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Made available in DSpace on 2017-07-21T14:54:02Z (GMT). No. of bitstreams: 1 MABIACAMARGO.pdf: 2963654 bytes, checksum: 9a95b861316170c98e112c71b5018ba2 (MD5) Previous issue date: 2012-12-07 / The purpose of this study is to understand how issues of race and ethnicity are being treated in the English as a Foreign Language classes. The locus school of the research is a public school located in the district of Entre Rios, which is formed by five Swabian colonies, in the city of Guarapuava-PR. The classroom observed is composed of students who live on the outskirts of the district, students who live in rural communities and farms between the city of Guarapuava and Pinhão, and also students who live in the Invernada Paiol de Telha Community, a quilombola settlement located in the Socorro Colony. The theoretical base used in this research was constructed from studies about: critical literacy, social-identity theory and the issue of race / ethnicity (MCLAREN E LANKSHEAR,1993, MOITA LOPES, 2002, FERREIRA, 2006, KLEIMAN,1995, PENNYCOOK, 1998, STREET, 1995, BAUMAN, 2005, MUNANGA, 2004). As well as official documents, for example, Federal Law 10.639/2003, which demands the teaching of History and Afro-Brazilian Culture in Basic Education, and the DCEs (Parana State Curricular Guidelines for EFL). The research is qualitative with an interventionist kind, the working method is an ethnographic case study, where through observations during the period of approximately two months, it was accompanied the work of an EFL teacher in dealing with issues of race and ethnicity. In order that, a teaching unit was designed and implemented in the classes of EFL. The research shows up the issues of identity are characterized by the territorial and the social class notion, because of a hegemonic German identity, the other ethnics (Brazilians and Quilombolas) are forgotten and not enhanced. The need for ongoing training of English Language teachers so that the ethnic and racial issues can be worked satisfactorily in the classroom is primary, because the collected data indicates that ethnic and racial issues were not being worked in EFL classes at the referred school. This study aims to contribute to an education of EFL that satisfies the cultural and political demands in equality of race and ethnicity, and to continue discussions about teacher educational training, viewing an anti-racist education. / A proposta deste trabalho está em compreender como as questões de raça e etnia têm sido tratadas nas aulas de língua inglesa. A escola locus da pesquisa é uma escola pública, localizada no Distrito de Entre Rios, o qual é formado por cinco colônias suábias, na cidade de Guarapuava-PR. A sala de aula observada é composta por alunos que vivem na periferia do Distrito, em comunidades rurais e chácaras entre os municípios de Guarapuava e Pinhão, e também por alunos que vivem na Comunidade Invernada Paiol de Telha, um assentamento quilombola, localizado na Colônia Socorro. Os aportes teóricos utilizados na pesquisa foram construídos a partir de estudos sobre Letramento Crítico, teorias socioidentitárias e a questão de raça/etnia (MCLAREN E LANKSHEAR,1993; MOITA LOPES, 2002; FERREIRA, 2006; KLEIMAN,1995; PENNYCOOK, 1998; STREET, 1995; BAUMAN, 2005; MUNANGA, 2004). Este trabalho também se apoia em documentos oficiais como, por exemplo, a Lei Federal 10.639/2003, que torna obrigatório o Ensino de História e Cultura Afro-Brasileira na Educação Básica, e as DCEs-LEM (Diretrizes Curriculares da Educação Básica de Língua Estrangeira Moderna do Paraná). A pesquisa é qualitativa de caráter intervencionista, o método de trabalho é o estudo de caso etnográfico, a partir do qual, por meio de observações realizadas durante o período aproximado de dois meses, foi acompanhado o trabalho de uma professora de Língua Inglesa (LI) no trato das questões de raça e etnia. Para tanto, uma unidade didática foi elaborada e aplicada nas aulas de LI. A pesquisa evidencia que as questões de identidade estão marcadas pela noção de territorialidade e classe social, devido a uma identidade hegemônica alemã na região, o que determina um esquecimento e consequente desvalorização das as outras etnias (brasileiros e quilombolas) presentes no território. A necessidade da formação continuada dos professores de língua inglesa para o trato das questões étnico-raciais nas aulas de língua inglesa é primordial, pois os dados gerados indicaram que essas questões não estavam sendo trabalhadas nas aulas de LI da referida escola. Este estudo, nesse sentido, visa contribuir para um ensino de LI que satisfaça as demandas culturais e políticas na igualdade de raça e etnia, e ainda dar continuidade às discussões sobre a formação de professores com vistas a um ensino antirracista.

The aim of this study is to analyse mutual enactments of critical literacies and social visualisation tools as information resources. The central concept of critical literacies as used here extends and redefines prior critical literacy definitions to denote the pluralistic situated enactments of meaning through which study participants identify, question and transform bias, restrictions and power related aspects of access, control and use in relation to the tools. The study is based on two critical ethnography inspired case studies involving observations, interviews, and contextual inquiry and located in professional settings. Case 1 is centred on how a geographic information system (MapInfo) is used for analysing and preventing traffic accidents. Case 2 is centred on how a dynamic time series animating chart (Trendalyzer) is used for analysing and spreading knowledge about the world’s development. The results demonstrate co-existing critical literacies described in terms of three main directionalities as reactive, proactive, and adaptive, of which the adaptive varieties seem thus far largely overlooked. On the basis of these findings, it is suggested that dominant cognitivist and positivist narratives of visualisations should be replaced with more nuanced alternatives that emphasise the potentials of visualisation tools as evocative and non-blackboxed information resources; i.e., as encouraging new questions and allowing alternative analyses, rather than constructing them as enunciative tools providing true answers. As theoretical contributions, the dissertation argues for a conceptualisation of visualisation tools as representational artefacts and a species of documents actuating information organisation related problems of representation. It also presents a new theoretical construct for the analysis and understanding of the mutual shaping of critical literacies and information resources that includes both cultural practices and actor interests through a combination of sociocultural theories on tools and sociotechnical theories on inscriptions. / <p>Academic dissertation for the Degree of Doctor of Philosophy in Library and</p><p>Information Science at the University of Borås to be publicly defended on Friday</p><p>14 December 2012 at 13.00 in lecture room C203, the University of Borås,</p><p>Allégatan 1, Borås.</p>

This thesis deals with the before-, during- and after- reading activities when working with text in teaching literature in grades 6-9. The first part describes results from testing the critical literacy of Czech students in the PISA 2009 international comparison, as well as levels of critical literacy and its place in the Framework Education Programme for Elementary Education. The reasons for using these activities and examples of them are also discussed. In the practical part, I carried out research using questionnaires to find out if and how often teachers use these types of activities and I have provided examples of those used. Next I wanted to find out which types of readers the teachers use and how these readers contribute to a student's reading literacy development.

Language, Literacy, and Conscientização in American Public Schools synthesizes poststructural language theory to critique literacy teaching and assessment norms in American public schools in order to theorize a pedagogy of racial and economic justice that embraces globalization and immigration. Chapter I creates a theoretical framework for language that rests firmly on both Lev Vygotsky’s and Jacques Lacan’s sociohistorical approach to language acquisition and language use. Mikhail Bakhtin’s work demonstrates the heteroglossic nature of discourse, while Antonio Gramsci politicizes this framework through an understanding of hegemony. Chapter II sketches ethnographic research on teaching practices of various American communities, focusing on ideology perpetuating through discourse. A cultural critique of public school economics and epistemologies determines that shortfalls in public education derive from discourse practices among economically and racially stratified lines, as well as the capitalistic intrigue for reform movements like charter schools. Chapter III turns to Paulo Freire, and his praxis of critical awareness through literacy, or, more simply: conscientização.

Teachers have an undeniable influence on youth, on whose shoulders tomorrow rests. It is vital for teachers to be conscious of their role in both the local and global community in order to facilitate occasions for students to develop a sense of global consciousness. By imparting to students the desire to learn and to explore their interactions with things, people and experiences, and actively pursue knowledge, they develop critical literacy skills required to both acquire understanding and be(come) understood. Through this research study, the implications of applying David Diamond’s community drama work called Theatre for Living, as an effective and critical literacy practice to enhance social conciousness within a middle school, is assesssed. The program was implemented in a split grade 7/8 and grade 8 classroom in southwestern Ontario. The study exemplifies for educators a practical yet significant step for initializing and developing a broad sense of awareness in students; that is the sense of global consciousness.

Teachers have an undeniable influence on youth, on whose shoulders tomorrow rests. It is vital for teachers to be conscious of their role in both the local and global community in order to facilitate occasions for students to develop a sense of global consciousness. By imparting to students the desire to learn and to explore their interactions with things, people and experiences, and actively pursue knowledge, they develop critical literacy skills required to both acquire understanding and be(come) understood. Through this research study, the implications of applying David Diamond’s community drama work called Theatre for Living, as an effective and critical literacy practice to enhance social conciousness within a middle school, is assesssed. The program was implemented in a split grade 7/8 and grade 8 classroom in southwestern Ontario. The study exemplifies for educators a practical yet significant step for initializing and developing a broad sense of awareness in students; that is the sense of global consciousness.

Teachers have an undeniable influence on youth, on whose shoulders tomorrow rests. It is vital for teachers to be conscious of their role in both the local and global community in order to facilitate occasions for students to develop a sense of global consciousness. By imparting to students the desire to learn and to explore their interactions with things, people and experiences, and actively pursue knowledge, they develop critical literacy skills required to both acquire understanding and be(come) understood. Through this research study, the implications of applying David Diamond’s community drama work called Theatre for Living, as an effective and critical literacy practice to enhance social conciousness within a middle school, is assesssed. The program was implemented in a split grade 7/8 and grade 8 classroom in southwestern Ontario. The study exemplifies for educators a practical yet significant step for initializing and developing a broad sense of awareness in students; that is the sense of global consciousness.

This dissertation is an empirical study of the scientific literacy of 28 young adults (aged 18-26 years) in the context of their decision making about the health risks of mobile phones. The issue of possible health effects is one of a number of socioscientific issues now confronting adults in the 'knowledge/risk' society where scientific knowledge plays an increasingly significant role in people's lives. The focus of interest is the young people's responses to the uncertain science of 'science in the making' (Latour, 1987) and their positioning of this scientific knowledge in their risk assessments. The study is based on an interactive model of the public understanding of science and applies a critical realist and moderate social constructionist methodology. Data construction included focus groups and semi-structured individual interviews. The stimulus for discussion in the focus groups was a recent television news report presenting contradictory scientific research findings about whether mobile phones pose significant health risks. In the individual interviews understanding of the nature of science and risk judgments were explored. Data analysis involved a coding of the discourse in terms of themes and issues and interpretation of these in terms of the theoretical framework of the thesis. A major finding was that these young people interpreted the uncertainty of the scientific knowledge mainly in social terms and with limited understanding of the role of theory in interpreting data. They talked spontaneously of risk but did not draw on scientific knowledge or risk estimates in their judgment about mobile phone safety. Findings have important implications for science education and suggest a broadened conception of scientific literacy which includes critical dimensions and risk literacy. It is argued that this functional scientific literacy is essential for effective citizenship in contemporary society.

Em um período em que o tema da inclusão de alunos surdos em escolas regulares tem sido discutido, tornam-se necessárias reflexões acerca da relevância do processo educacional recorrente em escolas especializadas na educação dos surdos: as escolas bilíngues. Tais instituições, ainda escassas no Brasil, ofertam uma educação direcionada e especializada a crianças e adolescentes surdos, pois têm a Língua Brasileira de Sinais como língua de instrução de todas as disciplinas, e a Língua Portuguesa escrita como língua adicional, o que lhes propicia o status de bilíngue. Esta pesquisa tem como objetivo principal investigar como as práticas desenvolvidas em minhas aulas de Língua Portuguesa para surdos em uma escola bilíngue têm colaborado para o desenvolvimento do letramento, especificamente o Letramento Crítico (STREET, 1985, 1990, 1998), de duas turmas de alunos surdos das séries finais do Ensino Fundamental. Trata-se de uma pesquisa qualitativa, de cunho etnográfico, que utiliza o sistema de triangulação para a análise dos dados, que são: (i) as sequências didáticas elaboradas; (ii) as atividades realizadas pelos alunos e (iii) os relatos da professora e dos alunos, registrados como notas de campo. Através do cruzamento dos dados, foi possível avaliar como os alunos desenvolveram seu letramento crítico, e que tipo de colaboração e/ou atividade é relevante durante esse processo. A pesquisa é justificada pela necessidade de se avaliar práticas realizadas em escolas bilíngues que, embora respaldadas por lei vigente no Brasil, ainda são minoria e têm seus trabalhos pouco reconhecidos e valorizados. Os resultados apontam as atividades que utilizam textos reais de diferentes gêneros, como propícias para o desenvolvimento do letramento crítico, bem como aulas dinâmicas, com discussões em Língua de Sinais, acerca de temas relevantes para a sociedade. Além disso, atividades que estimulem os alunos à pesquisa e que proporcionem a compreensão da utilidade real da Língua Portuguesa como um instrumento para a inclusão social do surdo, otimizando oportunidades para que ele possa mudar seu lugar social, podem colaborar com esse processo. / At a time when the issue of the inclusion of hearing-impaired students in regular schools has been discussed, it becomes necessary to reflect upon the relevance of a recurrent educational process in schools specialized in education for the hearing-impaired: the bilingual schools. Such institutions, still scarce in Brazil, offer an oriented and specialized education to hearing-impaired children and adolescents, since they have the Brazilian Sign Language as a language of instruction in all subjects, and the Portuguese written language as an additional language, which gives them the bilingual status. This research aims to investigate how the practices developed in my Portuguese classes in a bilingual school have contributed to the development of student‟s literacy, specifically the Critical Literacy (STREET, 1985, 1990, 1998), in two classes of hearing-impaired students enrolled in the final grades of elementary school. It is a qualitative, ethnographic research, which uses the triangulation system for analyzing data: (i) the pedagogical sequences; (ii) the students‟ activities and (iii) the teacher‟s and students‟ written accounts registered as field notes. Through the intersection of the data, this work evaluates whether students have achieved some level of Critical Literacy, and what kind of collaboration and/or activity is relevant during this process. This research is justified by the need to evaluate practices at bilingual schools that, although supported by current law in Brazil, are still a minority whose work is still not acknowledged or valued. The results show that activities using real texts of different genres can contribute to the development of Critical Literacy, and also to dynamic classes, with discussions about relevant topics to society in Sign Language. Also, activities that encourage students to do research and that provide to the hearing-impaired student, the understanding of the real usefulness of Portuguese as an instrument for the social inclusion of the hearing-impaired providing opportunities for them to change their social position can collaborate to this process. / Dissertação (Mestrado)