Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-01-22T11:34:36Z No. of bitstreams: 1 Soraia Souza Cardoso.pdf: 5372483 bytes, checksum: 6f579d96ca8bb93ec0461da02aedc582 (MD5) / Made available in DSpace on 2018-01-22T11:34:36Z (GMT). No. of bitstreams: 1 Soraia Souza Cardoso.pdf: 5372483 bytes, checksum: 6f579d96ca8bb93ec0461da02aedc582 (MD5) Previous issue date: 2017-12-08 / The purpose of this research is to carry out a study on the social representations of narratives and paintings about the literacy period of a group of teachers working for São Paulo capital state. In one of the continuous education meetings, these women elicited the imaginary world belonging to this stage of childhood which they work with their pupils. The longed-for memories of this child life moment were painted in pieces of fabric and, when sewn, they resulted in a Patchwork Quilt that is stitched together with collective knowledge and experiences. The Patchwork Quilt is comprehended as an account of relations woven by life stories that are loaded with feelings and emotions stored long ago. The written narratives that compose the Book of Memories also brought to the light this Imaginary World: another thread of the fabric that is attached to the remaining cluster highlighted by the Social Representations. In other words, it is a way of tracking, from different angles, the vestiges of meaning’s origin revealed by this group of teachers, trying to establish relations between social and individual factors. Understanding the images of the Patchwork Quilt and the narratives of the Book of Memories consisted of a confluence movement with what we have experienced and what we are. It unravels in a cyclical and self-educating process, in which the complexity of each patch, along with the singular and amalgamated narratives, is achieved in the consistent whole of this research / Esta pesquisa tem como objetivo analisar as Representações Sociais sobre a Infância e o período de Alfabetização, de 25 professoras alfabetizadoras da Rede Estadual de Educação de São Paulo, desvelando o Imaginário que construíram sobre o seu tempo de alfabetização, impresso em uma Colcha de Retalhos e no Caderno de Memórias. O estudo das Representações Sociais oriundas das narrativas e das pinturas trouxe à tona o imaginário dessa fase da Infância, para a qual estas professoras atuam com seus alunos. As saudades desse momento da vida infantil foram pintadas em retalhos individuais que, ao serem costurados, resultou em uma Colcha de Retalhos que se unem alinhavados a saberes e experiências desse coletivo. A Colcha de Retalhos foi compreendida como um relato das relações tecidas pelas histórias de vida que se demonstraram carregadas de sentimentos e emoções guardadas de um tempo longínquo. As narrativas escritas que compõem o Caderno de Memórias também trouxeram à tona esse Imaginário, que é mais uma linha ao tecido que se prende ao conjunto restante evidenciado por meio das Representações Sociais. Ou seja, é uma forma de rastrear desde diferentes ângulos, os vestígios da origem do significado revelado por este grupo de professoras, tratando de alinhavar relações entre o social e o individual. Apreender as imagens pintadas na Colcha de Retalhos e as narrativas do Caderno de Memórias, consistiu em um movimento de confluência com o que experenciamos e com o que somos, desentrelaçando-se em um processo cíclico e autoformativo, onde a complexidade de cada retalho, somado às narrativas – singulares e amalgamadas – são arrematados no todo consistente desse estudo

Submitted by admin tede (tede@pucgoias.edu.br) on 2018-09-27T19:40:51Z No. of bitstreams: 1 ALEXANDRA KARLA RODRIGUES DE ANDRADE.pdf: 1174074 bytes, checksum: 7a91a1b7c4a454018a9121723bb9123e (MD5) / Made available in DSpace on 2018-09-27T19:40:51Z (GMT). No. of bitstreams: 1 ALEXANDRA KARLA RODRIGUES DE ANDRADE.pdf: 1174074 bytes, checksum: 7a91a1b7c4a454018a9121723bb9123e (MD5) Previous issue date: 2018-08-20 / This dissertation investigates the relationship between Science, Common Sense and Portuguese language teaching practices for teachers. For this, we seek to evidence the concepts of Science, Common Sense and practices in the Theory of Social Representations, proposed by Moscovici among other scholars. Such support made it possible to understand that scientific knowledge is indispensable for the teaching and learning process of teachers, but they do not structure themselves. In teaching practice, as well as in TRS, common sense plays an important role, since it is necessary to value the experience and the practical way of practicing these professionals. We are researching a group of professionals who know and dominate the theme: teaching. The way they appropriate scientific knowledge and relate to their practical experience leads us to have a group that associates different theoretical fields in favor of the teaching and learning of its students, often joining theoretical contributions with different lines of research. For this, the field research has two groups of Portuguese Language teachers of the state public network: the first exploratory and constructed through the focal group and the second systematized. We think of three categories of analysis: teaching, how to teach and learning the Portuguese language. We tried to verify the similarities and the differences of the voices between the components of the groups. Finally, we cross the similarities of thought between the two groups in order to give teachers a voice about the practice of teaching. / Esta dissertação investiga a relação entre Ciência, Senso Comum na construção das práticas de ensino de Língua Portuguesa para os professores. Para isso, buscamos evidenciar os conceitos de Ciência, Senso Comum e práticas na Teoria das Representações Sociais, proposta por Moscovici entre outros estudiosos. Tal suporte possibilitou compreender que os conhecimentos científicos são indispensáveis para o processo de ensino e aprendizagem dos professores, porém não se estruturam por si só. Na prática de ensino, assim como na TRS, o Senso Comum ocupa importante contribuição, pois precisa - se valorizar a experiência e a forma de atuação prática desses profissionais. Estamos pesquisando um grupo de profissionais que sabem e dominam a temática: o ensino. A forma como se apropriam dos conhecimentos científicos e relacionam com sua experiência prática faz com que tenhamos um grupo que associa diferentes campos teóricos a favor do ensino e aprendizagem dos seus alunos, muitas vezes unindo aportes teóricos com linhas de pesquisa diferentes. Para isso, a pesquisa de campo tem dois grupos de professores de Língua Portuguesa da rede pública estadual: o primeiro exploratório e construído por meio do grupo focal e o segundo sistematizado. Pensamos em três categorias de análise: ensino, como ensinar e aprender a Língua Portuguesa. Procuramos verificar as semelhanças e as diferenças das vozes entre os componentes dos grupos. Por fim, cruzamos as semelhanças de pensamento entre os dos dois grupos com o intuito de dar voz aos professores sobre suas práticas do ensino.

Made available in DSpace on 2016-07-27T13:54:10Z (GMT). No. of bitstreams: 1 JOSE WALBER BORGES PINHEIRO.pdf: 838663 bytes, checksum: c050e29fb717e5371f15122ad6a720e0 (MD5) Previous issue date: 2008-09-20 / The National Police Academy (Academia Nacional de Polícia - ANP) promotes requalification courses for their officers, such as the Superior Police Course (Curso Superior de Polícia - CSP) and the Special Police Course (Curso Especial de Policia - CEP). These courses are offered in a distance education system. This paper aims to understand how the student sees the distance education , throught the theory of Social Representations. The present is a qualitative research, which was carried out via interviews and data analysis. The data was collect among the students who attended the distance education system, from 2005 and 2008. In order to fulfill the research s objectives, the students were asked about their general view of the distance education course as well as the difficulties they faced. They were also asked to discuss and contrast the two different educational parameters, distance and presential. / Academia Nacional de Polícia (ANP) promove para os policiais federais cursos de requalificação, como o Curso Superior de Polícia (CSP) e o Curso Especial de Policia (CEP), oferecidos a distância. Para apreciar a visão que os alunos têm do curso, o presente trabalho a estuda pela ótica da teoria das Representações Sociais. A pesquisa, de cunho qualitativo, foi feita com base em entrevistas e análise de dados, coletados junto aos alunos que freqüentaram ou freqüentam o sistema de Educação a Distância, nos anos de 2005 a 2008. Para atingir tal objetivo, os alunos foram indagados quanto à visão geral que tinham do curso após sua vivência e às dificuldades enfrentadas. Também lhes foi pedido que discorressem quanto à diferença entre a situação de aluno presencial e de participantes de um curso a distância, contrastando vantagens e desvantagens.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-08-23T21:37:07Z No. of bitstreams: 1 2017 - Victor dos Santos Freitas.pdf: 1450833 bytes, checksum: f5b416a0974053e04258bcad55e4e369 (MD5) / Made available in DSpace on 2018-08-23T21:37:07Z (GMT). No. of bitstreams: 1 2017 - Victor dos Santos Freitas.pdf: 1450833 bytes, checksum: f5b416a0974053e04258bcad55e4e369 (MD5) Previous issue date: 2017-07-18 / The present study aimed to investigate an emerging social phenomenon, aging with disability, with families as subjects producing social representations. This research is justified by the context of social deprotection experienced by Brazilian families in situations of social vulnerability, whether due to economic reasons, violations of rights or new family configurations. We use as main reference the Theory of Social Representations proposed by Serge Moscovici, seeking to identify the central and peripheral core of these representations according to the structural approach of Jean-Claude Abric. The issue of disability, aging and the family was approached from a conception of social protection of the State advocated by the National Social Assistance Policy. This research was qualitative, where we used a free evocation task from the term "aging with disability" and a focal group. The research was carried out in a Special Social Protection Service of the Social Assistance Policy for Persons with Disabilities in the city of Volta Redonda / RJ, involving 90 relatives who live directly with the person with intellectual disability and 08 participants to the focal group. The results reveal that the terms "love," "difficulty," "dedication," and "patience" were most often evoked as the likely central core of social representation. Family members also pointed out that during many years of care, families adapt to this reality, but still presenting difficulties in the legal, health, relationships with the extended family and in the conflictual experience of feelings towards the future caregiver. / O presente estudo teve por objetivo investigar um fen?meno social emergente, envelhecer com defici?ncia, tendo as fam?lias como sujeitos produtores das representa??es sociais. Esta pesquisa justifica-se pelo contexto de desprote??o social vivida pelas fam?lias brasileiras em situa??o de vulnerabilidade social sejam por quest?es econ?micas, viola??es de direitos ou novas configura??es familiares. Utilizamos como refer?ncia principal a Teoria das Representa??es Sociais proposta por Serge Moscovici, buscando identificar o n?cleo central e perif?rico destas representa??es segundo a abordagem estrutural de Jean-Claude Abric. Abordou-se a quest?o da defici?ncia, do envelhecimento e da fam?lia a partir de uma concep??o de prote??o social do Estado preconizado pela Pol?tica Nacional de Assist?ncia Social. Esta pesquisa foi de car?ter qualitativo, onde utilizamos na coleta de dados uma tarefa de evoca??o livre a partir do termo indutor ?envelhecer com defici?ncia? e um grupo focal. A pesquisa foi realizada em um Servi?o de Prote??o Social Especial da Pol?tica de Assist?ncia Social para Pessoas com Defici?ncia do munic?pio de Volta Redonda/RJ, envolvendo 90 familiares que convivem diretamente com a pessoa com defici?ncia intelectual e 08 familiares para o grupo focal. Os resultados revelam que os termos ?amor?, ?dificuldade?, ?dedica??o? e "paci?ncia" foram os mais frequentemente evocados figurando como o prov?vel n?cleo central da representa??o social. Os familiares tamb?m apontaram que no decorrer de muitos anos no cuidado as fam?lias se adaptam a esta realidade, por?m ainda apresentando dificuldades no ?mbito jur?dico, de sa?de, nas rela??es com a fam?lia extensa e na viv?ncia conflituosa de sentimentos em rela??o ao futuro cuidador.

Nous sommes partie d’une réflexion sur l’inscription du nom propre (Npr) en discours et des changements de sens qu’il peut subir. A partir du Npr « Hezbollah », mot-pivot de cette étude, nous avons entamé l’analyse d’un corpus de presse (7 journaux libanais, français et américains) pour une période qui court de janvier 2010 (probable menace de guerre entre Israël et le Hezbollah) à janvier 2011 (la chute du gouvernement libanais). Nous avons privilégié au départ une étude quantitative, en nous appuyant sur la statistique textuelle, afin de mesurer l’importance accordée au Hezbollah en fonction des événements qui jalonnent la période (nombre et longueur des articles). En allant du mot au texte, nous avons ensuite analysé la combinatoire du mot-pivot dans son contexte proche (prédications, caractérisations) puis ses reprises en contexte élargi, afin d’étudier les différences de traitement significatives selon les pays et les lignes éditoriales des journaux. / We chose to reflect on the proper noun and the changes it undergoes in discourse. Using the keyword, “Hezbollah”, we started the analysis of a corpus of newspapers (7 Lebanese, French and American newspapers), from January 2010 (probable threat of war between Israel and Hezbollah) till January 2011 (the fall of the Lebanese government). A quantitative study, based on textual statistics, was a must in an attempt to identify the importance of Hezbollah according to main events during this period of time and the number and length of articles. While shifting from the word to the text, we the analyzed the combinations of “Hezbollah” in its immediate context (predications, adjectives), then its reformulations in the broader context, to highlight the possible differences between countries and editorial lines.

O objetivo deste estudo é investigar como graduandos de um curso de Letras/Espanhol representam o uso das Tecnologias da Informação e Comunicação (TIC) no processo de ensino-aprendizagem do idioma e avaliar, em que medida, essas representações se transformaram ao longo da experiência de uso de um Ambiente Virtual de Aprendizagem (AVA), criado na plataforma Moodle. Fundamentam teoricamente este estudo: a) uma visão do papel das representações sociais nas práticas dos indivíduos, com base nas contribuições de Jodelet (2001) e Moscovici (2003), e dos teóricos do Núcleo Central: Flament (1994), Moliner (1994; 2001), Abric (1993; 1994a; 1994b) e Sá (2015); b) a compreensão do potencial de mediação das TIC para a formação inicial de professores de línguas, cuja base são autores como, Coll (2010), Rojo (2013), Castells (2013; 2015), Horn, Staker, Christensen (2015), Valente (2015), Bautista, Borges e Forés (2016), entre outros c) e a perspectiva de Dewey (1979) sobre os critérios necessários para fazer de uma experiencia pura e simples, uma experiência educativa. Os dados foram coletados ao longo do segundo semestre de 2015, quando a disciplina Língua Espanhola foi ministrada, no curso de Letras de uma universidade pública do estado de São Paulo. Participaram do estudo oito alunos dessa disciplina. A pesquisa, de cunho etnográfico, seguiu a abordagem qualitativa-interpretativista. Os dados analisados correspondem ao discurso dos participantes que responderam aos dois questionários aplicados, no início e no fim do curso, e também na análise de um fórum de discussão específico, no qual se propôs aos discentes uma reflexão sobre o futuro da Educação mediada por tecnologias. A interpretação dos dados revelou a possível centralidade de Representações Relativizantes, cuja consequência aparente foi o discreto engajamento nas atividades propostas na sala de aula virtual. Além disso, observou-se que os estudantes vivenciaram uma experiência que pode ser considerada do tipo educativa, apesar de os critérios para tal terem sido satisfeitos apenas parcialmente, devido às escassas interações. Esses resultados parecem apontar para a necessidade de se desenvolverem mais experiências de uso das TIC ao longo da formação inicial, para uma incorporação natural delas às práticas de ensino dos futuros docentes. / The purpose of this study is to investigate how Spanish Language undergraduate students represent the use of Information and Communication Technologies (ICT) in the teaching-learning process of the language and to assess to what the extent these social representations change throughout the experience of using a Virtual Learning Environment (VLE), created on the Moodle platform. This study is grounded on: a) a view of the role of social representations in the practice of individuals, based on the contributions of Jodelet (2001), Moscovici (2003), and Central Core theorists: Flament (1994), Moliner (1994;2001), Abric (1993; 1994a; 1994b) and Sá (2015); b) the comprehension of how important the ICT could be for the initial formation of language teachers, based on studies developed by Coll (2010), Rojo (2013), Castells (2013; 2015), Horn, Staker, Christensen (2015), Valente (2015), Bautista, Borges and Forés (2016), among others; c) and Dewey\'s (1979) perspective about the criteria an experience must fulfill to be considered educational. Data were collected throughout the second semester of 2015, in the classes of Spanish II, a course that is part of the Spanish Language Teaching Program at a public university in São Paulo. Eight students participated in the study. This ethnographic research followed the qualitative interpretative approach. The data analyzed here are part of the discourse of the participants who answered two questionnaires applied at the beginning and at the end of the course. The analysis also considered the participation of the students in a specific discussion forum, in which they reflected about the future of education mediated by technologies. The analysis of the data revealed the potential centrality of Relativizing Representations, which noticeable consequence was a discreet engagement of the students in the activities proposed in the virtual classroom. In addition, the results show that the students have gone through an educational experience, although the criteria for this conclusion have not been entirely fulfilled, due to the scarce VLE interactions. These results seem to point out the need of spreading more ICT experiences throughout the initial formation of teachers so that they can incorporate these technologies into their future practices.

<p>The aim of this undergraduate thesis was to examine the media’s portrayal of overweight and obese children and their surroundings, using the first and third dimensions of Fairclough’s three dimensional model for critical discourse analysis. The study addressed the following questions: How does the press, in this study represented by two newspapers, portray overweight and obese children? What discourses regarding overweight and obesity among children are the most prominent in these two newspapers? What risks and negative influences in the child’s surroundings are identified, and how are they described? What social representations can the images of overweight and obese children originate from? The analyzed material consisted of 62 articles from Dagens Nyheter and Aftonbladet, which were analyzed using the earlier mentioned method for discourse analysis, as well as the theory of social representations. The results showed that “the fat child” and its environment were portrayed exclusively in negative terms, and a discourse linking obesity and ill-health dominated a large part of the material. A number of risks, for example food risks and lifestyle risks said to play a part in the child’s ill-health were identified. Three social representations were identified throughout the material and said to contribute to, as well as result from, the images of “the fat child”.</p>

The aim of this undergraduate thesis was to examine the media’s portrayal of overweight and obese children and their surroundings, using the first and third dimensions of Fairclough’s three dimensional model for critical discourse analysis. The study addressed the following questions: How does the press, in this study represented by two newspapers, portray overweight and obese children? What discourses regarding overweight and obesity among children are the most prominent in these two newspapers? What risks and negative influences in the child’s surroundings are identified, and how are they described? What social representations can the images of overweight and obese children originate from? The analyzed material consisted of 62 articles from Dagens Nyheter and Aftonbladet, which were analyzed using the earlier mentioned method for discourse analysis, as well as the theory of social representations. The results showed that “the fat child” and its environment were portrayed exclusively in negative terms, and a discourse linking obesity and ill-health dominated a large part of the material. A number of risks, for example food risks and lifestyle risks said to play a part in the child’s ill-health were identified. Three social representations were identified throughout the material and said to contribute to, as well as result from, the images of “the fat child”.

La ricerca rappresenta un'indagine qualitativa di carattere esplorativo in merito al tema dell’identità e delle rappresentazioni sociali dei bambini che vivono sulle strade di Nairobi (Kenya). Sono state messe in luce e analizzate le numerose rappresentazioni degli street children, tra cui quella spregiativa – chokora – elaborata dalla comunità locale, che li assimila a rifiuti) per far emergere quanto l’identità del bambino di strada possa essere compresa facendo riferimento al soggetto come a un prodotto di condizionamenti sociali e culturali o anche come entità potenzialmente capace, all’interno di una continuità narrativa, di elaborare riflessivamente la propria esperienza e di produrre attivamente nuovi significati e nuove forme sociali. Sotto il profilo metodologico sono state realizzate quarantanove interviste strutturate, dodici semistrutturate e sessantacinque in profondità a street dwellers, ex street boys, famigliari di street children, operatori di ONG e CBO, testimoni privilegiati e soggetti della comunità locale. Si è fatto inoltre uso della tecnica visuale del diario fotografico e dell’osservazione partecipante. La ricerca empirica ha messo in luce che l’identità degli street children si struttura su relazioni di appartenenza e di differenziazione. Le rappresentazioni sociali sono determinanti per il processo identitario degli street children, ma è possibile un margine di negoziazione della propria identità, alla luce della conversazione interiore, che consente una ristrutturazione attorno a un perno positivo del sé relazionale. Questo avviene quando la negoziazione dell’identità viene vissuta come un processo relazionale, guidato dalle premure fondamentali del soggetto e all’interno di relazioni fiduciarie che consentono una rappresentazione positiva del sé. / The research is a qualitative exploratory study on the identity and social representations of the children living on the streets of Nairobi (Kenya). A number of representations of street children are shown and analysed(including the one – chokora – elaborated by the local community that assimilates the children to garbage) to demonstrate how the identity of the street children may be understood making reference to the subject as the product of social and cultural conditioning or as an entity possibly able – within a narrative continuity – to elaborate reflexively his own experience and to actively produce new meanings and social forms. Methodologically, forty-nine structured, twelve semi-structure and sixty-five in depth interviews were carried out with street dwellers, ex street boys, family members of street children, NGOs and CBOs’ social workers, privileged witnesses and individuals from the local community. Moreover, a visual technique (photo diary) and participatory observation were used. The empirical research has shown that the identity of the street children is formed on the relations of belonging and differentiation. Furthermore, social representations are determinant for the identity process of the street children, but there is also room for one’s own identity negotiation, in the light of the internal conversation, that allows a restructuring of the relational self around a positive mainstay. This happens when the negotiation of the identity is experienced as a relational process, oriented by the ultimate concerns, within trustworthy relations, that allow a positive representation of the self.

La inmigración internacional es uno de los fenómenos mundiales más importantes, complejos e inquietantes en la época actual a consecuencia de su crecimiento y de los retos sin precedentes que afronta: económicos, políticos, sociales, culturales, morales, demográficos, ecológicos. Su estudio requiere ser abordado desde visiones diferentes pero complementarias. En este sentido, nuestra investigación tiene como objetivo identificar y analizar, desde una perspectiva cualitativa e interdisciplinaria –análisis del discurso, psicología social y ciencia política–, el imaginario sociodiscursivo de inmigrantes latinoamericanos en Catalunya, a través de un corpus instituido mediante el uso de la técnica cualititativa grupos de discusión, en el que reunimos a 53 inmigrantes latinoamericanos (en 9 agrupaciones) para que conversaran en torno a los objetivos, motivaciones de su migración, sus experiencias, opiniones y apreciaciones acerca de la sociedad de acogida, de los autóctonos y de los propios inmigrantes, además de sus demandas, anhelos e ideales en la vida social dentro de la sociedad catalana. Hallamos en el imaginario que la integración de los inmigrantes latinoamericanos en la sociedad catalana significa ser reconocidos y estar en las mismas condiciones de igualdad de derechos y obligaciones sociales, culturales, económicas y políticas con respecto a los autóctonos. / In the current era, international immigration is one of the most important, complex and disquieting phenomenon world-wide. As a consequence of its growth, it confronts challenges in the field of: economies, politics, societies, cultures, morals, demographics and ecologies. The study needs to be discussed from different, but complementary points of view. In this sense, our investigation has the goal to identify and analyze, from a qualitative and interdisciplinary perspective – discourse analysis, social psychology and political science – the imaginary socio-discourse of Latin-American immigrants in Catalonia. Through an institutionalized sample, composed with the help of the qualitative discourse group technique, we united 53 Latin-American immigrants (arranged in groups of 9) in order that they alternately speak about their objectives and motivations of their immigration, their experiences, opinions and appreciation with regard to the chosen society, both autochthons as well as the own view of immigrants. In addition we discuss their demands, ambitions and ideals in social life within the Catalan society. We found in the study of imaginary that the integration of Latin-American immigrants in the Catalan society needs to be recognized and it should have the same conditions of equalities before the law, social obligations, cultural, economic and politic equalities with respect to autochthons.