Orientador: Ana Mariza Benedetti / Banca: Nelson Viana / Banca: Maria Helena Vieira Abrahão / Resumo: Este trabalho se insere no projeto "Teletandem Brasil: línguas estrangeiras para todos", um contexto colaborativo e virtual de ensino e aprendizagem de línguas estrangeiras, em que pares interagentes de diferentes países aprendem uma língua estrangeira e auxiliam o parceiro na aprendizagem da língua materna (ou língua de proficiência). Objetiva-se, por meio da observação das interações em teletandem e do levantamento das concepções de autonomia trazidas por um par interagente (uma brasileira e um estadunidense) e por uma mediadora, participantes do projeto Teletandem Brasil, verificar como se desenvolve a autonomia em ambiente virtual de ensino e aprendizagem de línguas, bem como o papel do mediador no desenvolvimento da autonomia dos interagentes na aprendizagem de línguas estrangeiras. O referencial teórico exposto nesta investigação encontra-se fundamentado em três pilares principais, sendo eles a autonomia, as tecnologias da informação e comunicação e o tandem. Trata-se de uma pesquisa qualitativa, de natureza etnográfica, em que procura-se estabelecer um diálogo entre pesquisador e participantes de pesquisa, já que é feito o uso de estratégias e procedimentos considerando as experiências de acordo com as perspectivas dos participantes. As asserções que são reveladas por meio da triangulação dos dados gerados nos instrumentos e procedimentos de pesquisa (gravações das interações, análise das sessões de aconselhamento, questionário semiaberto, diários reflexivos, mensagens informais e entrevista semiestruturada) valem-se de dados qualitativos e etnográficos. O estudo revelou que a mediadora e a interagente brasileira compartilham concepções de autonomia que vão ao encontro das adotadas pelo projeto teletandem; já o interagente estadunidense demonstrou trabalhar colaborativamente ao decorrer das sessões, após compreender seu funcionamento... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This work is part of the thematic research project "Teletandem Brazil: foreign languages for all", a context of collaborative and virtual learning of foreign languages, where students from different countries learn a foreign language and help their partners learn their native language. The objective of this investigation is to study the conceptions of autonomy brought by the participants, two students (a Brazilian and an American) and a mediator teacher, and to verify how the autonomy is built in this particular virtual learning environment of foreign languages, as well as the role of the mediator teacher in the constitution of the development of the students' autonomy. This investigation is based on three main pillars: autonomy, information and communication technologies and tandem. This study is consisted of qualitative research with ethnographic basis, where a dialogue among researcher and research participants is established, due to the use of strategies and procedures considering the participant experiences. The results revealed through the data triangulation of research instruments and procedures (session recordings, analysis of the mediation sessions, questionnaire, diaries, informal exchange of messages and interview) came from qualitative and ethnographic data. The study revealed that the mediator teacher and the Brazilian participant shared autonomy conceptions that meet the ones followed by the teletandem project, on the other hand the American participant started working collaboratively during the sessions, after understanding their functioning. Both participants verified their commitment to their own learning and the partner's learning, demonstrating responsibility in the preparations of the sessions, worrying about their partner's objectives, questioning the partner when it was needed, using teaching and learning strategies, working collaboratively... (Complete abstract click electronic access below) / Mestre

Made available in DSpace on 2014-06-11T19:26:48Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-02-18Bitstream added on 2014-06-13T19:55:10Z : No. of bitstreams: 1 luz_ebp_me_sjrp.pdf: 1367041 bytes, checksum: 685517484ddb974fff55963a2446665c (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este trabalho se insere no projeto “Teletandem Brasil: línguas estrangeiras para todos”, um contexto colaborativo e virtual de ensino e aprendizagem de línguas estrangeiras, em que pares interagentes de diferentes países aprendem uma língua estrangeira e auxiliam o parceiro na aprendizagem da língua materna (ou língua de proficiência). Objetiva-se, por meio da observação das interações em teletandem e do levantamento das concepções de autonomia trazidas por um par interagente (uma brasileira e um estadunidense) e por uma mediadora, participantes do projeto Teletandem Brasil, verificar como se desenvolve a autonomia em ambiente virtual de ensino e aprendizagem de línguas, bem como o papel do mediador no desenvolvimento da autonomia dos interagentes na aprendizagem de línguas estrangeiras. O referencial teórico exposto nesta investigação encontra-se fundamentado em três pilares principais, sendo eles a autonomia, as tecnologias da informação e comunicação e o tandem. Trata-se de uma pesquisa qualitativa, de natureza etnográfica, em que procura-se estabelecer um diálogo entre pesquisador e participantes de pesquisa, já que é feito o uso de estratégias e procedimentos considerando as experiências de acordo com as perspectivas dos participantes. As asserções que são reveladas por meio da triangulação dos dados gerados nos instrumentos e procedimentos de pesquisa (gravações das interações, análise das sessões de aconselhamento, questionário semiaberto, diários reflexivos, mensagens informais e entrevista semiestruturada) valem-se de dados qualitativos e etnográficos. O estudo revelou que a mediadora e a interagente brasileira compartilham concepções de autonomia que vão ao encontro das adotadas pelo projeto teletandem; já o interagente estadunidense demonstrou trabalhar colaborativamente ao decorrer das sessões, após compreender seu funcionamento... / This work is part of the thematic research project “Teletandem Brazil: foreign languages for all”, a context of collaborative and virtual learning of foreign languages, where students from different countries learn a foreign language and help their partners learn their native language. The objective of this investigation is to study the conceptions of autonomy brought by the participants, two students (a Brazilian and an American) and a mediator teacher, and to verify how the autonomy is built in this particular virtual learning environment of foreign languages, as well as the role of the mediator teacher in the constitution of the development of the students’ autonomy. This investigation is based on three main pillars: autonomy, information and communication technologies and tandem. This study is consisted of qualitative research with ethnographic basis, where a dialogue among researcher and research participants is established, due to the use of strategies and procedures considering the participant experiences. The results revealed through the data triangulation of research instruments and procedures (session recordings, analysis of the mediation sessions, questionnaire, diaries, informal exchange of messages and interview) came from qualitative and ethnographic data. The study revealed that the mediator teacher and the Brazilian participant shared autonomy conceptions that meet the ones followed by the teletandem project, on the other hand the American participant started working collaboratively during the sessions, after understanding their functioning. Both participants verified their commitment to their own learning and the partner’s learning, demonstrating responsibility in the preparations of the sessions, worrying about their partner’s objectives, questioning the partner when it was needed, using teaching and learning strategies, working collaboratively... (Complete abstract click electronic access below)

Submitted by Ana Carla Almeida (ana.almeida@ucsal.br) on 2017-08-31T13:18:25Z No. of bitstreams: 1 DISSERTACAOKATHARINEMARQUES.pdf: 1568719 bytes, checksum: 9813ae289c1fad71cc11f91d0bc85bcc (MD5) / Approved for entry into archive by Rosemary Magalhães (rosemary.magalhaes@ucsal.br) on 2017-08-31T13:33:11Z (GMT) No. of bitstreams: 1 DISSERTACAOKATHARINEMARQUES.pdf: 1568719 bytes, checksum: 9813ae289c1fad71cc11f91d0bc85bcc (MD5) / Made available in DSpace on 2017-08-31T13:33:11Z (GMT). No. of bitstreams: 1 DISSERTACAOKATHARINEMARQUES.pdf: 1568719 bytes, checksum: 9813ae289c1fad71cc11f91d0bc85bcc (MD5) Previous issue date: 2017-03-29 / É crescente a necessidade de rediscutir e repensar compreensões cada vez mais ampliadas sobre as relações intrafamiliares e os padrões de interação entre pais e filhos, como aspectos que interferem na criação dos filhos e na constituição de pessoas autônomas e colaborativas em seus diversos contextos. Nesse viés, o contexto familiar e as práticas educativas adotadas por pais e mães são aspectos centrais para o desenvolvimento da autonomia de seus filhos. Diante do exposto, temos como objeto de pesquisa a participação de pais e mães de adolescentes por meio de suas dinâmicas de interações vivenciadas em suas práticas educativas desempenhadas no exercício da parentalidade. Temos como problema de pesquisa: Como as práticas educativas de pais e mães da camada média urbana de Salvador contribuem no processo de desenvolvimento da autonomia de seus filhos? Para respondê-la, levantamos como objetivo geral: i) analisar a compreensão de pais e mães acerca de suas práticas educativas relacionadas ao desenvolvimento da autonomia de seu(s) filho(s) adolescente(s) e como específicos: ii) investigar as concepções de autonomia para pais e mães de filhos adolescentes; iii) compreender as práticas educativas de pais e mães relacionadas ao desenvolvimento da autonomia dos seus filhos adolescentes; e iv) discutir o papel parental no desenvolvimento da autonomia de filhos adolescentes na contemporaneidade. A metodologia utilizada foi de natureza qualitativa (MINAYO, 2010) e exploratória (YIN, 2010), sendo um estudo de casos múltiplos. Foram realizadas entrevistas abertas com três pais e três mães, casados entre si, do modelo de família nuclear. Aplicamos uma questão disparadora para permitir que os entrevistados respondessem de forma livre. Para a obtenção de dados complementares foi utilizado um roteiro de identificação com dados relacionados a cada participante. Posteriormente, as entrevistas foram analisadas com base na construção de categorias de análise de conteúdo (MINAYO, 2010). Foi feito uso de aportes teóricos sistêmicos (BOWEN, 1991; MINUCHIN, 1982, 2003, 2008; BRONFENBRENNER, 1996, 2011), com o intuito de fundamentar a análise e compreensão dos dados. Obtivemos como resultado relevante que o desenvolvimento da autonomia dos adolescentes é um processo contínuo, complexo e relacional e acontece na relação do indivíduo com a família e a sociedade mais ampla. Observamos que cada uma das famílias em estudo apresenta especificidades em relação às suas crenças e valores que medeiam o processo de educação dos filhos, como uma experiência única. / There is a growing need to rediscuit and rethink increasingly extended understandings about intrafamily relationships and patterns of parent-child interaction as aspects that interfere with parenting and the constitution of autonomous and collaborative people in their various contexts. In this bias, the family context and the educational practices adopted by fathers and mothers are central aspects for the development of the autonomy of their children. In view of the above, the present study has the objective of research the participation of parents and adolescents through their dynamics of interactions experienced in their educational practices performed in the exercise of parenting. We have as a research problem: How do the educational practices of urban middle-class parents contribute to the process of developing their children's autonomy? In order to answer this question, we have as a general objective: (i) to analyze the parents' understanding of their educational practices related to the development of the autonomy of their adolescent child (ren) and how specific: (ii) Conceptions of autonomy for fathers and mothers of adolescent children; Iii) understand the educational practices of parents related to the development of the autonomy of their adolescent children; And iv) to discuss the parental role in the development of the autonomy of adolescent children in contemporary times. The methodology used was qualitative (MINAYO, 2010) and exploratory (YIN, 2010), being a multiple case study. Open interviews were conducted with three parents and three mothers, married to each other, of the nuclear family model. We applied a triggering question to allow respondents to respond freely. To obtain additional data an identification roadmap was used with data related to each participant. Subsequently, the interviews were analyzed based on the construction of categories of content analysis (MINAYO, 2010). It was made use of systemic theoretical contributions (BOWEN, 1991; MINUCHIN, 1982, 2003, 2008; BRONFENBRENNER, 1996, 2011), in order to base the analysis and understanding of the data. We obtained as a relevant result that the development of adolescents' autonomy is a continuous process, complex and relational and happens in the relationship of the individual with the family and the wider society. We observed that each of the families studied presents specifics regarding their beliefs and values that mediate the process of raising their children as a unique experience.

Made available in DSpace on 2014-12-17T14:20:14Z (GMT). No. of bitstreams: 1 MariaCDMB_DISSERT.pdf: 1837025 bytes, checksum: 96445776d7ee0ad5b74400467faf15f8 (MD5) Previous issue date: 2013-03-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The dissertation evaluates about Rural Women s Productive Organization Program effectiveness of Western Rio Grande do Norte(2008-2012). Specifically, it has aimed to: 1) Describe about Rural Women s Productive Organization Program characteristics in Western Potiguar Region; 2) Investigate which social economic changes the program has caused in Rural Women s lives from Western Potiguar Region; 3) Evaluate whether women s participation in the feminist social movement has contributed in order to facilitate access to the program; 4) evaluate whether rural women s participation from western Potiguar region in POPMR has provoked some questions in relation to labor sexual division in policy all female users or whether it has amplified their capacities for their economical autonomy conquest. The evaluation has been as reference the development concept as freedom according to Amartya Sen (2000) and labor sex division sustained by separation and hierarchy activities performed by men and women according to Kergoat (2009). The qualitative character investigation was made up by a bibliographical and documental research, semi-structured interviews and focal group. The interviews with female mediator agents and female public managers have demonstrated the paths how to create the program by explaining the difficulties and possibilities. The research was concluded with focal groups that had accessed POPMR in western region. With the methodological instruments used, it was possible to achieve the results: The research data show that POPMR has contributed for the region development specifically by expanding rural women s capacities. However, there are still some difficulties which could be overcome with a state actualization, as policies for home labor and home labor care socialization. In this way, the infrastructure construction for production and reproduction must be based on a kind of legislation for a small production which are indispensable elements for a bigger effective policy for women in a rural environment / A disserta??o avaliou a efetividade do Programa de Organiza??o Produtiva de Mulheres Rurais na regi?o Oeste do estado do Rio Grande do Norte (2008/2012). Especificamente, objetivou: 1) Descrever as caracter?sticas do Programa de Organiza??o Produtiva das Mulheres Rurais na regi?o Oeste Potiguar; 2) Investigar quais mudan?as socioecon?micas o programa ocasionou na vida das mulheres rurais da regi?o Oeste Potiguar; 3) Avaliar se a participa??o das mulheres no movimento social feminista contribuiu para facilitar o acesso ao programa; 4) Investigar se a participa??o das mulheres rurais da regi?o Oeste Potiguar no POPMR provocou um questionamento ? divis?o sexual do trabalho no cotidiano das usu?rias da pol?tica e se ampliou suas capacidades para conquista da autonomia econ?mica. A avalia??o teve como refer?ncia o conceito de desenvolvimento como liberdade de Amartya Sen (2000) e da divis?o sexual do trabalho, sustentada pela separa??o e a hierarquiza??o das atividades realizadas por homens e mulheres de Kergoat, (2009). A investiga??o ? de car?ter qualitativo, composta por pesquisa bibliogr?fica e documental, entrevistas semiestruturadas e grupo focal. As entrevistas com agentes mediadores e gestoras p?blicas demonstram os caminhos da elabora??o e execu??o do programa, explicitando as dificuldades e possibilidades. A pesquisa foi conclu?da com a realiza??o do grupo Focal feita com os grupos que acessaram o POPMR na regi?o Oeste Potiguar. Com os instrumentos metodol?gicos utilizados foi poss?vel chegar aos seguintes resultados: Os dados apontam que o POPMR contribuiu para o desenvolvimento da regi?o especificamente na expans?o das capacidades das mulheres rurais. No entanto, ainda persistem dificuldades que podem ser superadas com a atua??o estatal, como pol?ticas para socializa??o do trabalho dom?stico e do cuidado. Neste sentido, a constru??o de infraestrutura para a produ??o e reprodu??o, incidir sobre a legisla??o para a pequena produ??o s?o elementos imprescind?veis para maior efetividade da pol?tica para as mulheres no meio rural

The purpose of this study was to investigate Taiwanese adolescent psychosocial development (i.e., autonomy and identity development) based on psychosocial theoretical models developed in western societies. Data were collected from both public senior high and vocational high schools in both urban and rural areas in Taiwan. Adolescent participants, with an average age of 17 years old, included 447 (about 54% were females) from urban areas, and 702 (62% were females) from rural areas. The results of this study revealed that Taiwanese adolescents from both urban and rural areas were similar to adolescent developmental ranges suggested in western theories. There were a few variations revealed in this study, such as scores of internal consistency, average scores of each scale, associations among indicators, and the numbers of youth classified of certain developmental status. In general, the relationships between factors and adolescent psychosocial developmental outcomes did not moderate by regional differences. Identity development of Taiwanese youth from both areas was more likely to be predicted by both situational (e.g., family income and school type) and agential factors (e.g., collectivism, parent attachment, and resiliency) than Taiwanese adolescent cognitive, emotional, and behavioral autonomy. Higher family income level and greater resiliency scores were positively associated with high autonomy and/or achieved identity status. Strong beliefs in collectivism and secure attachments with parents did not significantly correlate with autonomy but did correlate with foreclosure identity status. Across the analysis models in this study, resiliency was the strongest factor which was associated with high autonomous status and identity achievement. Implications and further recommendations for research and practical uses were further discussed.

La transition du milieu académique au milieu clinique vécue difficilement par les infirmières nouvellement diplômées intégrées sur les unités de soins intensifs a été maintes fois documentée. La pratique professionnelle autonome est, notamment, une des difficultés partagées par les infirmières nouvellement diplômées intégrées sur ces unités. Cette étude a pour but d’explorer les perceptions d’infirmières nouvellement diplômées et de préceptrices quant au développement de l’autonomie professionnelle des infirmières nouvellement diplômées dans un contexte d’intégration, ayant une structure de programme de résidence infirmier, sur une unité de soins intensifs. Les programmes de résidence infirmiers sont des programmes d’intégration développés pour faciliter les expériences de transition des infirmières nouvellement diplômées. Dans ces programmes, le profil de compétences cliniques qui permet d’évaluer le développement des compétences peut se baser principalement sur l’autonomie des infirmières nouvellement diplômées. Rares sont les études sur le développement de l’autonomie professionnelle des infirmières nouvellement diplômées. Comme cadre conceptuel, un modèle prenant appui à la fois sur le modèle des niveaux de développement de la compétence infirmière de Benner (1982), sur l’approche d’évaluation des compétences de Tardif (2006) et sur la définition de l’autonomie professionnelle telle que suggérée par Létourneau (2017) est proposé. Pour la réalisation de cette étude qualitative exploratoire descriptive, des entretiens individuels semi-structurés ont permis de collecter les données auprès d’infirmières nouvellement diplômées (n=6) alors que des préceptrices (n=4) ont partagé leurs perceptions au cours de groupes de discussion. L’analyse de contenu de Van der Maren (1996) a été utilisée pour l’analyse des données. Les résultats de cette étude réalisée dans un contexte de soins critiques portent sur le début de carrière difficile des infirmières nouvellement diplômées sur les unités de soins intensifs, une définition de l’autonomie professionnelle et les facteurs influençant le développement de l’autonomie professionnelle des infirmières nouvellement diplômées. Les facteurs influençant le développement de l’autonomie professionnelle des infirmières nouvellement diplômées et la définition de l’autonomie professionnelle ont été mis en relation dans une carte conceptuelle schématisant le concept à l’étude. En regard de ces résultats, des retombées sont proposées pour la pratique, la recherche, la formation et la gestion en sciences infirmières. / The barriers in transition-to-practice for newly graduated nurses on intensive care units has been well documented. Independent professional practice is, in particular, one of the barriers shared by newly graduated nurses integrating an intensive care unit. This research aims to explore the perceptions of newly graduated nurses and preceptors regarding the professional autonomy development of the newly graduated nurses in a nursing residency program on intensive care units. Nursing residency programs were developed in order to facilitate transition-to-practice of newly graduated nurses. In these programs, the evaluation that assesses clinical competence development can be primarily based on the newly graduated nurse’s autonomy. However, few studies focus on the development of professional autonomy of newly graduated nurses. As study framework, a model that includes Benner's stages of clinical competence (1982), Tardif's competency assessment approach (2006) and a definition of professional autonomy as suggested by Létourneau (2017) is proposed. By conducting a descriptive exploratory study, semi-structured individual interviews collected the data from newly graduated nurses (n=6), while preceptors (n= 4) shared their perceptions during focus groups. Content analysis by Van der Maren (1996) was used for data analysis. The results include the barriers encountered in the early career of the newly graduated nurses in critical care setting, a definition of professional autonomy and the influences of the newly graduated nurses’ professional autonomy development. The influences of the newly graduated nurses’ professional autonomy development and the definition of professional autonomy have been linked in a concept map. Considering these findings, implications for practice, research, education and management in nursing were made.