Typescript. Includes vita and abstract. Includes bibliographical references (leaves 94-101). Also available online in Scholars' Bank.

Thesis (M.A.)--Humboldt State University, 2007. / Includes bibliographical references (leaves 42-46). Also available via Humboldt Digital Scholar.

[pt] Este trabalho teve como objetivo traçar a trajetória de vida de uma professora da Educação Básica brasileira dos dias atuais. Pretendeu-se realizar um estudo de caso etnográfico do cotidiano dessa professora que atua simultaneamente em espaços escolares distintos, quais sejam, uma escola da rede pública e outra particular, a primeira situada em uma favela da cidade do Rio de Janeiro. Os principais conceitos trabalhados foram cultura na perspectiva antropológica vista a partir da busca de significados das relações sociais situadas em diversos contextos; identidade englobando a construção de uma trajetória que inclui memória, numa visão retrospectiva, projeto, numa visão prospectiva, diante de um campo de possibilidades; e mediação através do pertencimento e da participação de um sujeito que vive em múltiplos mundos sociais e neles desempenha diferentes papéis. As análises feitas incidem primeiramente sobre as escolas, suas práticas, suas rotinas, seus principais atores. Em seguida, pretendeu-se reconstruir a trajetória individual dessa professora a partir de sua história de vida e das relações e práticas sociais concretas estabelecidas em cada universo. Finalmente, a mediação surgiu como parte integrante da identidade do professor que transita por espaços sócio-culturais distintos e estabelece canais de comunicação entre eles. / [en] The objetive of this study is to trace the life trajectory of a present day Brazilian Elementary School teacher. It also intends to undertake an ethnographic case study about the daily life of this teacher who works both in a public and in a private school, the former located in a slum of the city of Rio de Janeiro. In this study, the main concepts are culture, in an anthropological perspective from the search of meaning of the social relations established in different contexts; identity, embodying the building of a life trajectory that includes memory, from a retrospective view, project, from a prospective view, in a field of possibilities; and mediation, through the belonging and participation of a person who lives in multiple social worlds where he plays different roles. The analysis focuses primarily on the schools, their practices, their routines, and their major actors. Additionally, also part of this study is the reconstruction of the life trajectory of this teacher from the standpoint of her life history and her relations and concrete social practice established in each universe. Finally, the mediation emerges as an important part of the teacher`s identity as he moves through distinct social and cultural spaces and establishes communication channels between them.

Homeschooling is a dynamic learning and living community producing a growing percentage of our nation*s college-ready students. Serious academic studies of homeschooling remain scarce, and those that exist tend to come out of sociology and anthropology. Through an analysis of the literacy practices that constitute the work of homeschooling, this study offers findings and conclusions relevant to current discourses in the fields of literacy studies and rhetoric and composition. These include discussions on the ways technology is reshaping and individualizing traditional models of literacy learning and composing, as well as the growing research on the specific actions taken by literacy brokers when mediating mainstream literacy practices to novices. This study borrows theoretical and methodological concepts provided by the New Literacy Studies in order to understand the ways in which two homeschool families with high school students learn and practice various literacies. Data collection methods included interviews, observations, and participant-produced literacy logs. I took an ecological approach to data analysis that required identifying the specific literacy practices and events of the participants and attempting to situate them within the context of the homeschooling movement and culture at large. A primary finding of the study is that homeschool mothers* role in their students* literacy practices often resembles the work of what scholars term literacy brokers. These mothers actively mediate a wide variety of mainstream or institutional practices and values to their children. While current discussions of literacy brokers detail their actions of advocacy,guidance, and assistance, this study contributes to our understanding of literacy brokers by highlighting homeschool mothers* actions of delegation and customization within the mediation process.

Submitted by Rafael Santana (rafael.silvasantana@ufpe.br) on 2017-05-17T18:56:36Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação Rosilângela - Versão Final - Revisada.pdf: 2331690 bytes, checksum: 3e8ce7637d7e410c69933e4f2aef3a4e (MD5) / Made available in DSpace on 2017-05-17T18:56:37Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação Rosilângela - Versão Final - Revisada.pdf: 2331690 bytes, checksum: 3e8ce7637d7e410c69933e4f2aef3a4e (MD5) Previous issue date: 2015-02-24 / CAPES / Esta pesquisa investiga as mediações didáticas da tutoria online que ocorrem em um curso de Geometria Analítica, em um cenário rico em tecnologias e com a articulação de diferentes representações semióticas. Disciplina essa com foco no trabalho entre duas representações semióticas de objetos geométricos. Nosso quadro teórico-metodológico é composto pela Teoria da Orquestração Instrumental (TOI), a Teoria dos Registros de Representação Semiótica (TRRS) e a Teoria da Mediação Cognitiva e Mediação Didática (TMCMD). A metodologia compôs-se da análise da ação dos tutores de duas turmas, em anos consecutivos de um único curso de Licenciatura em Matemática, em que o moodle é a plataforma suporte do ambiente de ensino e aprendizagem. Além da configuração das salas virtuais, os dados de 18 sessões de duas salas de aula em que se observou alguma mediação didática feita por tutores foram analisados com a ferramenta da análise de conteúdo. Nossa análise ficou dividida em quatro etapas: Configurações Didáticas das Salas (realizadas por ProfessoresExecutores); Configurações Didáticas dos Tutores; Reconfigurações Didáticas dos Tutores; Modo de Operação. Nessa análise desenvolvemos uma classificação das situações de geometria analítica propostas nas duas salas virtuais: reconfigurações dos tutores para o desenvolvimento da mediação didática e uma classificação das Estratégias de Mediação Didáticas. Os resultados mostram que os tutores reconfiguram o cenário virtual de ensino e aprendizagem da tutoria online para realizar a mediação didática de situações matemáticas que necessitam de representações semióticas não disponíveis no chat. Quatro modelos de orquestrações instrumentais do tutor foram identificados. / This research investigates didactic mediation of online tutoring in an Analytic Geometry course of an under graduation, in a scenario rich in digital technologies and articulations of different semiotic representations. This course deals with two different register of representation of the same geometric objects: graphical and analytical. Our Methodological and theoretical frameworks includes the Instrumental Orchestration Theory, The Register of Semiotic Representation Theory and The Didactic and Cognitive Mediation Theory. The method is composed by an analysis of tutor online activities from two academic years of a under graduation on Mathematics teaching, in which the used LMS is Moodle. In addition to the virtual classes configurations, the data of 18 sessions of two academic years of the course in which some teaching mediation made by tutors could be observed were collected and analyzed with the content analysis tool. Our analysis has been divided into four phases: didactic configuration of the virtual classroom (made by performers teachers); didactical configuration and then didactical reconfigurations made by the Tutors; Exploitation mode. In this analysis we developed classifications: of the proposed analytical geometry situations in both virtual classrooms; of the reconfigurations made by the tutors for the development of didactic mediation; and of didactic mediation strategies. The results show that the tutors reconfigure the virtual teaching and learning settings to make the didactic mediation of the mathematical situations when requiring semiotic representations not available in the chat. Four models of tutor´s instrumental orchestrations were identified.

SILVA, Francisca Mônica da. Chats e e-fóruns na Ead virtual: links entre mediação pedagógica e hipertextualidade. 2008. 195f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2008. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-08-21T12:55:16Z No. of bitstreams: 1 2008_dis_fmsilva.pdf: 5483323 bytes, checksum: c468092c56c2e568979661ed9f45997b (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-08-21T14:51:08Z (GMT) No. of bitstreams: 1 2008_dis_fmsilva.pdf: 5483323 bytes, checksum: c468092c56c2e568979661ed9f45997b (MD5) / Made available in DSpace on 2014-08-21T14:51:08Z (GMT). No. of bitstreams: 1 2008_dis_fmsilva.pdf: 5483323 bytes, checksum: c468092c56c2e568979661ed9f45997b (MD5) Previous issue date: 2008 / Based on the concepts of interaction and pedagogical mediation by Bakhtin and Vygotsky respectively, the aim of this research was to investigate how the hypertext nature of educational chats and e-forums influences the pedagogical mediation and interaction among the participants of online courses. The hypothesis was that the hypertext resources available in these educational genres would foster the development of learners’ autonomy and support successful mediation by the tutor in virtual learning environments. In order to collect data for this research, the methodology employed some qualitative characteristics of ethnographic research and participant observation techniques along with the quantitative mapping of hypertext resources used during interaction and pedagogical mediation. According to the analysis of the data, hypertext resources were used by tutors and students to demonstrate: curiosity, worry, stimulus, satisfaction, enthusiasm, surprise, constraint, happiness, and attempts to belong and share with the groups, among others. The analysis also showed that the tutors were successful in enhancing pedagogical interaction and making it dynamic when they enabled the students to effectively use the hypertext resources of these two digital genres – chats and e-forums. At the same time, the students used the same tools in their interactions to clarify doubts and to contribute to the development of the group, proving that interaction in the digital environment is a two-way road, in which both tutors and students learn together. This indicates that the use of multiple hypertext resources might enrich interactions and contribute to the construction of mediated knowledge. / Partindo das perspectivas bakhtiniana e vygotskyana sobre interação e mediação pedagógica, respectivamente, o objetivo da presente pesquisa foi investigar a influência da natureza hipertextual dos gêneros digitais chats e e-fóruns educacionais na mediação pedagógica e na interação entre os atores de cursos a distância pela Internet. Nossa suposição foi a de que o uso do caráter intersemiótico do hipertexto em ambientes virtuais de aprendizagem colabora no desenvolvimento da autonomia dos estudantes e garante o sucesso da mediação pelo tutor, tendo em vista a diversidade de recursos hipertextuais presentes nesses gêneros. Para a construção dos dados, adotamos uma metodologia que mescla algumas das características qualitativas da pesquisa etnográfica, como a técnica da observação participante, e o mapeamento numérico das ocorrências de usos dos recursos hipertextuais durante a interação e a mediação pedagógica. Os resultados da análise dos dados mostram que as situações de uso dos recursos hipertextuais por tutores e alunos são diversificadas, uma vez que foram encontradas situações do tipo curiosidade, preocupação, incentivo, satisfação, entusiasmo, surpresa, constrangimento, felicidade, tentativa de aproximação, compartilhamento de informações, dentre outros. Diante dessas situações, a análise mostrou que os professores conseguiram fortalecer e dinamizar a mediação pedagógica, possibilitando aos alunos utilizar de maneira funcional os recursos hipertextuais dos gêneros digitais chat e e-fórum. Ao mesmo tempo, os alunos também utilizaram esses mecanismos nas interações para dirimirem dúvidas e contribuírem para o crescimento do grupo, comprovando que no meio digital a mediação é uma via de mão dupla, em que tutores e alunos aprendem juntos. Isto se justifica porque o uso das múltiplas semioses pode enriquecer as interações na medida em que contribui para a construção do conhecimento mediado.

OVERVIEW This study deals with the situation of mediation in the Czech Republic. Mediation began to develop as a modern field during the 1990s. With the adopting of Act No. 202/2012 Coll. on Mediation, partial definitions were give for what mediation is and for the conditions under which it can be provided. Nonetheless, the situation in mediation is still very complicated. The study therefore presents a unified overview of what mediation is, of the principles upon which it is based, and of how it is used in practice. It introduces the role of a mediator and of the demands that must be satisfied for the performance of mediation, and it describes how the professional standards and code of ethics for mediators are established. By comparing the profession of an attorney to that of a mediator on the basis of the identifying characteristics of an expert profession, it determines whether mediation is a separate profession or a method that is useful in other fields.

v anglickém jazyce: FRENCH LANGUAGE WITHIN THE CZECH EDUCATION ENVIRONMENT 1847 -1948 The objective of this dissertation thesis is to analyse the position of French language as a regular school subject taught in the Czech education environment, with focus on the era of the years 1847 - 1948. This interval was chosen intentionally to demonstrate the development and transformation of the position of French language, from the time it appeared in school curriculum as an obligatory subject, through the golden age of Francophony in the interwar Czechoslovakia of the 1930s, up until the year 1948 when the structure of taught foreign languages changed and French language lost its significant position due to the changes in political regime and the post-February policy of the Communist Party of Czechoslovakia. The thesis is divided into three theoretical sections which represent different points of view on period French language teaching. The initial section includes characteristics of the Czech education environment with regard to the specific types of public schools where it was taught, as well as references to the most significant education reforms which were shaping the school system during the period concerned. The aim of the opening section is to answer the question of where and under which...