is increasing, primarily via the internet, and that prostitution seems to be declining with age. Previous research in the field shows that difficulties in counteracting the problem are partly due to the development of technology, attitudes and norms in society and a lack of resources in the judicial system. The purpose of the present study is to investigate difficulties in preventing prostitution from the perspective of professionals, as well as what can be done to improve the preventive work. Through a qualitative method with semi-structured interviews and an application of the routine activity theory, the research questions are answered. The results show that the lack of personal with relevant skills, the increased accessibility via the internet and the impact of porn on attitudes and norms make it more difficult to counteract prostitution. In addition, it is shown that further measures are required, including early efforts regarding education and a adjustment of the Sex Purchase Act. / <p>2021-01-13</p>

Could it be that even though no international treaty or regulation regulates bioprospecting in Antarctica, some features of the techno-science of bioprospecting already lie embedded in the deep texts of the potentially most relevant treaties and regulations? If so, international law already to that extent comprehends the phenomenon, making for sustainable governance and thereby sustainable development. To find out, first an ontology of bioprospecting was synthesized, by an activity theory based conceptual system modeling (CSM). Treating bioprospecting as an activity of search for and research of naturally occurring biota, a set of Conceptual Graphs and associated Tables were drawn up as its ontology-synthesis. Features of this conceptualization were then searched for by an ontological-analysis of the deep texts of selected twenty-five legal instruments, through an ontological legal research (OLR). Search results did unearth several features dispersed and intriguingly embedded in several of the treaties and regulations, quite richly in some of the more recent ones. The cross-application of CSM followed by the hybridized OLR, is a methodological innovation and the generated empirical results of each are resources for further research. The language of international law is revealed as possessing a surprisingly better-than-expected techno-scientific literacy of bioprospecting.

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Region Östergötland engages in many international collaborations as a way to exchange knowledge and insights with other organizations. The organization has had a collaboration focused on patient safety with Moi Teaching and Referral Hospital in Eldoret, Kenya, since 2015. Kenya is considered a low and middle-income country, while Sweden is considered a high-income country. The aim of this study was to describe patient safety development using activity theory, with a special focus on how Region Östergötland supports patient safety development in a low and middle-income country’s healthcare system. Data was collected by conducting interviews with six participants involved in the patient safety collaboration, by visiting Eldoret to conduct a participant observation and by analyzing relevant policy documents. The results showed that many factors are involved in patient safety development, both within an organization and in supporting the development in a low and middle-income country’s healthcare system. Healthcare organizations should strive for commitment to patient safety development from all levels of the organization, and for a safety culture where staff members are comfortable reporting errors. The management must pursue patient safety questions and put aside resources for patient safety development. As Sweden and low and middle-income countries are different in many aspects, it’s important for the supporting part, in this case Region Östergötland, to be attentive to and understanding of prevailing differences caused by available resources, cultural norms, rules and organizational structures. Many of the requirements for an organization’s patient safety development, and for a successful collaboration between Region Östergötland and Moi Teaching and Referral Hospital, were shown to be achieved or at least functioning. Even though all requirements are not fulfilled, they are all matters that can be improved by the continuation of the collaboration. Region Östergötland can learn from the collaboration by seeing how results can be achieved in an organization with few resources, how efficiently changes can be made within an organization, as well as by gaining knowledge about another culture and country. These factors create opportunities for project participants to be inspired and question current methods and norms in their own organization, which can result in improvements of Region Östergötland as on organization in the future.

No description available.