Submitted by Simone Maisonave (simonemaisonave@hotmail.com) on 2016-09-21T13:48:29Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Leando Barbosa dos Santos_Dissertação.pdf: 11757528 bytes, checksum: 74d956a635e997273e022e3cdbb944c1 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-09-21T16:33:59Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Leando Barbosa dos Santos_Dissertação.pdf: 11757528 bytes, checksum: 74d956a635e997273e022e3cdbb944c1 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-09-21T16:35:18Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Leando Barbosa dos Santos_Dissertação.pdf: 11757528 bytes, checksum: 74d956a635e997273e022e3cdbb944c1 (MD5) / Made available in DSpace on 2016-09-21T16:35:31Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Leando Barbosa dos Santos_Dissertação.pdf: 11757528 bytes, checksum: 74d956a635e997273e022e3cdbb944c1 (MD5) Previous issue date: 2016-05-31 / Sem bolsa / Esta pesquisa versa sobre as memórias coletivas e práticas cotidianas de habitantes do Bairro Guajuviras, Canoas, Rio Grande do Sul, considerando-se os arranjos temporais que ritmam o viver cotidiano dos moradores de cidades brasileiras, configurados em suas expressões, imagens e narrativas. A partir de uma abordagem antropológica visual, utilizou-se, como método, a etnografia em contextos urbanos, atentando-se à linha de estudos relativos às sociedades complexas, e, como objetivo a análise do fenômeno da memória e da duração, entendido como cerne das afinidades sociais dos habitantes do espaço urbano contemporâneo. Com base nos estudos concernentes à narrativa biográfica e à trajetória social, buscou-se compreender o fenômeno da duração e da memória do lugar, tendo como princípio as interpretações das formas de negociação dos habitantes locais. Diante do caráter inacabado do viver urbano, o destaque se encontra nas estruturas espaço temporais que evidenciam o fenômeno da alteridade e da experiência humana com a cidade. Investigou-se como esses habitantes se identificam reciprocamente, incluindo a perspectiva solidária local, revelando nas narrativas o traçado que transcende o tempo, conduzindo muitos dos modos de estabelecer vínculos no espaço. / This research turns on the collective memories and everyday practices of inhabitants of neighborhood Guajuviras, Canoas, Rio Grande do Sul, considering the temporary arrangements that rhythm the daily lives of the dwellers of Brazilian cities, set in their expressions, images and narratives. From a visual anthropological approach it was used as method ethnography in urban contexts, paying attention to the line studies on complex societies, and as objective to analyze the phenomenon of memory and duration, understood as the core of social affinities of the inhabitants of contemporary urban space. Based on studies concerning to the biographical narrative and social trajectory, it aims to understand the phenomenon of life and memory of the place, with the principle interpretations of forms of negociation of the locals. Faced the unfinished character of urban living, the highlight is the temporal space structures that evidence the phenomenon of alterity and human experience with the city. It was examined how these people identify with each other, including local solidarity perspective, revealing the narratives tracing that transcends time, leading many ways to establish links in space.

Made available in DSpace on 2014-08-20T13:48:21Z (GMT). No. of bitstreams: 1 Carmen_Lucia_Abadie_Biasoli_Tese.pdf: 4759134 bytes, checksum: 371ada12e75d9c53aab56618d287e593 (MD5) Previous issue date: 2009-09-17 / The present research discusses the problematic of the teaching career in Visual Arts based on the study of professional life cycle, that is, the vital cycle through which the teachers face. Thus, it aimed at investigating the continuities and discontinuities in the (re) construction of teachers professional careers in Visual Arts, defending the idea that significant aspects of both personal and professional life and the teaching moment lived by the teachers interfere both in the construction of this career as well as in a better understanding of the role of the teacher and, consequently, his / her teaching performance. In the field of Visual Arts teaching, this thesis equally reconstructs the history of institutions responsible for the teaching of Arts in our country, focusing more specifically the present situation of the Instituto de Artes e Design (Arts and Design Institute) from the Federal University of Pelotas (UFPel), which was opened back in 1949. The thesis is based in different researches about biographical data, including the ones which concern the different teacher s career phases (centered in the years of professional experience), and the life cycles, indicating the personal dimension as fundamental in the process by which the teachers build their careers and make their work dynamic, making it clear that the professional improvement is associated to the personal improvement, or is also part of it. Besides this, there are contributions from authors who investigate the teaching activity, specially the ones involved with the professionalization, the professional development and the teacher s knowledge, as well as investigators who analyze the school as a culture producer. The methodological approach is biographic-narrative, which enables the teachers to talk about what they know and do, what they did or what they could or should do, that is, it makes possible to make explicit the past dimensions which have an influence on the present situations and its projection into expected action forms. The teachers who participated in the research teach in city public schools in Pelotas in the area of Visual Arts, all having graduated at IAD. The study takes a quanti-qualitative character, as it combines the questionnaire with interviews. The questionnaire involved 40 teachers and enabled to know characteristics and expectations common to the people as a whole. The interviewed was made with 7 teachers, graduated in different phases of the teaching course (according to changes in the educational legislation) and with distinct teaching experience, permitting to understand aspects related to school history; the choice of the career with their determinant factors and expectations; academic history and their influences; remembrances and teaching practical education; teaching career, within its initial years; whether the fact of being a man / woman affected his / her career; the teaching experience, previous and present. For a better understanding of the teaching career, biographical paths were created based on the analysis of the interviews, here so-called biopaths. Another element used to complement the interviews and the analysis of the biographical data were Travelling Images of Art pieces asked by the teachers, chosen by them in order to express the present moment which they have been facing. For the elaboration of phases, the starting point was the principle that the years of career are meaningful to define the beginning of the first phase, called impact (1-6 years), but they were not standards for its end, because the events faced by the teachers, both at schools as well as in their personal lives, were significant for a change of phase. The closeness to the second phase, the personalization one (7-12 years), was justified because the teachers defined a personal teaching style to teach Visual Arts for groups of different levels and schools with different realities, which demands time and maturity, without discharging a faster change provoked by one or another type of event, a critical moment faced by the teacher. The phase of alternation (13-18 years) corresponded to a period in which the teaching experience enabled the teacher to better understand the educational and the teaching system, what he / she can or cannot do, what he / she wants to do or not, the teacher gave him /herself the chance to choose. Finally the fact of being close to the end of the career determined the so-called individualization phase (19-25 years), responsible for the distance between the teacher and the educational problems and the search for personal satisfaction. Therefore, the teaching years are considered meaningful in the professional career, but they are not the ones which define the phases, as the narratives from the teachers prove that the phases constantly mix - or not and one does not place away nor eliminates the possibility of another. Finally, the modifications in the life phases of teachers are caused by the conditions of determined time and places, having occurred due to the opportunities and limitations dealt by each one of them; the crisscrossing of personal histories and the professional careers in these different moments and places configure a singularity in the teaching practice of these teachers. Although all have gone through, in a general way, similar phases in their teaching careers, it was evident that each one have their own and unique life experience and professional career, each with a specific subjective experience, each one of them is unique. To end, it can be said that the understanding of the life cycles, through the phases of the teaching career, crisscrossing personal histories and professional careers in different places and moments of the teaching practice, enables thinking about alternatives and motivating innovation proposals for the initial and continuing teacher s education. / Esta pesquisa discute a problemática da profissão docente em Artes Visuais a partir do estudo do ciclo de vida profissional, ou seja, do ciclo vital pelo qual passam os professores. Assim, teve como objetivo investigar as continuidades e escontinuidades na (re) construção da trajetória profissional de docentes de Artes Visuais, defendendo a idéia de que aspectos significativos da vida pessoal e profissional e o momento docente em que se encontram os professores interferem tanto na construção dessa trajetória quanto para uma melhor compreensão da pessoa do professor e, como conseqüência, da sua atuação docente. No campo do ensino das Artes Visuais, esta tese igualmente reconstrói a história das instituições responsáveis pelo ensino da Arte em nosso país, enfocando mais precisamente o caso do atual Instituto de Artes e Design (IAD) da Universidade Federal de Pelotas (UFPel), cuja criação remonta a 1949. A tese está assentada em diferentes pesquisas sobre trajetórias biográficas, incluindo as que abordam as fases da carreira do professor (centradas nos anos de experiência profissional), e os ciclos de vida, indicando a dimensão pessoal como fundamental no processo pelos quais os professores se constroem e dinamizam seu trabalho, deixando claro que o aperfeiçoamento profissional está associado ao desenvolvimento pessoal, ou faz parte dele. Ademais, são trazidas contribuições de autores que investigam o trabalho docente, especialmente os que tratam da profissionalização, do desenvolvimento profissional e dos saberes docentes, bem como de investigadores que analisam a escola como produtora de cultura. A abordagem metodológica é a biográfico-narrativa, que possibilita aos professores falarem sobre o que conhecem e fazem, o que faziam ou o que poderiam ou deveriam fazer, ou seja, permite a explicitação das dimensões do passado que pesam sobre as situações atuais e sua projeção em formas desejáveis de ação. Os professores que participaram da pesquisa exercem a docência na rede municipal de Pelotas e atuam na área de Artes Visuais, todos formados pelo IAD. O estudo assume um caráter quantiqualitativo, ao combinar questionário com entrevista. O questionário envolveu 40 professores e possibilitou conhecer características e expectativas formativas comuns no coletivo. A entrevista foi realizada com 7 professores, formados em diferentes etapas do curso de formação docente (conforme as mudanças da legislação educacional) e com distintos tempos de atuação no magistério, permitindo compreender aspectos relativos à escolarização; escolha da profissão com seus fatores determinantes e expectativas; trajetória acadêmica com suas influências; lembranças e formação prática de ensino; carreira docente, com seus primeiros anos; se o fato de ser mulher/homem afetou a carreira; exercício da docência, anterior e atual. Para melhor compreensão da trajetória docente, a partir da análise das entrevistas foram criados os caminhos biográficos, aqui denominados de biovias. Outro elemento usado para complementar as entrevistas e análise de dados biográficos foram Imagens Viajantes de obras de Arte solicitadas aos professores, escolhidas por eles para significar o momento atual em que estão vivendo. Para a elaboração das fases partiu-se do princípio de que os anos de carreira são significativos para definir o início da primeira fase, denominada de impacto (1-6 anos), mas não foram balizadores do seu término, porque os acontecimentos vividos pelos professores, tanto na escola quanto na vida pessoal, foram determinantes para uma mudança de fase. Já a aproximação da segunda fase, a de personalização (7-12 anos), justificou se porque os professores definiram um estilo pessoal de ensinar Artes Visuais para turmas de níveis diversificados e escolas com realidades diferentes, o que requer tempo e maturidade, sem descartar uma mudança mais rápida provocada por um ou outro tipo de acontecimento, um momento crítico enfrentado pelo professor. A fase de alternância (13-18 anos) correspondeu a um período no qual o tempo de atuação possibilitou ao professor uma maior compreensão do sistema educacional e da docência, do que pode ou não, do que quer ou não fazer, o professor permitiu-se optar. Já a proximidade com o final da carreira determinou a fase de individualização (19-25 anos), responsável pelo distanciamento do professor dos problemas educacionais e pela busca de satisfação pessoal. Deste modo, os anos de docência são considerados significativos na trajetória profissional, mas não são definidores das fases, pois as narrativas dos professores comprovam que as fases se mesclam constantemente - ou não - e uma não afasta nem elimina a possibilidade de outra. Portanto, as modificações nas fases da vida dos professores são ocasionadas pelas condições de tempo e lugar determinados, ocorreram pelas oportunidades e limitações vividas por cada um deles; o entrecruzamento das histórias pessoais e das trajetórias profissionais nesses diferentes espaços e tempos configuram uma singularidade na prática docente desses professores. Embora todos tenham passado, de um modo geral, por fases similares da carreira docente, ficou evidente que cada um tem uma história de vida e trajetória profissional singular, cada um tem uma trajetória subjetiva específica, cada um deles é único. Por fim, pode-se dizer que a compreensão dos ciclos de vida, através das fases da carreira docente, entrecruzando histórias pessoais e trajetórias profissionais em diferentes espaços e tempos da prática docente, possibilita pensar alternativas e incentivar propostas de inovação para a formação docente inicial e continuada.

This dissertation relates to the Research Field of Education and Arts LP4, at the Education Graduate Department of Universidade Federal de Santa Maria (PPGE/UFSM) and to the study group Education, Action and Research in Music Education (FAPEM). The general objective was to understand the Bachelor in instrument s process of learning to teach musical instruments. In particular, we tried to understand their education process and to investigate the knowledge that these teachers mobilize when teaching their instrument. This research had a qualitative approach and adopted as its methodology the biographic-narrative investigation (BOLÍVAR, DOMINGO, 2006), through which the narratives of three bachelors who teach instruments were produced. By means of textual discursive analysis (MORAES; GALIAZZI, 2013), data analysis categories were created, which were interpreted based on the adopted theoretical framework. In this sense, the production of the text about the learning to teach and about the mobilized knowledge was based on studies by Bolzan (2002), Bolzan and Isaia (2006), Isaia and Bolzan (2009, 2010), Gauthier et al. (2006) e Tardif (2012). While we are aware that the three collaborator s narratives do not represent the totality of the educational path for teaching, we conclude that each bachelor in instrument becomes a teacher-bachelor through the construction and mobilization of knowledge, which are integrated to the being a teacher through education and experience with pedagogical practice. Furthermore, besides the knowledge described by Gauthier et al. (2006) an Tardif (2012), we identified the performance knowledge, which is specific of the instrument teacher. / A presente dissertação está vinculada à Linha de Pesquisa Educação e Artes - LP4, do Programa de Pós-Graduação em Educação, da Universidade Federal de Santa Maria (PPGE/UFSM) e ao grupo de estudos Formação, Ação e Pesquisa em Educação Musical (FAPEM). Como objetivo geral, buscou-se compreender o processo de construção da docência de instrumentistas bacharéis que atuam como professores de instrumento. Especificamente, procurou-se compreender seus processos formativos e investigar os saberes que esses professores mobilizam na docência do instrumento. A pesquisa, de cunho qualitativo, adotou como metodologia a investigação biográfico-narrativa (BOLÍVAR, DOMINGO, 2006), por meio da qual foram produzidas as narrativas de três bacharéis formados pela UFSM, professores de instrumento. Por meio da análise textual discursiva (MORAES; GALIAZZI, 2013), foram criadas categorias de análise dos dados das narrativas, os quais foram interpretados com base no referencial teórico adotado. Neste sentido, a escrita sobre a aprendizagem da docência e sobre os saberes mobilizados durante a prática pedagógica teve como base estudos de Gauthier et al. (2006), Tardif (2012), Bolzan (2002), Bolzan e Isaia (2006) e Isaia e Bolzan (2009, 2010). Conscientes de que as narrativas dos três colaboradores não representam a totalidade dos percursos formativos para a docência, concluímos que cada bacharel em instrumento torna-se um docente-bacharel através da construção e da mobilização de saberes, os quais são integrados ao ser professor por meio da formação e da experiência com a prática pedagógica. Além disso, apontamos que além dos saberes descritos por Gauthier et al. (2006) e Tardif (2012), identificamos o saber da performance, específico ao professor de instrumento.

In recognition that every child matters, inclusive education has become a practice that has been adopted by many schools across the globe and most usually in first world countries. As a whole-school system it occurs less frequently in developing countries including South Africa which, unlike many developing countries, has a sound infrastructure and many excellent schools in both the state and the independent sectors. ‘Education White Paper 6: Special education: Building an inclusive education and training system’ was published in 2001 with the express intention of developing an inclusive education system in South Africa. Some independent schools have successfully implemented exemplary forms of inclusion in their schools and this is the phenomenon that has been studied by focusing on the understandings and experiences of the principals. As the researcher I interviewed eight principals who are practicing inclusive education as the norm in their schools. This study reveals various aspects of the inclusive process including the pivotal role that principals play in the transformation process of which inclusive education is the harbinger. It also analyses why principals choose to embrace a paradigm that on the surface is uncomfortable and not an easy option. I used biographical narrative research as methodology for this qualitative research and crystallisation as quality strategy in order to study the phenomenon that is the understandings of principals of independent schools of inclusive education. The basic tenet was that inclusion leads to belonging and excellence in education. The major findings and implications for action are of interest not only to principals, but to anyone who is seriously interested in innovative and more humane forms of anti-oppressive education. / Thesis (PhD)--University of Pretoria, 2009. / Education Management and Policy Studies / unrestricted

A weaving program initiated in 1981 by the National Welfare Organization to support the women with low educational background living in a Slavic-speaking area of the mountainous borderlands of Northern Greece, and continued for thirty years until its suspension in 2010. This research aims to shed light on factors that are experienced as important by participants in handcrafted employability projects. By uncovering socio-political factors that led to the suspension of the program, and its consequences on the women, insights about better understanding and dealing with similar conditions could be beneficial for future programs. An open-ended research strategy using individual semi-structured interviews, under the scope of the biographical narrative approach, was followed. According to the research results, the existence of the workshop improved the working conditions of the local women. The positive impact of its operation is reflected on the economic and social life of the village too. However, the sudden decision for suspension left no room for reactions, thus resulting to various economic and social consequences on personal and community levels. In conclusion, the power of structural forces started and ended the program. Despite the restrictions and intentions of the program, the people of this small community managed to create beautiful artefacts and a balanced social atmosphere, as well as to enrich the social life of the village.

If one takes a snapshot of Romanian migration, the first observation might be that the home villages or communities are very different. This is also the conclusion that Massey et al. (1994) first reach when comparing Mexican communities. However, if one compares migrant communities in a longitudinal manner, it can be seen rather that they are converging towards similar migration patterns rather than diverging. To explore this, I conducted fieldwork research in two villages from different socio-cultural regions of Romania, and for the second phase of the research followed the migrants to their destinations in Spain. In total I conducted more than 50 biographical narrative interviews with migrants and fifteen in-depth interviews with representatives from local authorities and other key informants on rural Romanian life. The biographical narrative interviews allowed me to take a longitudinal perspective on the migration from the two villages. The aim in comparing the two villages was to understand the internal logic of migration and examine to what extent two different villages showed any syncretism through cumulative structural effects. Analysing migrants’ projects, the family migration and the general migration from the two villages – each accounting for different levels of analysis – allowed me to specify the stages of migration. In the thesis, firstly I explain the socio-economic, cultural and geographical context in the origin community which shapes migration. Secondly, I compare the migration patterns of two families from the two villages, and thirdly I abstract three migration projects specific to the two communities. All these allow me to show that the two villages are at different stages in the migration process (Massey et al. 1994) and also to explain the mechanism of passing from one stage to the next. So far, the literature on migration policies has looked at the receiving countries. Few references are made to the origin countries, and these refer to Mexico, the Philippines and some of the Northern African countries, countries which have an active policy of promoting migration. Literature with regard to the European cases – for example Serbia, which has a Ministry of the Diaspora, or Poland, a country with a very long history emigration – is absent. Moreover, topics such as grounded migration policy making or the local dimension of policy making are still new in the reflexion of scholars. The thesis fills this gap with respect to migration policies of bonding migrants and involving them in development in the home community. The theory that holds together all these components is Luhmann’s systems theory (1995), in the way it was adapted to migration research by Bommes (2005) and Bommes and Tacke (2006a, 2006b). Using systems theory allows me to perform a critique of concepts like migration networks and transnationalism, which are very often used in the analysis of migration.

La recherche s'est occupée des liens de solidarité qui se créent à partir d’actions bénévoles spontanées au sein d’une communauté territoriale. L’ensemble de ces liens a été traité telle une ressource sociale conceptualisable par la notion de « capital social solidaire » et ce dernier a été considéré comme un bien public pouvant favoriser le bien-être social d’une société locale. De cette ressource, nous avons tenté d'en comprendre : 1) ses spécificités ; 2) son processus de micro-fondation ; 3) ses implications théoriques pour une théorie de la société. Le premier but a été atteint en dressant la carte des actions bénévoles mises en place dans deux provinces du nord-est de l’Italie (Trente et Trévise). La carte a montré un cadre hétérogène et diffus d’actions mises en place par les principales catégories d’acteurs de la société locale. Pour analyser le processus de création, les raisons des promoteurs ont été identifiées grâce à une série d’entretiens biographiques Les résultats des entretiens montrent une pluralité de motivations qui soutiennent ces actions et les limites de la théorie du choix rationnel à les expliquer. En ce qui concerne le troisième but, la réflexion a essayé d’éclaircir la nature de bien public du capital social et son utilité pour les débats sur la société civile et sur la cohésion sociale. Cette recherche a mis en évidence, d’une part, la contribution du capital social solidaire dans la valorisation du lien social et, de l’autre, l’utilité de la notion dans les analyses du courant associationniste de la société civile et dans les modèles individualistes de type communautaire de la cohésion sociale. / The research work presented in this doctoral thesis analysed the solidaristic bonds generated by spontaneous voluntary actions within a territorial community. Such bonds form a distinctive social resource conceptualized as “solidaristic social capital”, meant as a public good that benefits the social well-being of a local society. Three main aspects of this resource were investigated: 1) its specificities; 2) the process of its micro-foundation; 3) its theoretical implications for a theory of society. As for the first aspect, a survey of voluntary actions was conducted in two provinces in North-Eastern Italy (Trento and Treviso). Data showed a variety of types of actions producing solidaristic bonds, carried out by a heterogeneous set of social groups. In order to explain the generative process of social capital, a series of biographical interviews were conducted, which shed light on the life stories of promoters of voluntary actions, as well as on the limitations of the rational choice theory in accounting for the complexity of their motivations. Finally, the main theoretical implications of the notion of social capital were discussed, focusing on its nature as a public good and on its contribution to a theory of civil society and social cohesion. On the one hand, the solidaristic social capital emerged as a source that helps strengthen social bonds. On the other, this notion might play a crucial role in the theoretical elaborations based on the associationalistic approach to civil society and on individualistic models of community type of social cohesion.

No description available.

La formación de los médicos comprende un extenso, complejo, diverso y especializado itinerario formativo. Esta investigación se centra en el proceso de formación especializada de los Médicos Internos Residentes de Medicina Familiar y Comunitaria tutelado por otro médico especialista más experimentado que ejerce como Tutor, la Enfermera de cupo docente, así como por otros tutores y colaboradores docentes. En este contexto se describen, analizan e interpretan los valores emergentes de la relación entre el Tutor, el MIR y la Enfermera: los vectores que orientan la acción educativa; las líneas directrices que determinan la labor docente y la formación durante la etapa inicial del primer y tercer año de formación. En este sentido pretende señalar aquellos elementos que determinan la enseñanza-aprendizaje de los MIR de MFyC desde el punto de vista de los valores en relación a sus experiencias de vida. / The medical training includes an extensive, complex, diverse and specialized itinerary. This research focuses on the process of specialized training of resident physicians in Family Practice mentored by another more experienced doctor who serves as guardian, the quota Nurse teachers and other mentors and collaborators for teachers. In this context, describe, analyze and interpret the emerging values ​​of the relationship between the tutor, the MIR and the Nurse: the vectors that guide education: guidelines that determine the teaching and training during the initial stage of first and third year of training. In this sense seeks to identify those elements that determine the teaching-learning MIR FCM from the point of view of values ​​in relation to their life experiences.

No description available.