Made available in DSpace on 2014-12-17T14:36:14Z (GMT). No. of bitstreams: 1 SandraMOS_TESE.pdf: 3908132 bytes, checksum: 84ff37c9d90b24de2e894bfc67ede983 (MD5) Previous issue date: 2010-12-14 / The dialogue represents an essential condition for the complete realization of the Communication. In Paulo Freire we find a concept of dialogue which expresses itself, fundamentally, in two dimension: on one hand, in the confluence of subjectivities; on the other, in action. Dialogue would not be, therefore, a thinking for , but a thinking with . On the other hand, the media, here understood as synonym of technical media of information and expression is spread all over society as synonym of communication media. In this direction, this paper intends to check if the media allows the dialogue, in the heart of the Freirean concept of communication. We start from the premise that it is not possible to come to an answer if we continue to accept the theoretical approach which polarizes the process of communication between emitter and receptor. By using elements of the ethnomethodology such as the analysis of the conversation and the reflexivity, we dived in the school everyday life of educators and students of an elementary level public school in the city of Natal, capital of Rio Grande do Norte, in order to, through some experiences with the media, corroborate Paulo Freire's ideas, stating the mediation made by the world and seeking a bias for the use of the media to enable a more dialogic education / O di?logo figura como condi??o essencial para a plena efetiva??o da Comunica??o. Em Paulo Freire, encontramos uma concep??o de di?logo que se expressa, fundamentalmente, em duas dimens?es: por um lado, no encontro de subjetividades; por outro, na a??o. O di?logo n?o seria, portanto, um pensar para , mas, um pensar com . Por outro lado, a m?dia, aqui compreendida como sin?nimo de meios t?cnicos de informa??o e express?o est? difundida na sociedade como sin?nimo de meios de comunica??o. Nessa dire??o, este trabalho tenciona verificar se a m?dia possibilita o di?logo, no seio do conceito de comunica??o freirerano. Partimos do pressuposto de que n?o ? poss?vel chegar a uma resposta, se continuamos a aceitar a abordagem te?rica que polariza o processo da comunica??o entre emissor e receptor. Utilizandonos de elementos da etnometodologia como a an?lise da conversa??o e a reflexividade, mergulhamos no cotidiano escolar de educadores e educandos de uma escola p?blica de Ensino Fundamental na cidade do Natal, capital do Rio Grande do Norte, para, atrav?s de algumas experi?ncias com a m?dia, corroborar as ideias de Paulo Freire, afirmando a media??o feita pelo mundo e buscando um vi?s para utiliza??o da m?dia no sentido de proporcionar uma educa??o mais dial?gica

Este trabalho objetivou analisar os enunciados e vozes evocados nos processos discursivos dos estudantes do Curso de Letras de uma universidade pública no interior de Minas Gerais quando constroem representações sobre a escolha da habilitação no curso. Busco compreender como essa opção reflete na formação do sujeito enquanto professor pré-serviço e na sua relação com a língua. Para dar conta desta proposta, enuncio a partir do entremeio da Linguística Aplicada (LA), da Análise do Discurso de Linha Francesa (ADF) e dos estudos desenvolvidos pelo Círculo de Bakhtin. Ao estabelecer o diálogo entre esses campos preocupamo-nos com a linguagem em seu aspecto vivo e social. Nesse sentido, a relação estabelecida entre a LA, ADF e os estudos do Círculo de Bakhtin compreende que o funcionamento da língua produz sentidos, e é por meio da linguagem que os sujeitos deixam vir à tona as tensões na escolha do Curso de Letras no momento da enunciação. A Proposta AREDA – Análise de Ressonâncias Discursivas em Depoimentos Abertos (SERRANI, 1998) foi utilizada como suporte teórico metodológico para a coleta de dados. Em minha análise, os dizeres de cinco estudantes do Curso de Letras, a partir de sequências discursivas selecionadas, permitiram o estabelecimento dos axiomas discursivos e a mobilização de algumas noções como ressonância discursiva e memória discursiva. Partindo da hipótese de que a escolha por uma das habilitações (Espanhol, Francês, Inglês ou Português), no primeiro ano do Curso de Letras, é um momento de tensão em que os sujeitos, enquanto professores em formação inicial, se encontram em conflito ao tomarem uma decisão que marcará os anos seguintes de sua formação, bem como sua atuação como professor. Algumas inscrições discursivas desses estudantes em formação pré-serviço foram delineadas, a saber: i) a tensão na escolha do Curso de Letras, em que os estudantes deixam vir à tona a inscrição em um discurso de desprestígio do Curso de Letras que interpela a sua escolha profissional; ii) a relação com a língua materna antes e no Curso de Letras em que os sujeitos (d)enunciam o ensino aprendizagem insatisfatório de língua materna no ensino básico, a partir da ilusão de completude do domínio de Português no Curso de Letras; iii) a relação com as línguas estrangeiras antes e no Curso de Letras, em que os estudantes do curso enunciam sobre a facilidade na aprendizagem da língua estrangeira devido ao encontro anterior com as línguas estrangeiras antes do Curso de Letras; estabelecemos, também, a partir das regularidades enunciativas, tensões que constituem os estudantes do Curso de Letras e se estabelecem ao enunciarem sobre iv) o papel do Ciclo Básico na formação dos professores pré-serviço, em que os enunciadores, ao falarem do Ciclo Básico, trazem à tona a relação com a língua e apagam a formação docente. Por fim, ao enunciarem sobre v) a escolha da habilitação no Curso de Letras, os sujeitos, a partir de seus dizeres que se estabelecem no momento da escolha da habilitação, inscrevem-se em discursos que pautam sua escolha pela necessidade pragmática e pela anterioridade histórica do sujeito, que chega ao curso com a sua decisão por uma das línguas ofertadas já tomada. / This study aimed to analyze the statements and raised voices in the discursive processes when students of the Language and Literature Course of a public university in Minas Gerais (Brazil) build representations about the choice of the graduation in the Course, in order to understand how this choice reflects on the development of the subject as pre-service teacher and on their relationship with the language. To account for this proposal, I enunciated from Applied Linguistics (AL), from French Discourse Analysis (FDA) and from the studies developed by the Bakhtin Circle. By establishing dialogue between these fields, we are concerned with language in its living and social aspects. In this sense, the relationship established between AL, FDA and the studies of the Bakhtin Circle understands that the language in operation produces senses, and it is through language that the subjects surface tensions in the choice of Language and Literature Course at the time of enunciation. The AREDA Proposal– Resonances Discourse Analysis in Open Testimonials (SERRANI, 1998) was used as a methodological theoretical support for data collection. In my analysis, the speeches of five students from the Language and Literature Course, from selected discursive sequences, allowed the establishment of discursive axioms and the mobilization of some notions such as discursive resonance and discursive memory. It is considered that the choice for one of the graduations (Spanish, French, English or Portuguese) in the first year of the Language and Literature Course is a moment of tension, in which the subjects as teachers in initial development are in conflict when taking a decision that will define the following years of his/her graduation and his/her performance as a teacher. Some discursive enrollment of these students in pre-service training were outlined, such as: i) the tension in the choice of Language and Literature Course, in which students surface the enrollment in a disrepute Course that challenges their professional choice; ii) the relationship with the mother tongue before and in the Language and Literature Course, in which subjects enunciate and report the unsatisfactory learning of mother tongue education in primary school, from the illusion of Portuguese completeness domain in Language and Literature Course; iii) the relationship with foreign languages before and in the Language and Literature Course, in which the students of the Course enunciate on the ease in learning the foreign language because of the previous meeting with foreign languages before the Language and Literature Course; we also established, from the enunciative regularities, tensions that constitute the students of Language and Literature Course and are settled to enunciate about iv) the role of the basic cycle in the training of pre-service teachers, in which the subject when speaking about the basic cycle evidences the relationship with the language and erases the teacher training. Finally, when enunciating on v) the choice of the graduation on the Language and Literature Course, the subjects, from their utterances, which are established at the time of the graduation choice (Spanish, French, English and Portuguese), enroll in speeches that guide their choices of pragmatic necessity and the historical precedence of the subject, who comes to the Course with his/her decision in one of the languages offered already taken. / Dissertação (Mestrado)

O objetivo deste trabalho é contribuir com o desenvolvimento das bases teóricometodológicas para a prática do diálogo a distância, a partir de uma concepção dialógica de Educação. Desenvolvemos uma metodologia para oferta de uma disciplina a distância, em que parte de seu conteúdo tratou da formação de tutores para o diálogo virtual. Criamos um software de comunicação, o Tutor em Rede, e o implementamos para a oferta de um serviço de tutoria pela internet. Monitoramos a atuação de licenciandos ao longo de três semestres, cujas atividades e interações realizadas com estudantes de Ensino Médio para esclarecimento de dúvidas de Química formaram nossa base de dados. Observamos o caso de uma estudante de MEQVT, denominada Tutora 7A, durante estágio de tutoria pela internet, de onde selecionamos uma amostra de episódios de interação entre essa tutora e estudantes que procuraram o serviço voluntariamente para realização de nossas análises. Partimos dos estudos socioculturais desenvolvidos por Vigotski, Bakhtin, Wertsch, Wells, para investigar a interação dialógica como alternativa para o diálogo a distância. Deste estudo, sugerimos que a aprendizagem dialógica é uma interessante proposta para subsidiar os processos de construção de problemas e de significados, mas que sua concretização, em serviços de tutoria, depende da criação de estratégias para compartilhar ambos os processos. Uma das estratégias adotadas pelo sujeito de nosso estudo foi o jogo de perguntas e respostas. Esse jogo mostrou-se eficiente para a problematização das dúvidas dos estudantes, na medida em que a tutora conduzia o engajamento dos estudantes ao diálogo, por meio do estabelecimento de empatia, do compartilhamento do processo de construção de idéias e da prevalência da função dialógica do discurso. Ao final, consideramos defesa de uma concepção de aprendizagem dialógica para atividades a distância que supere o paradigma da transmissão, por um da mediação, da interação. / The objective is to contribute to the development of theoretical and methodological bases for the practice of distance dialogue, from a dialogical conception of Education. We have developed a methodology to offer a distance course Metodologia do Ensino de Química Via Telemática (MEQVT) , in which part of its content dealt with the training of tutors for the virtual dialogue. We have created a communication software, the Tutor em Rede, and implemented it to offer a tutoring through the internet. We have observed students´ performance over three semesters, whose activities and interactions held with high school students formed our database. For research purposes, we have observed a student of MEQVT during the tutoring training, from where we have selected a sample of interaction episodes between that tutor and students to perform our analysis. We have taken sociocultural studies developed by Vygotsky, Bakhtin, Wertsch, Wells, as the theoretical basis to investigate the dialogical interaction as an alternative to the distance dialogue. From this study, we suggest that the dialogical learning is an interesting proposal for the processes of problem and meaning construction, but that its achievement in tutoring services, depends on the creation of strategies to share the both processes. One of the strategies adopted by the subject of our study was a game of questions and answers. This game proved to be efficient for the reconstructing the students\' questions, in that the tutor dealed the engagement of students to dialogue, through the establishment of empathy, the sharing of the construction of ideas and the prevalence of the function of the dialogical speech. Finally, we consider to support the dialogical learning concept for distance activities that exceeds the paradigm of \"transmission\" by one of mediation, of interaction.

Submitted by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2018-10-15T15:07:19Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) DISSERTAÇÃO_Hillene Freitas_2017.pdf: 1239371 bytes, checksum: 28d8e6b643ebaa9c5e9617e87719de30 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2018-10-15T15:07:30Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) DISSERTAÇÃO_Hillene Freitas_2017.pdf: 1239371 bytes, checksum: 28d8e6b643ebaa9c5e9617e87719de30 (MD5) / Made available in DSpace on 2018-10-15T15:07:30Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) DISSERTAÇÃO_Hillene Freitas_2017.pdf: 1239371 bytes, checksum: 28d8e6b643ebaa9c5e9617e87719de30 (MD5) Previous issue date: 2017-05-11 / The object of the study was the dialogical process in the care relationship between health care agents and subjects with diabetes mellitus 2, in the primary health care, family health care strategy. The theoretical assumptions of health psychology, community orientation, and concepts about subjectivity, dialogue and mediation in health care were central to our analysis. The main objectives were: to investigate the mediation and dialogue processes of ACS with subjects/users with DM2, inserted in the Hiperdia Program, in a UBSF, in Manaus; To identify the health care practices of ACS in the assigned territory of a UBSF; to characterize the health care practices of the ACS in the Hiperdia Program in the context of this UBSF. The qualitative methodology of the Participating Observation in the field of research (UBSF), used the field diary and documentary material, respecting the ethical norms in research. The researcher was inserted as a participant observer in the daily life of the UBSF, interacting with the professionals of the multidisciplinary team and users of the unit, in a general way. And, more directly, with the community health care agents and users of the Hiperdia Program. In this unit, the five community health care agents were women. All agreed to participate in the research and signed the Informed Consent Term. The analysis of the corpus was performed in coherence with the theoretical assumptions of health psychology and the field methodology used. The results showed the precariousness and vulnerability of the population and dwellings of the affiliated territory of the UBSF, where the ACS work in daily life. The ACS practices are more focused on preventive care work, particularly, observing the behaviors and situations of risk of illness and aggravation of the same, acting as mediators between the users and multidisciplinary team. In the Hiperdia Program, the actions of mediation of the ACS, valued both the subjective aspects of the subjects / users and those of the glycemic control, of the practice of physical exercises in DM2. An example of the care pathways of an ACS in the territory was singled out, highlighting a care relationship in a dialogical process, with availability and solidarity regarding the subjects/users of DM2. In the final considerations, it is suggested the deepening of the research on the dialogic processes underlying the care relationships of the ACS in their daily practice. / O objeto do estudo foi o processo dialógico na relação de cuidados entre agentes de saúde e sujeitos com diabetes mellitus 2, na atenção básica, estratégia saúde da família. Os pressupostos teóricos da psicologia da saúde, de orientação comunitária, e os conceitos sobre subjetividade, diálogo e mediação nos cuidados à saúde foram fundamentais para a nossa análise. Os objetivos principais foram: investigar os processos de mediação e de diálogo das ACS com sujeitos/usuários com DM2, inseridos no Programa Hiperdia, em uma UBSF, em Manaus; identificar as práticas de cuidados à saúde das ACS no território adstrito de uma UBSF; caracterizar as práticas de cuidados à saúde das ACS no Programa Hiperdia no contexto dessa UBSF. A metodologia qualitativa da Observação Participante, no campo investigativo (UBSF), utilizou o diário de campo e material documental, respeitando as normas éticas em pesquisa. A pesquisadora esteve inserida como observadora participante no cotidiano da UBSF, interagindo com os profissionais da equipe multidisciplinar e usuários da unidade, de uma forma geral. E, mais diretamente, com as agentes comunitárias de saúde e usuários do Programa Hiperdia. Nesta unidade, as cinco agentes comunitárias de saúde eram mulheres. Todas concordaram em participar da pesquisa e assinaram o Termo de Consentimento Livre e Esclarecido. A análise do corpus foi realizada em coerência com os pressupostos teóricos da psicologia da saúde e da metodologia de campo utilizada. Os resultados mostraram a precariedade e vulnerabilidade da população e moradias do território adstrito da UBSF, onde as ACS atuam no cotidiano. As práticas das ACS são mais voltadas ao trabalho de cuidados preventivos, particularmente, observando os comportamentos e situações de risco de adoecimento e de agravamento do mesmo, atuando como mediadoras entre os usuários e equipe multidisciplinar. No Programa Hiperdia, as ações de mediação das ACS, valorizavam tanto os aspectos subjetivos dos sujeitos/usuários quanto aqueles do controle da glicemia, da prática de exercícios físicos em DM2. Foi individualizado um exemplo de percursos de mediação de cuidados de uma ACS no território, destacando-se uma relação de cuidados em processo dialógico, com disponibilidade e solidariedade em relação aos sujeitos/usuários de DM2. Nas considerações finais, sugere-se o aprofundamento da pesquisa sobre os processos dialógicos subjacentes às relações de cuidados das ACS em sua prática cotidiana.

Exploring both political aesthetics and the politics of aesthetics to outline an environmental ruralism for art in public spaces, this practice lead research project postulates a “complemental practice”, outlining its methodology and contexts for operation, the rural, spaces of leisure and the public realm. It is a response to threats to spatial and environmental commons from heritage, place-making and nostalgia, psychological inhibition such as a sense of global contingency and widespread economic exploitation. Responses by artists to this situation can be characterised as a binary of dialogism (Kester, 2004) and relational antagonism (Bishop, 2004), i.e. consensual/collaborative or antagonistic/autonomous practices. Informing both is the work of Jacques Rancière who theorises an ethical and social turn in the arts. Through both commissioned and self-initiated projects this thesis offers an interpretation of Jacques Rancière’s conception of dissensus (Rancière, 2010) modulated through an application of the work of philosopher Slajov Žižek on environmental politics and complementarity - the inscription of the universal within the particular (Žižek, 2011). The thesis’ originality lies in this theoretical synthesis which sets out a complemental practice based on dissensus and the undecidability of subject and context, but which dismisses any inflexible schema of either aesthetic autonomy or ethico-political egalitarianism. In addition it suggests an approach to practice in this field and a situation for this - a dissensual infrastructure for the common public realm which is socially relational and evolutionary over time.

In 2001, an estimated 50 Indigenous languages were spoken in California, USA; none had more than 100 speakers. Through statewide efforts by Indigenous language workers and their allies, revitalization strategies have since proliferated, many highlighting immersion learning and linguistic documentation. In their homeland in Tehachapi, California, two fluent Elders and five learner/teachers designed this study as co-researchers to reflect on the effects of strategies we had implemented to support new speakers of nuwä abigip (Kawaiisu), a polysynthetic Uto-Aztecan language. Our community-based team used methods of dialogic inquiry including the conversational method and a graphic language mapping technique. We videotaped remembered stories of our varied language acquisition experiences, focusing especially on the 15 years after community language revitalization was initiated. The collection of videotaped narratives and the graphic language maps were analyzed to understand how the new adult second-language speakers believed our learning experiences had enabled us to use nuwä abigip. Co-researchers remembered nuwä abigip competencies believed to have been gained though a sequence of strategies, some overlapping, that featured immersion learning complemented by linguistic analysis. Common patterns in language development were explored, especially as they related to learners’ unfolding understanding of the language’s rich morphology. The team concluded the study by reflecting on how the two research methods of dialogic inquiry had aided them in expressing the culmination of their experiences. / Graduate

L’objet de notre thèse est de situer l’analyse de l’innovation au niveau précis de la signification. Le point d’ancrage de l’étude d’une innovation est déplacé d’un point de vue purement technique à une approche représentationnelle et dialogique de l’innovation. Il s’agit de proposer une approche interprétative de l’innovation en procédant à l’analyse des imaginaires et représentations de trois catégories d’acteurs (offre, consommateurs et résistants) participant à la construction de sens d’un marché innovant « en train de se faire » : les nanotechnologies. En envisageant l’innovation comme un signifiant aux signifiés variables selon les acteurs – i.e un praxème -, nous tentons à la fois de renverser les schémas traditionnels en marketing de l’innovation - qui proposent une lecture déterministe, mécaniste et linéaire du rapport entre offre et marché -, et d’instaurer une lecture dialogique entre les acteurs de l’offre, les consommateurs et les résistants à l’innovation. Par une approche qualitative, nous étudions les modalités discursives et rhétoriques que s’opposent les acteurs de « l’arène sémantique » que constitue l’innovation. Ces modalités s’inscrivent tantôt dans une co-construction de sens et de marché, tantôt dans une déconstruction-reconstruction de sens et de marché. Ce travail vise d’une part à valoriser l’importance du sens, des jeux rhétoriques et symboliques en contexte innovant et, d’autre part, à montrer en quoi la signification d’une innovation n’est pas prédéfinie unilatéralement par l’offre, mais procède davantage d’un affrontement sémantique entre acteurs engagés dans un rapport dialogique. / The purpose of our research is to situate the analysis of the innovation at the precise level of meaning. The basis for this innovation research is a move away from a purely technical perspective to a representational and dialogical approach.To achieve this aim, we propose an interpretive approach of innovation by analysing imaginaries and representations of three categories of actors (offer, consumers and opponents) who participate in the construction of meaning in an innovative « in the making » market : nanotechnologies. By considering innovation as a term with multiple meanings according to the different actors – i.e. a praxeme -, we attempt to overthrow traditional schemes in marketing of innovation which propose a deterministic, mechanistic and linear reading of the relation between the offer and the market -, and to encourage a dialogical reading between the offer, the consumers and the innovation resistants. By a qualitative approach, we study the discursive and rhetoric modes that are opposed by the actors of the « semantic arena » that constitutes the innovation. These modes, on the one hand, fit into a co-construction of meaning and a co-construction of the market. On the other hand, they fit into a deconstruction-reconstruction of sense and of the market. This work aims, on the one hand, to highlight the importance of meaning, of the rhetoric and symbolic games in the innovative context, and, on the other hand, to show that the meaning of an innovation is not predetermined unilaterally by the offer, but results more from a semantic confrontation between actors involved in a dialogical relation

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På grund av mångfalden i dagens svenska skolor kan inte alltid traditionellt arbetssätt i matematikundervisning främja elever att utveckla sina förmågor såsom analys- och resonemangsförmåga. Läroboksstyrda lektioner ger inte elever möjligheter att komma till tals, lyssna på andras resonemang, tänka kritiskt och analysera andras tankesätt. Därför som matematiklärare blir det intressant att undersöka hur lärarna på alla stadier (låg-, mellan- respektive högstadiet) använder sig av dialogisk undervisning och vilken form av dialogisk undervisning som dominerar i respektive stadie. Därför genomfördes en fallstudie av dialogisk undervisning inom ramen för detta självständiga arbete. Datainsamlinggenomfördes genom observation samt ljudinspelning, i en lågstadie-, i en mellanstadie- och i en högstadieklass, sammanlagt nio lektioner. För att kunna analysera data har Robin Alexanders välkända ramverk för dialogisk undervisning använts (presenterat bl.a. i artikeln Developing dialogic teaching, 2018). I ramverket kategoriseras undervisningen utifrån repertoarer och principer som belyser olika aspekter av dialoger i klassrummet. Fallstudien visade att lektioner präglade av dialog förekom mest på låg- och mellanstadiet och i mindre utsträckning på högstadiet. Lärarnas främsta teaching talk bestod av recitation (initiera-respons-feedback) men kompletterat med hur och varför i hög grad i låg- och mellanstadielektioner med syfte att föra samtalet vidare vilket i sin tur möjliggjorde för att eleverna att komma till tals för att förklara och motivera sitt tänkande till skillnad från på högstadielektionerna där elevernas främsta learning talk bestod av korta svar. / Due to the diversity in today's Swedish schools, traditional methods in mathematics teaching can’t always promote students to develop their abilities such as analytical and reasoning skills. Textbook-guided lessons don’t give students opportunities to speak, listen to others thoughts, think critically and analyze the thinking of others. Therefore, as a mathematics teacher, it will be interesting to investigate how teachers at all stages (primary, intermediate, and upper-secondary) use dialogic teaching and which form of dialogic teaching dominates in each stage. Therefore, a case study of dialogic teaching was conducted within the framework of this independent work. Data collection was carried out through observation and sound recording, in an elementary school, in an intermediate school and in a high school class, a total of nine lessons. In order to be able to analyze data, Robin Alexander's well-known framework for dialogic teaching has been used (presented in the article Developing dialogic teaching, 2018). The framework categorizes teaching on the basis of repertoires and principles that illuminate various aspects of dialogues in the classroom. The case study showed that lessons characterized by dialogue occurred mostly in primary and middle school and to a lesser extent in high school. The teachers' main teaching talk consisted of recitation (initiate-response-feedback) but supplemented with how and why to a large extent in the primary and intermediate stage with the aim of passing on the conversation, which in turn made it possible for the students to speak to explain and motivate their thinking unlike in high school where the students' main learning talk consisted of short answers.