published_or_final_version / Education / Master / Master of Education

Esta tese, inserida nos campos da Sociologia e da Educação, tem como objetivo investigar, a partir das perspectivas de professores surdos e ouvintes de sujeitos surdos, as representações sociais do ensino da Língua Brasileira de Sinais (Libras) e Língua Portuguesa do Ensino Fundamental I, na Educação Bilíngue para Surdos, buscando explicitar quanto essas representações interferem na prática docente desses profissionais. Para tanto, foram percorridos dois planos: o teórico e o prático. Da perspectiva teórica, estudam-se autores que dão suporte para a discussão da perspectiva sócio-histórica, a fim de estabelecer os sujeitos surdos como sujeitos culturais, que partilham a cultura a partir da sua perspectiva de língua visuo-espacial, que vem encontrando visibilidade após anos de lutas por reconhecimento que se efetivaram também pelo aspecto jurídico. Da perspectiva jurídica, os surdos ganharam espaço nos últimos 15 anos, pela educação bilíngue, ao garantir que a Libras fosse assumida como L1 e língua de instrução e a Língua Portuguesa, a L2 para os surdos. Essas conquistas recebem o suporte jurídico que aqui é discutido, a fim de problematizar o reconhecimento desses sujeitos. A coleta de dados foi feita por meio de entrevistas abertas com sete sujeitos, professores de quatro instituições escolares bilíngues para surdos do Ensino Fundamental I do Estado de São Paulo. Os dados foram obtidos a partir da primeira língua dos entrevistados. De cinco deles, professores ouvintes, por meio de áudio e vídeo gravados; e dois, um professor e um instrutor, surdos, foram apenas vídeo gravados. Aspectos recorrentes no material transcrito foram destacados a fim de explicitar as representações sociais desses profissionais a respeito de suas disciplinas e seus alunos. O material analisado permitiu concluir que, ainda que tenham ocorrido expressivas mudanças na representação do surdo no espaço entre a legislação de reconhecimento da Libras, de 2002 até o presente momento, as representações sociais dos surdos como deficientes ainda não foram totalmente abandonadas, e encontram-se em movimento dinâmico, característica ressaltada por Moscovici (2012). Nessa dinâmica, expressão como outros comprometimentos vem ocupando o lugar do termo deficiente, mostrando que se, por um lado, o déficit ainda é valorizado, existe um exercício para distanciar-se dele. A família ocupa o lugar da ausência da língua no desenvolvimento da criança surda, porém, esse lugar é identificado como consequência das representações sociais construídas a respeito dos surdos, que distanciam a sociedade circundante da língua de sinais ao colocá-la no lugar da língua do comprometido. Ao identificar essas representações, pretende-se, ao tomar conhecimento dessas representações de surdos e ouvintes, provocar ações que busquem efetivamente práticas para qualificar a educação de surdo e para que esse sujeito possa alcançar alta proficiência em ambas as línguas. / This doctoral dissertation, included in the fields of Sociology and Education, aims to investigate, from the perspective of deaf and hearing teachers of deaf subjects, the social representations of the teaching of the Brazilian Language of Signs (Libras) and the Portuguese language in the early years of primary education, in Bilingual Education for the Deaf, seeking to explain how these representations interfere in the teaching practice of these professionals. To this end, two plans have been covered: the theoretical and the practical one. From the theoretical perspective, authors who support the discussion of the socio-historical perspective have been studied, in order to establish deaf subjects as cultural subjects, who share culture from the perspective of their visuospatial language, which has been gaining visibility after years of struggles for recognition, which have also taken place in the legal field. From the legal perspective, the deaf have gained ground over the past 15 years, through bilingual education, by ensuring that Libras is assumed as L1 and language of instruction and that the Portuguese language is assumed as L2 for the deaf. These achievements receive the legal support that is discussed here, in order to problematize the recognition of these subjects. Data collection consisted of open interviews with seven subjects, who work as teachers in four bilingual school institutions for the deaf in the early years of primary education of São Paulo state. Data was obtained using the first language of the interviewees. From five of them, hearing teachers, through audio and video recorded material; and from two, a deaf teacher and a deaf instructor, through video recorded material only. Recurrent aspects in the transcribed material were highlighted in order to evidence these professionals social representations of their school subjects and their students. The material analyzed allowed concluding that, although there have been significant changes in the representation of the deaf from the legal recognition of Libras in 2002 to the present time, the social representations of the deaf as disabled have not yet been totally set aside, and are in dynamic movement, a characteristic emphasized by Moscovici (2012). In this dynamic, expressions such as other impairments have been taking the place of the term disabled, showing that, although the disability is still valued, there is an exercise to distance oneself from it. Families occupy the place of the absence of the language in the development of deaf children, but this place is identified as a consequence of the social representations about the deaf, which distance the surrounding society from sign language by considering it the language of the impaired. Awareness of these representations will hopefully trigger actions among deaf and hearing subjects which effectively seek practices to qualify deaf education and allow these subjects to achieve high proficiency in both languages.

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaf 118-126). Also available in print.

Young women in Ciudad Juárez, Mexico are coming of age in an era of feminicides, drug wars, impunity, and fear. This ethnographic study examines the ways in which Preparatoria Altavista, a public high school, in one of the most marginalized areas of Juárez, attempts to empower subaltern young women through its critical and social justice philosophy of education. The study draws from critical pedagogy, socio-cultural theory, and feminist scholarship to offer a unique analysis of how hegemonic ideas are resisted and/or inscribed pedagogically, politically, and institutionally at Altavista. Secondly, the study examines how the school’s constructions of democratic and social justice education interact with the current dystopic context of Juárez and discourses about Juárez women to provide a framework with which a group of young women author their identities and practice forms of resistance. The ethnographic fieldwork took place in the 2009-2010 academic year. The methods included unstructured ethnographic interviews with teachers, administrators, and numerous students, as well as semi-structured interviews and an auto-photography technique with nine girls. The study identifies three interrelated aspects that characterize the transformative pedagogy of Preparatoria Altavista: freedom and autonomy, authentic caring relationships, and the cultivation of critical discourse and activism. Together, these core values promote the school’s ultimate goal for its students – autogestión, or the ability to self-author empowered identities; read their world; and initiate and develop socially transformative projects. Considering the school’s context, as well as the many challenges inherent in the dystopic Juárez of today, the study also identifies a typology of four different paths to the girls’ identity and agency development: the Redirectors, the Reinventors, the Redefiners, and the Refugees. This typology is based on various ways and degrees to which the young women in this study authored the self as they negotiated the messages from the multiple figured worlds that they inhabit. The study seeks to counter sensationalist, criminalizing, and dooming narratives about Juárez youth, as well as stereotypical and objectifying depictions of Juárez women by offering a nuanced analysis of their experiences, perspectives, identities, and forms of agency. The study also seeks to offer a language of possibility and hope for urban schools and contexts of civil unrest through critical pedagogy. / text

A quantitative research synthesis (meta-analysis) was conducted to determine the effects of exercise on health-related physical fitness of people with an intellectual disability. While studies on this topic have been qualitatively reviewed (e.g., Fernhall, 1993; Fernhall, Tymeson, & Webster, 1988; Pitetti, Rimmeri & Fernhall, 1993), the effects of exercise on some of the health-related physical fitness components remains unclear, or unknown. Further, none of the reviews determined the influence of study characteristics on study outcomes. / The data were 24 studies yielding 104 effect sizes based on 826 subjects. / These analyses revealed that the outcomes of the studies related to cardiovascular endurance and muscular endurance were influenced by the variables of document source and length of program. More specifically, published studies produced significantly larger mean effect size than unpublished studies, and longer programs ($ ge$9 weeks) produced significantly larger mean effect size than shorter programs (58 weeks). Further it was found that the level of exercise frequency, influenced flexibility. More specifically, programs with higher exercise frequency ($>$3 times per week) produced significantly larger mean effect size than programs with lower exercise frequency (3 times per week). (Abstract shortened by UMI.)

Thesis (Ph. D.)--Oregon State University, 2006. / Includes bibliographical references. Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--Oregon State University, 2006. / Includes bibliographical references.

Esta tese, inserida nos campos da Sociologia e da Educação, tem como objetivo investigar, a partir das perspectivas de professores surdos e ouvintes de sujeitos surdos, as representações sociais do ensino da Língua Brasileira de Sinais (Libras) e Língua Portuguesa do Ensino Fundamental I, na Educação Bilíngue para Surdos, buscando explicitar quanto essas representações interferem na prática docente desses profissionais. Para tanto, foram percorridos dois planos: o teórico e o prático. Da perspectiva teórica, estudam-se autores que dão suporte para a discussão da perspectiva sócio-histórica, a fim de estabelecer os sujeitos surdos como sujeitos culturais, que partilham a cultura a partir da sua perspectiva de língua visuo-espacial, que vem encontrando visibilidade após anos de lutas por reconhecimento que se efetivaram também pelo aspecto jurídico. Da perspectiva jurídica, os surdos ganharam espaço nos últimos 15 anos, pela educação bilíngue, ao garantir que a Libras fosse assumida como L1 e língua de instrução e a Língua Portuguesa, a L2 para os surdos. Essas conquistas recebem o suporte jurídico que aqui é discutido, a fim de problematizar o reconhecimento desses sujeitos. A coleta de dados foi feita por meio de entrevistas abertas com sete sujeitos, professores de quatro instituições escolares bilíngues para surdos do Ensino Fundamental I do Estado de São Paulo. Os dados foram obtidos a partir da primeira língua dos entrevistados. De cinco deles, professores ouvintes, por meio de áudio e vídeo gravados; e dois, um professor e um instrutor, surdos, foram apenas vídeo gravados. Aspectos recorrentes no material transcrito foram destacados a fim de explicitar as representações sociais desses profissionais a respeito de suas disciplinas e seus alunos. O material analisado permitiu concluir que, ainda que tenham ocorrido expressivas mudanças na representação do surdo no espaço entre a legislação de reconhecimento da Libras, de 2002 até o presente momento, as representações sociais dos surdos como deficientes ainda não foram totalmente abandonadas, e encontram-se em movimento dinâmico, característica ressaltada por Moscovici (2012). Nessa dinâmica, expressão como outros comprometimentos vem ocupando o lugar do termo deficiente, mostrando que se, por um lado, o déficit ainda é valorizado, existe um exercício para distanciar-se dele. A família ocupa o lugar da ausência da língua no desenvolvimento da criança surda, porém, esse lugar é identificado como consequência das representações sociais construídas a respeito dos surdos, que distanciam a sociedade circundante da língua de sinais ao colocá-la no lugar da língua do comprometido. Ao identificar essas representações, pretende-se, ao tomar conhecimento dessas representações de surdos e ouvintes, provocar ações que busquem efetivamente práticas para qualificar a educação de surdo e para que esse sujeito possa alcançar alta proficiência em ambas as línguas. / This doctoral dissertation, included in the fields of Sociology and Education, aims to investigate, from the perspective of deaf and hearing teachers of deaf subjects, the social representations of the teaching of the Brazilian Language of Signs (Libras) and the Portuguese language in the early years of primary education, in Bilingual Education for the Deaf, seeking to explain how these representations interfere in the teaching practice of these professionals. To this end, two plans have been covered: the theoretical and the practical one. From the theoretical perspective, authors who support the discussion of the socio-historical perspective have been studied, in order to establish deaf subjects as cultural subjects, who share culture from the perspective of their visuospatial language, which has been gaining visibility after years of struggles for recognition, which have also taken place in the legal field. From the legal perspective, the deaf have gained ground over the past 15 years, through bilingual education, by ensuring that Libras is assumed as L1 and language of instruction and that the Portuguese language is assumed as L2 for the deaf. These achievements receive the legal support that is discussed here, in order to problematize the recognition of these subjects. Data collection consisted of open interviews with seven subjects, who work as teachers in four bilingual school institutions for the deaf in the early years of primary education of São Paulo state. Data was obtained using the first language of the interviewees. From five of them, hearing teachers, through audio and video recorded material; and from two, a deaf teacher and a deaf instructor, through video recorded material only. Recurrent aspects in the transcribed material were highlighted in order to evidence these professionals social representations of their school subjects and their students. The material analyzed allowed concluding that, although there have been significant changes in the representation of the deaf from the legal recognition of Libras in 2002 to the present time, the social representations of the deaf as disabled have not yet been totally set aside, and are in dynamic movement, a characteristic emphasized by Moscovici (2012). In this dynamic, expressions such as other impairments have been taking the place of the term disabled, showing that, although the disability is still valued, there is an exercise to distance oneself from it. Families occupy the place of the absence of the language in the development of deaf children, but this place is identified as a consequence of the social representations about the deaf, which distance the surrounding society from sign language by considering it the language of the impaired. Awareness of these representations will hopefully trigger actions among deaf and hearing subjects which effectively seek practices to qualify deaf education and allow these subjects to achieve high proficiency in both languages.

Made available in DSpace on 2015-09-25T12:19:15Z (GMT). No. of bitstreams: 1 SilviaReginaAlvesGermano.pdf: 325345 bytes, checksum: e14c5e617657305690fbfe6ab071a40f (MD5) Previous issue date: 2007-12-20 / The education for youth and grown ups comes in an expressive moment for reconstruction of the experience lived by these people as subject. It's a time of naming the knowledges, previous phases of education, placing them with school sectors, living day-by-day in the classroom. This work has got as objective assess EJA teachers' work about this kind of teaching. For that, we're trying to checklist their speech according to the Social Discuss Theory of Fairclough in order to learn what their meaning is, of Youth Grown ups Education, how they live, accept and react and create knowledge in the complex practicle relation. The research has been done with teachers working in Campina Grande county public schools over the second semester of 2006 and the first half of 2007. Semi-structured interviews were used, highlighting teachers discuss. the collected data showed that this discuss point the sadness, resigning, and motionlessness, possibly leading them to a lack of comittment with Youth and Grown ups Education. The reserch can also reveal that all discuss studied here, no doubt and somehow, are indeed idealogically supported. / A Educação de Jovens e Adultos se configura em um momento expressivo de reconstrução das experiências vividas por esses sujeitos. É uma ocasião de ressignificação dos conhecimentos, de etapas anteriores da escolarização, articulando-os com os saberes escolares, vivenciados no dia-a-dia da sala de aula. Este trabalho tem como objetivo analisar o discurso de professoras da EJA sobre essa modalidade de ensino. Para tanto, buscamos analisar suas falas, à luz da Teoria Social do Discurso, de Fairclough, com o intuito de saber qual o significado que elas dão à Educação de Jovens e Adultos, como vivenciam, aceitam, reagem e (re) criam conhecimentos na complexa rede de relações da sua prática. A pesquisa foi realizada com professoras que atuam em escolas municipais de Campina Grande, durante o segundo semestre de 2006 e metade do primeiro semestre de 2007. Foram utilizadas entrevistas semi-estruturadas, dando-se relevo ao discurso das professoras. Os dados coletados permitiram apreender que esses discursos apontam para o desencantamento, a resignação, a apatia, o que poderia encaminhá-los para um possível descompromisso com a Educação de Jovens e Adultos, os dados também revelam que todos os discursos aqui analisados, sem dúvida, de certo modo, são concretamente investidos de ideologia.

京都大学 / 0048 / 新制・課程博士 / 博士(地球環境学) / 甲第22102号 / 地環博第188号 / 新制||地環||37(附属図書館) / 京都大学大学院地球環境学舎地球環境学専攻 / (主査)准教授 SINGER JANE, 教授 佐野 亘, 講師 BAARS ROGER CLOUD / 学位規則第4条第1項該当 / Doctor of Global Environmental Studies / Kyoto University / DFAM