Made available in DSpace on 2016-04-27T16:58:53Z (GMT). No. of bitstreams: 1 Ana Maria Paias.pdf: 6600134 bytes, checksum: 1f7709c7d60aa2f33fdfc71732f6837e (MD5) Previous issue date: 2009-05-21 / Secretaria da Educação do Estado de São Paulo / Mathematics taught at school implies mainly in developing the mathematical thinking and the student s skills. These two items are necessary for the comprehension of different situations, including, those from the daily life and also, for support as a tool to other fields of knowledge. It is observed that since Elementary School, Mathematics is shown as an area where students have learning difficulties. Thus, the purpose of this research was to do a study and a diagnosis in respect to the power operation with 9th and 10th graders from a state school in São Paulo. For such, a study was done about the mistake and its importance in the teaching-learning process. It is a descriptive research, quanti-qualitative with the construction of a diagnosis about the students mistakes referring to the power operation, classifying and interpreting them. The theoretical foundation was based on the Anthropological Theory of the Didactic (1999) in the Register of Semiotic Representation from Duval (2003) and in the mistake studies from Cury (2007) The result of the analysis from the students answers indicated that, a great amount of the students does not know the power concept and as a result many understand the power operation as multiplication. Therefore, many facts aggravate the mistake in relation to this topic. The most important factors were the power cases that involved whole negative numbers and fractionary exponents. Categories were created for the analyzed mistakes. Zero also constitutes in a great mistake cause, manly, when it is an exponent because the student does not realize the convention in the right way. As for the exponent 1, it is perceived that the same problem appears in relation to the Mathematical convention, it is also observed that the student does not know how to justify it correctly / A matemática ensinada na escola implica sobretudo desenvolver o pensamento matemático e as habilidades do aluno. Estes dois itens são necessários para a compreensão de diferentes situações, inclusive, aquelas do cotidiano e também, para suporte como ferramenta a outros campos do conhecimento. Observa-se que desde o ensino básico, a Matemática mostra-se como uma área em que os alunos demonstram dificuldades de aprendizagem. Assim, esta pesquisa teve como objetivo realizar um estudo e um diagnóstico a respeito da operação potenciação com alunos da 8ª. Série do Ensino Fundamental e 1ª. Série do Ensino Médio de uma escola pública da rede estadual de ensino do Estado de São Paulo. Para tanto, realizamos um estudo sobre o erro e sua importância no processo de ensino e aprendizagem. Trata-se de uma pesquisa descritiva, quanti-qualitativa com a realização de um diagnóstico sobre os erros dos alunos referentes à operação potenciação, classificar e interpretá-los. A fundamentação teórica foi apoiada na Teoria Antropológica do Didático de Chevallard (1999); nos Registros de Representação Semiótica de Duval (2003) e nos estudos sobre o erro de Cury (2007). O resultado das análises das respostas dos alunos indicou que, grande parte dos alunos, não domina a concepção de potenciação, decorrendo disso muitos entendem a operação potenciação como multiplicação. Assim, vários fatos agravam o erro em relação a esse tópico. Os fatores mais relevantes foram os casos de potência que envolvem números inteiros negativos e expoentes fracionários. O zero e o um também se constituem em grande causa de erros, sobretudo quando eles são expoentes, pois o aluno não observa a convenção de modo correto

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2016-11-18T15:59:40Z No. of bitstreams: 1 Luciana Coletti_.pdf: 1158490 bytes, checksum: 99428ac1026c42db8c31f986773614e0 (MD5) / Made available in DSpace on 2016-11-18T15:59:40Z (GMT). No. of bitstreams: 1 Luciana Coletti_.pdf: 1158490 bytes, checksum: 99428ac1026c42db8c31f986773614e0 (MD5) Previous issue date: 2016-09-13 / Nenhuma / O contato com a obra de Rousseau nos permite observar a constante tensão entre o nível ideal, os “princípios do direito político”, e o real, o âmbito dos “homens tais como são”. Abordar o tema do conflito entre vontade particular e geral implica na tentativa de explicitar o efetivo alcance das correlações decorrentes de sua concepção antropológica para sua filosofia política, sem perder de vista a necessária passagem entre normatividade e factualidade. Trata-se, portanto, de analisar as implicações decorrentes da antropologia dualista de Rousseau, para o contexto da sua filosofia política, em particular, para resolver os conflitos entre vontade particular e vontade geral. Para esta análise, buscou-se reconstruir o percurso argumentativo de Rousseau apontando os desdobramentos consequentes de sua concepção de natureza humana para a resolução dos conflitos e a efetivação da República. Pretende-se, com esta pesquisa, demonstrar que tendo assumido como ponto de partida de sua filosofia política os “homens tais como são”, e por apresentar uma concepção dualista para a natureza humana, “o homem não é ser simples”, Rousseau não poderia chegar a outro resultado senão o de colocar sob condições a resolução dos conflitos, uma possiblidade real, mas caracterizada pela provisoriedade. Os conflitos entre vontade particular e geral, causa da desordem social, tem origem na dificuldade que os homens reais têm de superar a contradição, ou seja, de harmonizar internamente “inclinações naturais”, com “deveres civis”, a voz das paixões que se contrapõe à da razão e consciência. Neste contexto, emerge a própria finitude do Estado, obra de arte, visto que a efetivação do ideal da República e do cidadão virtuoso, capaz de livre e racionalmente submeter-se à vontade geral, resultante dos interesses individuais históricos e contextuais, se dá sempre tendo por pressuposto o campo real da diversidade, da fraqueza e da imperfeição da natureza humana. / The contact with Rousseau’s work allows us to observe the constant tension between the ideal level, the “principles of political right”, and the reality, the subject of “men as they are”. Approaching the theme of conflict between private and general will implicates on the attempt of explaining the effective reach of the correlations resulted of its anthropological conception to its political philosophy, without missing the necessary passage between normativity and factuality. It is, therefore, about analyzing the resulting correlations of Rousseau’s dualist anthropology in the context of his political philosophy, in particular to solve conflicts between private and general will. For this analysis, we sought to reconstruct Rousseau’s argumentative path, pointing the resulting developments of his conception of human nature for the resolution of conflict and the effectuation of the Republic. With this research, we intend to demonstrate that taking his “men as they are” political philosophy as the starting point, and presenting a dualist conception of human nature, “the man is not a simple being”, Rousseau could not have reached another result if not the one of a real possibility, but described by its provisory character. The conflicts between private and general will, cause of social disorder, have their origin in the difficulty real men have of overcoming contradiction, in other words, of internally harmonizing the “natural inclinations”, with “civil duties”, the voice of passions that counters reason and conscience. In this context, the own finitude of the State emerges, as a work of art, considering the effectuation of the Republic’s ideal and the virtuous citizen, capable of submitting themselves out of free will and rationality to the general will, resulting from the historical and contextual individual interests, always assuming the real diversity field, the weakness and imperfection of human nature.

The research presented in this thesis is intended to reveal the layers of social and cultural meaning invested in a building conventionally regarded as a work of abstract aesthetic modernism, and one which has been evaluated, within the framework of a national heritage preservation policy, as an architectural landmark of the post-war era of urban reconstruction. By combining the research methods of architectural history (archival) and of anthropology (ethnographic) I have located and interpreted the architecture of the Brunswick within a larger social story that demonstrates how the lived experience of a particular environment exists in parallel with the more objective official discourse that invests a work of architecture or art with cultural significance. The thesis traces the architectural inception and complex evolution of the building, its critical reception, and the proposals for redevelopment that culminated in a major refurbishment and transformation of the shopping precinct in 2006. It goes on to present an ethnographic account of the Brunswick as a social, as much as an architectural space, and an anthropological interpretation of the relationship between identity and place in terms of the specific qualities of the built environment. It shows that the material environment becomes real and vivid to people as an embodiment of the social dimensions of their lives, and that the boundaries between ‘inside’ and ‘outside’ – the private space of the home, and the layered sequence of public spaces extending through the building to the city beyond - are not objectively fixed, but subjectively perceived and negotiated in different ways. Although the Brunswick exerts considerable power as a unique architectural image, its boundaries do not define an integrated social space, nor a unified experience of the place as a living environment. Nevertheless, repeated interaction and sensory experience make it a tangible architectural framework for everyday and domestic life which evidently shapes the view from the inside looking out. The research aims to make a significant contribution to knowledge at a meeting-point between anthropology and architecture, which might help to inform future understanding of the interaction between people and the built habitat in modern urban societies.

Written language provides a snapshot of linguistic, cultural, and current events information for a given time period. Aggregating these snapshots by studying many texts over time reveals trends in the evolution of language, culture, and society. The ever-increasing amount of electronic text, both from the digitization of books and other paper documents to the increasing frequency with which electronic text is used as a means of communication, has given us an unprecedented opportunity to study these trends. In this dissertation, we use hundreds of thousands of books spanning two centuries scanned by Google, and over 100 billion messages, or ‘tweets’, posted to the social media platform, Twitter, over the course of a decade to study the English language, as well as study the evolution of culture and society as inferred from the changes in language. We begin by studying the current state of verb regularization and how this compares between the more formal writing of books and the more colloquial writing of tweets on Twitter. We find that the extent of verb regularization is greater on Twitter, taken as a whole, than in English Fiction books, and also for tweets geotagged in the United States relative to American English books, but the opposite is true for tweets geotagged in the United Kingdom relative to British English books. We also find interesting regional variations in regularization across counties in the United States. However, once differences in population are accounted for, we do not identify strong correlations with socio-demographic variables. Next, we study stretchable words, a fundamental aspect of spoken language that, until the advent of social media, was rarely observed within written language. We examine the frequency distributions of stretchable words and introduce two central parameters that capture their main characteristics of balance and stretch. We explore their dynamics by creating visual tools we call ‘balance plots’ and ‘spelling trees’. We also discuss how the tools and methods we develop could be used to study mistypings and misspellings, and may have further applications both within and beyond language. Finally, we take a closer look at the English Fiction n-gram dataset created by Google. We begin by explaining why using token counts as a proxy of word, or more generally, ‘n-gram’, importance is fundamentally flawed. We then devise a method to rebuild the Google Books corpus so that meaningful linguistic and cultural trends may be reliably discerned. We use book counts as the primary ranking for an n-gram and use subsampling to normalize across time to mitigate the extraneous results created by the underlying exponential increase in data volume over time. We also combine the subsampled data over a number of years as a method of smoothing. We then use these improved methods to study linguistic and cultural evolution across the last two centuries. We examine the dynamics of Zipf distributions for n-grams by measuring the churn of language reflected in the flux of n-grams across rank boundaries. Finally, we examine linguistic change using wordshift plots and a rank divergence measure with a tunable parameter to compare the language of two different time periods. Our results address several methodological shortcomings associated with the raw Google Books data, strengthening the potential for cultural inference by word changes.

This thesis represents the first anthropological perspective to be offered on the nature of the Klondike Gold Rush population. In order to better understand the experience of the average gold rusher, morbidity and mortality patterns are examined for the residents of the Yukon Territory following the discovery of gold in the region (1898-1904). Infectious diseases such as measles, pneumonia, smallpox and typhoid fever are the primary focus of this study, however local factors such as the severe climate and the seclusion of the gold fields from the outside world also offers an interesting opportunity to examine the consequences of leading a particularly harsh and physically demanding lifestyle in an inhospitable environment. / October 2008

In this dissertation I analyze how the postwar German writers Wolfdietrich Schnurre, Günter Eich, and Ilse Aichinger negotiate anthropocentric and speciesist discourses via animal figures by drawing on such posthumanist thinkers as Derrida, Agamben, and Deleuze & Guattari. The literary texts question a world view and discourse organized around the establishment of power that utilizes animal metaphors to turn living beings into objects (and could thus be called “carno-phallogocentric”). They thus react to the strict hierarchy of (gendered) man over animal and respond - in the aftermath of the Second World War – by highlighting instead the similarities between man and animal, such as creaturely existence and shared trauma. The analysis is guided by questions such as: How do the literary texts reflect and subvert the power discourses which surround man and animal? What is the role of language in this context? How does the animal, which is usually assumed to be mute, relate to the categories that are established in language? Does its place outside of language grant it capabilities the human cannot realize? Can the literary encounter between man and animal establish a space of the “Open” in which language can be re-evaluated and, after World War II, be saved? Is there a unique “animal poetology” which correlates to post-anthropocentric conceptions of the human? Because these writers disorient the reader’s perception of reality via figures of the animal, i.e., animals as both metaphors and as subjects, I develop what I would like to call an “animal poetology” that is unique to them. This animal poetology, which redefines Agamben’s concept of the open by giving it a postwar, language-critical dimension, includes a thorough critique of human language with regard to power structures and a speciesist language which, during the early 20th century, was a vehicle for ideology and discrimination. The encounter with the animal leads the human being to reflect on the limits of language and thus enables the establishment of a mode of being in which the encounter with the other – beyond a space of judgement and hierarchies –is once again possible.

The research had an anthropological perspective, regarding the integration of Art and Music in Zambia. By using qualitative interviews and participating observations I collected information about how some teachers in Zambia reflect about the integration of Art and Music. Through the theoretical framework I analyzed the results. The results demonstrated how the teachers were responding due to the curriculum and teacher’s guide but acting differently through the observations. The teacher’s role in Zambia is affected by the social status and of certain rules one must follow in order to behave correctly. Music and Dance are used as a result of their culture according to the teachers. The lack of financial resources seems to be one issue that explains why Arts education in form of creative material is not being used. / Minor Field Study

ABSTRACT Where do we get our ideas about the concept of `race'? The conceptualization of `race' has long been a topic of interest in the social sciences and society in general. The word `race' has been used and defined in different ways and different purposes throughout U.S. history. The definition of `race' therefore is arbitrary, changing according to the situation, but the consequences of how the word `race' is used are concrete and effect peoples lives daily. This research, in accord with much of the literature on the topic, shows that public schools play a major role in the conceptualization of `race'. Furthermore, what children are learning about `race;' in schools is not in an academic fashion but rather through inferences by the media, textbooks, and interactions with friends, teachers and school staff. I have conducted both qualitative (semi-structured interviews) and quantitative (questionnaires) research in order to explore where young adults say that they began to conceptualize `Race'. The results show that public schools, the home and neighborhoods of the young adults are the places that have influenced their `racial' conceptualization the most. I posit that we should provide the most up to date, accurate and pedagogically appropriate information as possible in public schools to aid our children in their process the conceptualization of the concept of `race'.

In India, the 1.7 million speakers of Tulu, a language mainly spoken in the South Kannara region of the South Indian state of Karnataka, have largely been linguistically subsumed by the larger number of Kannada speakers (38 million) around them. In February 2005, Namma TV (‘Our TV’), a new television channel started broadcasting local programs in Tulu in the region. The channel represents one of first instances where Tulu is used by the media in the region. This study looks at how the channel, by consciously choosing to broadcast largely in Tulu, can potentially change language attitudes in the region. From being a language that was used only in family settings at home, Tulu is now, potentially, seen as being capable of use in non-personal settings. This study looks at the impact of the channel on the language politics of the region and also at how the channel by stressing on Tulu language and culture reinvigorates and sustains the ideal of the land of Tulunadu (the land where Tulu is spoken). More specifically, this study looks at the interactions on a Tulu call-in TV show called Pattanga where callers call in with their opinions on a chosen aspect of Tulu culture and language. This study is the result of fieldwork in the Tulu-speaking South Kannara region over a period of two years from 2005 to 2007 and is based on recorded episodes from the show, interviews with audience members who watch and call in to the show, and with the moderators of the show. Through a linguistic analysis of the interactions on the TV show, I look at how the media is used by Tulu-speaking elites in the construction of a Tulu identity. I also look at how narratives on the call-in show are used by callers, not only to construct gender, caste, and social class identities, but also to de-construct and de-center those identities. Finally, based on the view that culture and society is constituted through interactions between participants in particular contexts, I examine how the interactions on the show evoke the socio-cultural worlds Tulu speakers live in and draw conclusions about the potential impact of the show on language attitudes and practices. / text

In this dissertation I analyze how the postwar German writers Wolfdietrich Schnurre, Günter Eich, and Ilse Aichinger negotiate anthropocentric and speciesist discourses via animal figures by drawing on such posthumanist thinkers as Derrida, Agamben, and Deleuze & Guattari. The literary texts question a world view and discourse organized around the establishment of power that utilizes animal metaphors to turn living beings into objects (and could thus be called “carno-phallogocentric”). They thus react to the strict hierarchy of (gendered) man over animal and respond - in the aftermath of the Second World War – by highlighting instead the similarities between man and animal, such as creaturely existence and shared trauma. The analysis is guided by questions such as: How do the literary texts reflect and subvert the power discourses which surround man and animal? What is the role of language in this context? How does the animal, which is usually assumed to be mute, relate to the categories that are established in language? Does its place outside of language grant it capabilities the human cannot realize? Can the literary encounter between man and animal establish a space of the “Open” in which language can be re-evaluated and, after World War II, be saved? Is there a unique “animal poetology” which correlates to post-anthropocentric conceptions of the human? Because these writers disorient the reader’s perception of reality via figures of the animal, i.e., animals as both metaphors and as subjects, I develop what I would like to call an “animal poetology” that is unique to them. This animal poetology, which redefines Agamben’s concept of the open by giving it a postwar, language-critical dimension, includes a thorough critique of human language with regard to power structures and a speciesist language which, during the early 20th century, was a vehicle for ideology and discrimination. The encounter with the animal leads the human being to reflect on the limits of language and thus enables the establishment of a mode of being in which the encounter with the other – beyond a space of judgement and hierarchies –is once again possible.