Made available in DSpace on 2016-04-27T14:31:29Z (GMT). No. of bitstreams: 1 Silmara Rascalha Casadei.pdf: 3117122 bytes, checksum: e893505a5fe05919f050a58ad47f2c3b (MD5) Previous issue date: 2014-12-11 / This paper aims to present contributions to interdisciplinary research from studies and reflections on life stories and their relationship to interdisciplinarity in order to understand the degree of importance of their insertions in research processes. Using a metaphor of the butterfly metamorphosis , the route will be used in the methodology itself to unveil the history of literary life and teaching of the author of this thesis , showing that behind each search , there is the world of the researcher , which often gets locked in his cocoon of external studies did not allow time to investigate internally and not to make known . The study also reflects on the use of time in the movements of humanity performing a flight on the concepts of time in the western world , from Greek mythology to the present day , understanding that it is essential we analyze the temporal contexts which we operate to meet the opportunities and gaps of light that allow us to envision new times for personal and professional development . The survey will cover mainly the historical panorama of life histories in the academies , through a literature review that will dialogue with the possibilities of interdisciplinary activities in conjunction with FAZENDA , PIENAU , JOSSO , FREIRE , DE LA TORRE , ESPÍRITO SANTO , leading theorists and presented with the works of CASADEI ( author of this thesis ) . To discuss and propose the relationship between interdisciplinarity , personal history , life history in academies and resizing the use of time , the study The study proposes that it is of fundamental importance to the entrance of life stories , not only in universities but in all levels of education , which will allow more real , whole and humane approaches , because being who saw themselves more clearly see each other and when they met , they may look at the world in an interdisciplinary way to work with the best proposals for the well collective. The thesis concludes that it is necessary to reconfigure the schools and universities as spaces not only intellectual, but also existential , thus becoming little islands of peace , centers pollination of life / O presente trabalho busca apresentar contribuições para as pesquisas interdisciplinares a partir de estudos e reflexões sobre histórias de vida e suas relações com a interdisciplinaridade, objetivando compreender o grau de importância das suas inserções nos processos de pesquisas. Utilizando como metáfora a metamorfose da borboleta, o percurso se utilizará da própria metodologia para desvelar a história de vida literária e docente da autora desta tese, demonstrando que por detrás de cada pesquisa, há o mundo do pesquisador, que muitas vezes fica fechado em seu casulo de estudos externos não se permitindo tempos para investigar-se internamente e nem para se dar a conhecer. O estudo refletirá ainda, sobre a utilização do tempo nos movimentos da humanidade realizando um voo sobre os conceitos do tempo no mundo ocidental, desde a mitologia grega até os dias atuais, compreendendo que é fundamental analisarmos os contextos temporais os quais estamos inseridos para encontrarmos as oportunidades e as brechas de luz que nos permitem vislumbrar novos tempos para a formação pessoal e profissional. A pesquisa percorrerá, principalmente, o panorama histórico das histórias de vida nas academias, por meio de uma revisão teórica que dialogará com as possibilidades de ações interdisciplinares em conjunto com FAZENDA, PIENAU, JOSSO, FREIRE, DE LA TORRE, ESPIRITO SANTO, principais teóricos apresentados e com as obras de CASADEI (autora desta tese). Ao discutir e propor a articulação entre a interdisciplinaridade, história pessoal, história de vida nas academias e o redimensionamento do uso do tempo, o estudo conclui que é de fundamental importância a entrada da histórias de vida, não só nas universidades, mas em todos os níveis da escolaridade, o que permitirá aproximações mais verdadeiras, inteiras e humanizadas, porque o ser que viu a si, vê com mais clareza o outro e, ao se encontrarem, poderão olhar o mundo de modo interdisciplinar para atuarem com melhores propostas destinadas ao bem coletivo. A tese conclui que é preciso reconfigurar as escolas e universidades como espaços de formação não só intelectual, mas também existencial, tornando-se assim pequenas ilhas de paz, centros de polinização da vida

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-10-25T10:42:01Z No. of bitstreams: 1 2015 - Lenir Lemos Furtado Aguiar.pdf: 4153607 bytes, checksum: 734b2bf741e5324bb4b0a2544b91d049 (MD5) / Made available in DSpace on 2016-10-25T10:42:01Z (GMT). No. of bitstreams: 1 2015 - Lenir Lemos Furtado Aguiar.pdf: 4153607 bytes, checksum: 734b2bf741e5324bb4b0a2544b91d049 (MD5) Previous issue date: 2015-10-21 / This study aims to evaluate the contributions of the Institutional Program of teaching initiation grant (PIBID) in the formation process of the undergraduate course of Biological Sciences at the Federal Rural University of Rio de Janeiro (UFRRJ), searching to understand how participation in this program may be constituted as an epistemological space formation, through which knowledge necessary to carry out teaching are built and reinterpreted. Adopted as a methodological way, the story of life, using tools of the autobiographical method and the narratives of formation, to meet / rescue through texts (email, letter) the historicity of this moment in the formation and how this contributes / marked the trajectory of these graduates. For this understanding, we try to sort and organize texts highlighting / separating the following categories for analysis: 1) PIBID Importance of training; 2) Impact of school routine training; 3) dissociation theory and practical training; 4) practical importance on training / performing activities. According to the analysis of these categories, we can point to for licensing this program has meaning and can be motivator in choosing the teaching profession, as it was also considered important to the practice of teaching practice. It is a program that provided the methodological innovation and provided a list of interaction between school / university / Este trabalho teve como objetivo avaliar as contribui??es do Programa Institucional de Bolsa de Inicia??o ? Doc?ncia (PIBID) no processo formativo dos licenciandos do curso de Ci?ncias Biol?gicas da Universidade Federal Rural do Rio de Janeiro (UFRRJ), buscando entender como a participa??o neste programa pode se constituir como um espa?o epistemol?gico de forma??o, por meio do qual conhecimentos necess?rios ao exerc?cio da doc?ncia s?o constru?dos e ressignificados. Adotamos como caminho metodol?gico, a hist?ria de vida, utilizando ferramentas do m?todo autobiogr?fico e das narrativas de forma??o, para conhecer/resgatar atrav?s de textos (mensagens eletr?nicas, cartas) a historicidade deste momento na forma??o e como este contribui/ marcou a trajet?ria destes egressos. Para tal compreens?o, procuramos classificar e organizar os textos destacando/separando as seguintes categorias para an?lise: 1) Import?ncia do PIBID na forma??o; 2) Impacto do cotidiano escolar na forma??o; 3) Dissocia??o teoria-pr?tica na forma??o; 4) Import?ncia da pr?tica na forma??o/realiza??o de atividades. De acordo com as an?lises destas categorias, podemos apontar como para os licenciandos este programa tem significados e pode ser motivador na escolha da profiss?o docente, como ele tamb?m foi considerado importante para o exerc?cio da pr?tica docente. Um Programa que proporcionou a inova??o metodol?gica e proporcionou uma rela??o de intera??o entre escola/universidade.

<p>The aim of this study was to explore transsexuals’ identity formation and experiences related to cross-sex hormone treatment, as well as to become absorbed in the narrative approach. To be able to participate in transsexuals’ identity formation, life stories were well suited as a theoretical approach. Life stories can be seen as socially situated actions according to Mishler, where individuals’ identity formation can be seen as both identity performances and identity claims. These narratives are seen as identity performances, where we construct and perform our identities. The stories are viewed as co-constructed between the respondent and the co-constructors in a relational context, where the interviewers are seen as visible subjects. The results showed that hormone treatment, contributing especially growth of male beard, as an important factor for the respondent in passing as biological male in heterosexual contexts. The respondent’s identity expressions also showed that his identity claims and identity performances as male varied depending on relational and social contexts. The findings in the empirical data also showed that gender roles and gender stereotypes, played an important part in what identity claims and identity performances the respondent chose to portrait.</p>

The aim of this study was to explore transsexuals’ identity formation and experiences related to cross-sex hormone treatment, as well as to become absorbed in the narrative approach. To be able to participate in transsexuals’ identity formation, life stories were well suited as a theoretical approach. Life stories can be seen as socially situated actions according to Mishler, where individuals’ identity formation can be seen as both identity performances and identity claims. These narratives are seen as identity performances, where we construct and perform our identities. The stories are viewed as co-constructed between the respondent and the co-constructors in a relational context, where the interviewers are seen as visible subjects. The results showed that hormone treatment, contributing especially growth of male beard, as an important factor for the respondent in passing as biological male in heterosexual contexts. The respondent’s identity expressions also showed that his identity claims and identity performances as male varied depending on relational and social contexts. The findings in the empirical data also showed that gender roles and gender stereotypes, played an important part in what identity claims and identity performances the respondent chose to portrait.

This study examined the conditions and experience of students who were placed on academic probation in view of key elements of Dewey’s (1958, 1938/1997, 1934/2005) theory of experience. Core data emerged from 16 in-depth interviews with five students who received assistance from an academic support program while on probation. An additional interview was conducted with the academic companion and another with the program developer. A document analysis and a researcher journal supplemented the data. The interviews were analyzed according to a three-dimensional narrative inquiry space (Clandinin & Connelly, 2000; Dewey, 1958, 1938/1997) to produce profiles and thematic connections (Seidman, 2006). Findings are presented in five texts. The first and second manuscripts depict the stories of two students using the profile genre. These texts disclose rich stories where the meaning of experience is lived. A third manuscript examines students’ experience from the student and professional perspectives. Major themes uncovered, include (a) resistance to seek help; (b) deep personal costs; and (c) a desire to succeed and complete their undergraduate studies. A fourth manuscript explores companioning as experienced by students and supported by resource personnel. It reveals that (a) the companioning role was defined by a specific form of guidance and attendance to self-confidence and (b) the program helped students clarify their needs, promoted their adaptation to the university context, and offered support through a positive relationship. A fifth manuscript examined the characteristics of a fruitful helping relationship. Findings suggest that (a) a rapport characterized by presence and trust and (b) an approach promoting responsibility, awareness, and holism were key. These findings offer a weighty contribution to the literature on post-secondary education by revealing rich and unique experiences. By tapping in the complexity of the participants’ experience, findings help shift away from the current focus on obstacles and deficiencies often attributed to probationary students. Résumé Cette étude a examiné l’expérience d’étudiants ayant été placés en probation académique à la lumière d’éléments-clés de la théorie de l’expérience de Dewey (1958, 1938/1997, 1934/2005). La principale source de données provenait de 16 entrevues en profondeur auprès de cinq étudiants ayant participé à un programme d’accompagnement universitaire alors qu’ils étaient en probation académique. Une entrevue a aussi été menée avec l’accompagnatrice et une autre avec la conceptrice du programme. Une analyse documentaire et un journal de bord de la chercheure complètent les données. Les entrevues ont été analysées selon une analyse narrative tridimensionnelle (Clandinin & Connelly, 2000; Dewey, 1958, 1938/1997) de façon à produire des profils et des liens thématiques (Seidman, 2006). Les résultats sont présentés dans cinq textes. Les premier et deuxième textes dépeignent l’histoire de deux étudiants sous forme de profils. Ces textes découvrent de riches et profondes histoires véhiculant la probation comme expérience de vie et la signification attribuée à celle-ci. Le troisième texte présente l’examen collectif de l’expérience des cinq étudiants ayant participé au programme d’accompagnement. Cette analyse est enrichie des perspectives de l’accompagnatrice et de la conceptrice du programme. Trois thèmes se dégagent de l’expérience de ces étudiants en probation académique soit (a) une résistance à faire usage des services de soutien; (b) des coûts personnels considérables; et (c) un désir de réussir et de compléter leur programme d’études. Un quatrième texte explore l’expérience d’accompagnement tel que perçu par les étudiants et les professionnels. L’analyse révèle que (a) l’accompagnatrice agissait à titre de guide et était attentive à la dimension de la confiance en soi et (b) le programme a aidé les étudiants à identifier leurs besoins, a soutenu leur adaptation au contexte universitaire, et a offert un soutien personnalisé par l’entremise d’une relation d’aide positive. Le cinquième texte se concentre sur les particularités d’une relation d’aide efficace en contexte de probation académique. Les résultats relèvent que cette expérience est qualifiée par (a) un rapport de présence empathique et empreinte de confiance réciproque et (b) une approche globale favorisant la responsabilité et la conscientisation. En dévoilant la richesse et l’unicité de l’expérience, ces résultats offrent une contribution intéressante. Illustrant la complexité des expériences de probation ils contribuent à s’éloigner d’une vision centrée sur les obstacles et les déficits des étudiants en probation académique.

This thesis explores the professional knowledge of three choral music educators from St. John’s, Newfoundland and Labrador. My primary research purpose was to explain what constitutes the professional knowledge of each of the research participants as revealed through their life stories; to illustrate how such professional knowledge has been shaped by experiences throughout each of the participants’ lives; and to understand how the participants’ experiences of developing as educators within the specific social, cultural, and political contexts of Newfoundland and Labrador have shaped their professional knowledge. Through this inquiry, three choral music educators engaged in a process of teacher development, as they discovered for themselves, through a narrative process of self-exploration, the meaning that could be made of the relationships between their life experiences and their knowledge of music teaching and learning. Data-gathering included a series of four in-depth interviews, which consisted of open-ended questions that engaged the participants in reconstructing their life experiences and articulating their professional knowledge within the context of developing as choral music educators. Choral rehearsal observations provided another source of data. These observations enhanced my understanding of the participants’ teaching practice, and assisted in my understanding of the relationships between the personal and the professional that they expressed in initial interviews. Analysis of the data is represented through narratives of the participants’ life stories and a thematic discussion of their professional knowledge as revealed through those stories. Each participant’s narrative and professional knowledge are presented in individual chapters, followed by a chapter that explores the resonances (Conle, 1996) amongst the participants’ narratives and my own personal-professional narrative. I propose that we begin to reconceptualize professional development in order to acknowledge the complexity and personal nature of professional knowledge, and I assert that the exploration of life stories is a meaningful form of professional development for music educators.

Det övergripande syftet med föreliggande uppsats har varit att bidra till en djupare förståelse om självhjälp på Internet genom att belysa individens medvetande och interaktion med andra. Studiens forskningsobjekt har utgjorts av sju individers livsberättelser som återfinns på ett diskussionsforum på Internet och har genomförts enligt en narrativ forskningsmetod och hermeneutiskt ansats. Studien är av kvalitativ art och individens handlande och självupplevda verklighet har stått i fokus. Teorin som applicerats i studien är det pragmatiska mikroperspektivet, symbolisk interaktionism, med följande teoretiska utgångspunkter: symboler, bortträngning, identitetsberövande och ömsesidigt stöd. Analysen är tematiserad enligt studiens tre frågeställningar. I det första temat framgår att bortträngning och identitetsberövande utgjorde två centrala teman i livsberättelserna. Det andra temat behandlade betydelsen av grupptillhörighet, där det tydligt framkommer att diskussionsforumet betyder mycket för stärkandet av informanternas personliga identitet. Det tredje temat visade att förändringar i levnadssätt och levnadsvanor har visat sig i både psykiska och fysiska avseenden. Slutligen diskuteras huruvida en kombination av professionell hjälp som exempelvis terapi och diskussionsgruppen som komplement vore ett bra förfarringssätt att nå den känslomässiga separation, som ännu inte uppnåtts efter den rumsliga separationen som många informanter gjort från sina föräldrar. / The overall aim of this essay has been to contribute to a deeper understanding of self-help on the Internet by illuminating the individual's awareness and interaction with others. The study's subject of research has been seven individual life stories found on a newsgroup on the Internet and was implemented with a narrative research method and a hermeneutic approach. The study is qualitative in its nature and the individual's behavior and self-perceived reality has been the main focus. The theory that has been applied in the study is the pragmatic micro perspective symbolic interactionism with the following theoretical starting points: symbols, displacement, deprived of identity and mutual aid. The thematic structure of the analysis has been based on the study’s three research questions of which the first theme highlighted displacement and deprived of identity as the two main themes in the life stories. The second theme dealt with the importance of group membership, which clearly showed that the newsgroup means a great deal for strengthening their personal identity. The third theme revealed that the changes in lifestyle and habits have been both psychological and physical. Whether or not the spatial separation many informants made ​​from their parents can measure up to an emotional separation that they have not yet reached were discussed and lastly an implication that a combination of professional help such as therapy and newsgroup as a supplement may be a good method to reach the emotional separation.

Bakgrund: Att vi blir allt äldre innebär också att allt fler insjuknar i en demenssjukdom. Då det i dagsläget inte finns något botemedel för sjukdomen blir det främsta omvårdnadsmålet att minska lidande och öka livskvaliteten och välbefinnandet för dessa personer. Då många med demenssjukdom bor på vårdboenden blir det vårdpersonalens främsta uppgift att skapa en bra vårdmiljö vilket innefattar en god vårdrelation. Vårdrelationen är central i all god omvårdnad och det är viktigt att ha en förståelse för att den vård som ges till personer med demenssjukdom antingen kan hjälpa eller stjälpa individen. Syfte: Att belysa vårdrelationens betydelse för livskvaliteten hos personer med demenssjukdom som bor på vårdboenden. Metod: Denna studie är en litteraturstudie där tolv artiklar analyseras. En kvalitativ innehållsanalys har använts där meningsbärande enheter i artiklarna har kondenserats, kodats och slutligen bildat kategorier. Resultat: Tre kategorier framkommer av resultatet som visar vårdrelationens betydelse för livskvalitet hos personer med demenssjukdom. Dessa är: betydelsen av delaktighet som handlar om vikten av att personerna får delta i meningsfulla samtal och aktiviteter, betydelsen av personens livsberättelse som behandlar vikten av att inkludera personernas historia och bakgrund i omvårdnaden, samt vårdpersonalens bemötande som handlar om personalens sätt att uppträda och behandla personerna. Diskussion: Vårdrelationen har en inverkan på personens livskvalitet. Bland annat påverkas den av vårdpersonalens bemötande, huruvida personens livsberättelse används i omvårdnaden och personens möjlighet till delaktighet. Med ett livsvärldsperspektiv kan vårdpersonalen få en ökad förståelse för hur personen med demenssjukdom upplever och förstår sin värld. Livsberättelsen ger vårdpersonalen kunskap om vad som är eller har varit betydelsefullt för den enskilde personen. Det är nödvändigt då livskvalitet är en subjektiv upplevelse som skiljer sig från person till person.

This study examines negative issues that cannabis users have experienced associated with cannabis use. The author made qualitative interviewsto unveil four cannabis users’ life stories. These stories were analyzed through the discourse psychologicalperspective interpretive repertoirein order to explore and identify analogies among the users. The author found that the respondents, despite their seemingly diverse backgrounds and personalities, carry a collective repertoire of similar experience and reasoning around cannabis and society which can be defined as a cannabis discourse; a discourse grounded in facts as well as speculations, arguments which separately may seem reasonable but altogether often appear contradictory, and real-life anecdotes that sometimes reflect paradoxical conclusions. It's suggested that the respondents, through their repertoire, construct and maintain this discourse while social stigma and legal retaliation strengthens it. These findings may be useful for social workers in order to understand cannabis users’ situation, societal vulnerability and sometimes controversial values, including the origins of such.

The shadow of stigma theory typically surrounds the research investigation of the lives of individuals with mild intellectual disabilities. McAdams’ life story theory and methodology provide a human development framework as an alternative to the prevailing framework in the field of disability. This study moves out of the shadow of otherness and examines the personal identity making process of twelve individuals with mild intellectual disabilities in the light of human development theory. Findings dispel the assumption that individuals with mild intellectual disabilities construct their lives solely through their disability. Rather, the identity making process includes the influences of socio-cultural events, religion, mentoring, advocacy, and the lived experience of disability. In this study, twelve adults with mild intellectual disabilities completed adapted life story interviews and four quantitative measures to explore the themes and patterns of agency, communion, redemption, contamination and generativity. Additional qualitative analysis expanded the range of discovery for influences in the identity making process. Following analysis of the quantitative scores, interviewees were placed in either the Higher Generativity Group or Lower Generativity Group. Analysis occurred at three levels: within case, within group and between group. Differences between the groups emerged, such as, involvement in human rights advocacy, presence of mentors and spiritual guides, and religious beliefs. Human rights advocacy provided a rich source of generativity and meaningful connection to others, politically, socially and emotionally. Turning point narratives often contained religious and redemptive content themes. While interviewees did not narrate the majority of scenes with disability centric content, one-half of the interviewees narrated disability content in their high point scenes, suggesting the positive internalization of their disability into their personal identity. The major findings confirm the importance of studying the life stories of this population from the perspective of human development theory. This study presents conclusions that impact research methodology for this population, as well as, social work research, policy development, practice and education.