Orientador: Maria Filomena Gregori / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-20T16:04:27Z (GMT). No. of bitstreams: 1 Nadai_Larissa_M.pdf: 2236038 bytes, checksum: 0e9f1016294470f9fa42bb6f86578995 (MD5) Previous issue date: 2012 / Resumo: Esta dissertação tem por objetivo investigar os documentos oficiais produzidos pela Delegacia de Defesa da Mulher (DDM) de Campinas, em casos de estupro e atentado violento ao pudor ocorridos nos anos de 2004 e 2005. Por meio de uma etnografia desses documentos, busquei entender as formas narrativas e burocráticas pelas quais esses atos são transformados em crimes e busquei também a compreensão de como a sexualidade passa a ser campo de intervenção da polícia civil especializada de Campinas. Objetivando delinear as formas pelas quais os inquéritos policiais são produzidos, essa pesquisa tem como cerne os procedimentos de escrita utilizados por essas profissionais, sejam esses ofícios, requisições, relatórios, laudos, termos de declaração e Boletins de Ocorrências. Essas formas de narrar evidenciam não só as convenções narrativas que servem de anteparo para a escrita, mas também os mecanismos pelos quais o trabalho policial é executado. Assim, seja por meio de uma escrita técnica próxima aos expedientes detetivescos, seja por meio de uma forma de escrever sensível e empática ao sofrimento das crianças ou ainda por aquela forma que coloca em suspensão o que é dito em casos de crimes envoltos em conflitos infrafamiliares, é a arte de escrever o ofício policial que ganhará destaque nessa dissertação. Entretanto, também insígnias, carimbos e assinaturas que percorrem os inquéritos policiais são fundamentais nesta pesquisa, pois colocam em evidência as tramas institucionais nas quais a polícia especializada de Campinas está imersa. Sem dúvida, é mediante papéis e por intermédio deles que a polícia se comunica com instituições tais como Fórum Criminal, Instituto Médico Legal e Instituto de Criminalística da cidade. Mas, é também por meio desses mesmos papéis que a DDM comunica estupros e atentados violento ao pudor ao Judiciário. Nas páginas desta dissertação enredaremos nas histórias de mulheres como Marcelas, Joanas, Madalenas e Martas, bem como com os abusos de menores como Anas, Carolinas, Julianas e Lucas. É por meio delas que homens como João, Ricardo, Valmir, Antônio, José, Gilberto e Aldair entram nos meandros burocráticos da polícia civil como autores, averiguados ou indiciados / Abstract: This dissertation aims to investigate the official documents produced by the Women's Police Stations (DDM) in Campinas in cases of rape and indecent assault occurred in 2004 and 2005. Through an ethnography of those documents I sought to understand the narrative and bureaucratic form by the way these acts are transformed into crimes and also to understand how sexuality becomes a specialized Civilian Police interventional field in Campinas. Aiming to outline the ways in which police investigations are produced, the heart of this research is in the written procedures used by professionals. These are letters, requests, reports, findings, terms of statements and Occurrences Reports. These forms of narrative show up the narrative conventions that serve as foundation for the writing and also the mechanisms by which police work is performed. Therefore, either through a technical writing next to detective tasks either by a sensitive and empathetic way of writing about children's suffering or by the one who puts in suspension what is said in cases of crimes wrapped in infrafamiliares conflicts, the art of writing the police's office that will gain prominence in this dissertation. However, there are badges, stamps and signatures that cross the police investigations and are also essential in this research because they put in evidence the plots in which the institutional specialized police Campinas is immersed. Undoubtedly it's by papers and through them that the police communicate with institutions such as Criminal Forum of Campinas, Institute of Forensic Medicine and Institute of Criminology of the city.But it is also through these same roles that the DDM communicates rapes and violent assaults to the judiciary. In the pages of this dissertation we are enmeshed in the stories of women like Marcelas, Joanas, Madalenas e Martas, as well as the abuse's stories of minors as Anas, Carolinas, Julianas and Lucas. It is through them that men like João, Ricardo, Valmir, Antonio, José, Gilberto and Aldair enter into the bureaucratic intricacies of the Civilian Police as investigated or indicted authors / Mestrado / Antropologia Social / Mestre em Antropologia Social

This thesis is a qualitative text analysis of worksheets used in conjunction with watching films in English language studies in Swedish middle schools. The assignments used in the thesis were partly collected from partner schools in the teacher program and partly collected from a website which is a database of teacher submitted lesson plans. The results of the thesis include a presentation and discussion of different worksheets used by teachers, using a structure based on one used for critical discourse analysis instruction with students. The evidence suggests that two factors gave an increase in explicitly named aspects of critical literacy in film studies: firstly, that the assignment be situated in a program of study within the Swedish curriculum which shares many of the goals of critical literacy studies and secondly that the choice of film is one that challenges students to reconsider their experiences in light of the film. This study also raises the concern that the questioning methods used to implement critical literacy studies are being used to increase student talk for the purposes of grading oral proficiency without interactive discussions.

The purpose of this literature review is to compare some critical reading comprehension classroom practices globally, with particular focus on the teaching of reading comprehension in Sweden, where student well being and equity are issues of importance. Critical literacy used is a term that encompasses many aspects of power related issues in language. The Swedish curriculum is explicit in naming these issues of student identity and democratic agency which it shares with critical pedagogical practices. The result of the review is a presentation and discussion of the different studies, using a structure based on one used for critical discourse analysis instruction with students. The evidence suggests that higher level comprehension is a skill that takes time to train and should be done explicitly by pointing out the aspects of language which convey meaning. Learning to search the text for evidence of the underlying meaning gave verystrong effect sizes on standardized tests for reading comprehension. The reading comprehension results of minority/ESL students on standardized tests improved when space was made to discuss very different experiences within the same culture in language classrooms.

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

The thesis is focused on valuing of two projects that should improve cooperation between a company of adidas and journalists. The first project is a showroom opened for journalists, the second one are new web pages. The main goal of this thesis is to make an analysis of the projects using methods of decision making management. Second, also very important goal is to find other possibilities how to improve cooperation with journalists and reach higher positive publicity.

The aim of the study was to determine the impact of the application of a dynamic assessment technique of questioning with children, with projection testing. A qualitative research design were used within a postmodern epistomology, using three case studies in the quest for answering the research question. Possible cultural influences pertaining to the research situation, analysis and interpretation of responses has been taken into account. A test-training-test situation has been created during the generation of data, while assessment of projection was executed. Data analises and interpretation took place in two phases, the first phase being the projection analysis and the second phase the structural analysis of the stories. The main conclusions of the study points towards a deepening and broadening of projections as resulting influences of the utilisation of a dynamic assessment technique of questioning with children. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2007. / Educational Psychology / unrestricted

The objective of the thesis is on the basis of theoretical knowledge and fieldwork to conduct a marketing survey, which will evaluate customer satisfaction in the retail store. The results of the survey and analyses will provide necessary documents to develop proposals and recommendations leading to increased customer satisfaction and the objective of the thesis.

Cette recherche s'appuie sur deux considérations majeures : l'importance du français, particulièrement de l'écrit pour les lycéens algériens, et la situation d'échec à l'épreuve du français du baccalauréat. Parce que beaucoup d'élèves sont censés lire en français à l'université, il est indispensable de les préparer, dès les cycles antérieurs, à posséder des compétences en compréhension de l'écrit.Cette thèse explore en particulier les capacités d'un groupe de lycéens à lire finement des textes variés de langue française, dans le dessein de construire du sens de manière autonome et ce par le biais de la stratégie du questionnement. L'hypothèse axiale est que ces élèves échouent en lecture car on ne leur a pas appris à questionner des textes. Cette hypothèse centrale génère deux sous-hypothèses. D'abord, afin que les élèves atteignent cette zone de développement rarement sollicitée à savoir le questionnement autonome, l'étayage explicitatif de cette stratégie par l'enseignant s'avère incontournable. C'est de l'inter-questionnement que les élèves apprennent l'intra-questionnement. Ce changement de représentation dans l'acte de lire induit une réflexivité qui, à son tour, développe l'activité métacognitive. D'où le fait que cette recherche est arrimée à un ancrage théorique résolument socioconstructiviste.Sur le plan méthodologique, cette recherche s'inscrit dans une perspective de didactique expérimentale. Deux groupes, l'un expérimental et l'autre contrôle, ont participé à une expérimentation de classe. Les élèves des deux groupes ont été invités à questionner les mêmes textes de manière interprétative, sur les implicites et sur les informations essentielles. Deux épreuves, l'une extraite de PISA 2000 et l'autre construite par nous appelée « questionnement synthétique » ont constitué un pré-test et un post-test pour vérifier le niveau des deux classes en compréhension de l'écrit (surtout en compréhension fine) et ce en amont et en aval de l'expérimentation. Celle-ci a été réalisée suite à une enquête extensive préalable portant sur les représentations de la lecture-compréhension et constituant une toile de fond relative au contexte de l'enseignement-apprentissage de celle-ci dans les lycées algériens. Ont participé à cette enquête 44 enseignants et 305 élèves appartenant à une wilaya (un département) d'Algérie.Les résultats obtenus à l'enquête et à l'expérimentation didactique montrent que l'enseignement-apprentissage du questionnement pour permettre une compréhension fine des textes est possible. Ces conclusions méritent d'être confortées par d'autres recherches sur d'autres populations et d'autres types de textes que ceux utilisés dans cette recherche. Une entreprise vivement souhaitable car elle permet de doter les élèves d'une stratégie efficace et d'en faire des lecteurs autonomes et responsables. / This research leans on two major considerations: the importance of French, particularly written French, for Algerian high school students, and the high failure rate for the written French exam for the high school diploma. As many pupils are supposed to read in French at university, it is crucial to prepare them, during high school, to possess the necessary skills to understand written comprehension.This thesis investigates the capacity of a group of high school students to read thoroughly, varied French texts, with the objective to construct meaning in an autonomous way and it is by means of using the strategy of questioning. The principal hypothesis is that these pupils fail in reading because they were not taught to question texts. This central hypothesis generates two sub-hypotheses. At first, in order for pupils to reach this zone of development, rarely required (knowing how to question autonomously), the support of this strategy by the teacher proves to be unavoidable. It is with inter-questioning that the pupils learn intra-questioning. This change of representation in the act of reading leads to a reflection that, in turn, develops the meta-cognitive activity. As such this research is theoretically anchored no a determinedly socio-constructivist perspective.On the methodological plan, this research is incorporated in an experimental didactic perspective. Two groups, the one experimental and the other, the control, participated in a class experiment. The pupils of both groups were invited to question the same texts in an interpretative way, on implicit and on essential information. Two tests; the one extracted from PISA 2000 and the other one we created called" synthetic questioning " constituted a pre-test and a comment-test to verify the level of both classes in understanding written comprehension (especially in thorough comprehension) and it before and after to the experiment. This was realized further to a preliminary extensive investigation concerning the representations of reading-comprehension and establishing a foreground in the teaching - learning context in Algerian high schools. 44 teachers and 305 pupils from wilaya in Algeria, participated in this investigation.The results obtained in the Survey and in the didactic experiment; show that the teaching - learning of questioning to allow a thorough comprehension of texts is possible. These conclusions merit to be consolidated by the other studies on the other populations and the other types of texts than those used in this research. A much needed endeavour that allows the pupils to be endowed with an effective strategy and to make them autonomous and responsible readers.

Denna uppsats sammanställer forskningsresultat kring användandet av textsamtal i undervisningen och jämförs vidare med kunskapskraven för läsförståelse i grundskolans årskurs F-3. Undervisningen i läsförståelse ska syfta till att eleverna upplever läsning som meningsfullt och ska anpassas efter varje individs förmåga och behov. Som lärare är det viktigt att bidra till en kunskapsutveckling för eleverna och vara ett stöd i deras läsutveckling. Genom textsamtal där eleven görs aktiv i samtal och får möjligheter att dela sina tankar och idéer kan ett gemensamt kunskapsbyggande ske. Syftet med litteraturstudien är att belysa hur textsamtal används och vilken betydelse de har för elevers läsförståelse. Därefter jämförs hur strategierna kan tillämpas i förhållande till kursplanen för svenska i årskurs F-3.  Det material som undersökts består av vetenskapliga artiklar och doktorsavhandlingar som analyserades och sammanfattades. Artiklarna har sin utgångspunkt i läsförståelse, läsförståelsestrategier och samtal om text. Resultatet visar hur läsförståelsestrategier kan användas i undervisningen för att bidra till en ökad förståelse för texters budskap och struktur. Läraren har visat sig ha en viktig roll i modellering av strategierna för att eleverna ska tillägna sig dessa kunskaper och därmed kunna delta i textsamtal. Andra faktorer som påverkar elevers läsförståelse visade sig vara ordförråd, grammatik, genrepedagogik och byggandet av föreställningsvärldar. Elever med svårigheter i läsförståelse kunde stödjas genom högläsning och i diskussioner med andra. Analysen utgick från den sociokulturella teorin, enligt vilken ett samspel mellan lärare och elever är den grundläggande utgångspunkten. I diskussionen presenteras slutsatsen att lärare har en betydande roll i modellerandet av läsförståelsestrategier och att dialogen utvecklas när eleven själv får vara ledande i textsamtalen.

The availability and sophistication of visual display images, such as simulations, for use in science classrooms has increased exponentially however, it can be difficult for teachers to use these images to encourage and engage active student thinking. There is a need to describe flexible discussion strategies that use visual media to engage active thinking. This mixed methods study analyzes teacher behavior in lessons using visual media about the particulate model of matter that were taught by three experienced middle school teachers. Each teacher taught one half of their students with lessons using static overheads and taught the other half with lessons using a projected dynamic simulation. The quantitative analysis of pre-post data found significant gain differences between the two image mode conditions, suggesting that the students who were assigned to the simulation condition learned more than students who were assigned to the overhead condition. Open coding was used to identify a set of eight image-based teaching strategies that teachers were using with visual displays. Fixed codes for this set of image-based discussion strategies were then developed and used to analyze video and transcripts of whole class discussions from 12 lessons. The image-based discussion strategies were refined over time in a set of three in-depth 2x2 comparative case studies of two teachers teaching one lesson topic with two image display modes. The comparative case study data suggest that the simulation mode may have offered greater affordances than the overhead mode for planning and enacting discussions. The 12 discussions were also coded for overall teacher student interaction patterns, such as presentation, IRE, and IRF. When teachers moved during a lesson from using no image to using either image mode, some teachers were observed asking more questions when the image was displayed while others asked many fewer questions. The changes in teacher student interaction patterns suggest that teachers vary on whether they consider the displayed image as a "tool-for-telling" and a "tool-for-asking." The study attempts to provide new descriptions of strategies teachers use to orchestrate image-based discussions designed to promote student engagement and reasoning in lessons with conceptual goals.