Submitted by Nadir Basilio (nadirsb@uninove.br) on 2018-08-09T19:44:24Z No. of bitstreams: 1 Claudia Nolla de Freitas Batista.pdf: 6710030 bytes, checksum: bec475460c74f7a85ba3cd7453419faf (MD5) / Made available in DSpace on 2018-08-09T19:44:24Z (GMT). No. of bitstreams: 1 Claudia Nolla de Freitas Batista.pdf: 6710030 bytes, checksum: bec475460c74f7a85ba3cd7453419faf (MD5) Previous issue date: 2018-03-28 / Language is mostly understood as written or spoken, but there are other types of language, such as musical, cinematic, theatrical and body language, which is subject of this article. This dissertation seeks to comprehend body language and its meanings and how it applies to pedagogical activities within the elementary school. The primary authors used during the research are: Noam Chomsky, Charles Sanders Peirce, for language comprehension; Jocimar Daolio, Carmem Lúcia Soares, João Batista Freire, Denise Sant’Anna, Lúcia Santaella, for body language approaching; Vygostky and Piaget, over education and learning; Maria da Conceição Tavares, Paul Shilder, for body imagery comprehension. The methods within the research are from qualitative nature, in which we chose for the case study method, supported by Robert Yin. The research cosmos is a public, full-time school, and the analyzed subjects are elementary school teachers. As from an structured questionnaire, applied to fifteen subjects, we seek to identify: what body language means, how the subjects work with body language in their classes. According to the analysis, we verify that teachers have a reductionist perspective over body language. Working with this kind of language is limited to calming and relaxing the students, aiming for class progress and into a stablished strategy. In spite of understanding that body work is relevant for children’s global development, applying this resource as an educational one has viability difficulties. Therefore, this research allows teacher to have a further comprehension over body language, as well as its contribution and application within scholar scopes, aiming a better and more pleasant development of each discipline, contributing for a more complete formation in its daily basis. / A linguagem é, na maioria das vezes, compreendida apenas como escrita ou falada, mas existem outras formas de linguagens, como a musical, a cinematográfica, a teatral e a corporal, objeto deste estudo. Esta dissertação de mestrado tem como principal objetivo proporcionar a compreensão da linguagem corporal e seus significados para uma aplicação efetiva das atividades pedagógicas nas séries iniciais do ensino fundamental. Os autores fundamentadores desta pesquisa são: Noam Chomsky, Charles Sanders Peirce, para compreensão da linguagem; Jocimar Daolio, Carmem Lúcia Soares, João Batista Freire, Denise Sant’Anna, Lúcia Santaella, para abordagem com maior profundidade da linguagem corporal; Vygotsky e Piaget, sobre educação e aprendizagem; Paul Schilder, Maria da Conceição Tavares, para o entendimento da imagem corporal. A metodologia da presente pesquisa é de natureza qualitativa, na qual optamos pelo método de estudo de caso, apoiados em Robert Yin. O universo da pesquisa foi representado por uma escola pública, de período integral, e os sujeitos são professores das séries iniciais do ensino fundamental. A partir de um questionário estruturado, aplicado a 15participantes, procuramos identificar: o que se entende por linguagem corporal e como esta pode contribuir para o processo de ensino-aprendizagem, como os sujeitos trabalham com a linguagem corporal em suas aulas. De acordo com a análise dos obtidos, verificamos que os professores têm uma visão reducionista do que seja a linguagem corporal. O trabalho com o corpo se resume a proporcionar ao aluno relaxar e acalmar, para que a aula continue seguindo, dentro da estratégia estabelecida. Apesar da compreensão de que o trabalho corporal é relevante para o desenvolvimento global dos alunos, percebemos a dificuldade de sua aplicabilidade, enquanto recurso de ensino-aprendizagem. Sendo assim, esta pesquisa permite, ainda, proporcionar aos docentes uma melhor compreensão do que é a linguagem corporal, bem como sua contribuição e aplicação dentro do âmbito escolar, para melhor e mais prazeroso desenvolvimento das diversas disciplinas, contribuindo desta maneira com a formação de pessoas completas, em suas múltiplas vivências.

Graduate

This study investigated the effect of children's prosocial behavior and gender on their abilities to decode and encode facial expressions. Four hypotheses were addressed in this study. The first hypothesis predicted a positive correlation between decoding abilities and pro social behavior of preschool-level children. The second hypothesis made a similar prediction, but between encoding abilities and prosocial behavior. Hypothesis three predicted that female preschoolers would be more accurate in decoding facial affect than would male preschoolers. Finally, hypothesis four predicted that females would have greater success with encoding emotions than would their male counterparts. A total of 132 children from a local private preschool participated in this study. Results showed a non-significant correlation between the decoding abilities of preschoolers and their prosocial behavior. Further analysis of the data revealed a significant negative correlation between the encoding abilities and pro social behavior of preschool children. Support was found for hypothesis three, revealing that females were better decoders of facial affect than were males. Finally, statistical tests indicated that there were no significant differences between females and males and the ability to successfully encode facial expressions. The implications and limitations of the study are discussed and suggestions for future research are offered.

No description available.

The purpose of this study was to research teachers' perceptions of the meaning of reading together with students in upper secondary school in the subject Swedish as a second language. The method used in this study was qualitative semi-structured interviews where eight teachers were included. The theoretical framework of the study consists of the sociocultural perspective of learning, Cummins' theories on second language learning, and Parans' theories about the teaching of literature. The study shows that there is no obvious structure of reading together, instead the results indicate that reading together is a highly spontaneous learning activity where different aspects such as choice of literature, group dynamic, or level of language development could affect the shared reading experience. The result also presents the impact of teachers' use of body language and how body language can be used as tool to support students' understanding of a text. Furthermore, the study shows that the foremost didactic possibilities with reading together were the high degree of scaffolding the activity enables and the joy of reading and feeling of fellowship that could emerge from the shared reading experience. The foremost didactic challenge the study presents was to find a book that suits every student, considering both their interest and their different levels of language development. Regarding teachers' perceptions on the meaning of using a second language perspective, it appears that it is not entirely clear what this means. However, it shows that teachers intend to take students' different backgrounds and experiences into account, but how this sometimes can have the opposite effect. Lastly, the conclusion of the study is that reading together is created by the readers and how they interact with the text, and how that creates space for an imaginative and spontaneous shared reading experience by exploratory reading. Keywords: body language, exploratory reading, fiction, reading together, second language learnin

The relative contribution of modeling and instructions as methods for training counselors in nonverbal empathy was assessed in a 2 X 3 factorial design employing two instruction conditions (Instructions and No Instructions) and three modeling conditions (High Nonverbal Empathy Model, Low Nonverbal Empathy Model, and No Model). Six groups of subjects were presented with the six different combinations of the above conditions and were then asked to conduct a 15-minute interview with a "client." It was predicted that those viewing the High Nonverbal Empathy Model would exhibit higher nonverbal empathy responses in the interview. It was also predicted that instructions would have no effect. The results indicated that these hypotheses were accurate in that there was a significantly higher amount of nonverbal empathy produced subsequent to subjects viewing the High Nonverbal Empathy Model as opposed to the Low Nonverbal Empathy Model or No Model. Instructions had no effect. This lends support to the importance of modeling as a means of teaching nonverbal empathy to counseling students.

Detta examensarbete handlar om förskollärares tankar om verbal och icke-verbal kommunikation i samlingssituationer. Syftet med studien är att visa förskollärares upplevelser av förhållandet mellan verbal och icke-verbal kommunikation under samlingssituationer i relation till den pragmatiska aspekten av barns språkutveckling. Frågeställningarna som arbetet bygger på är: Hur ser förskollärares uppfattningar ut beträffande användandet av den icke- verbala kommunikationen i samlingssituationer på förskolan? Hur ser förskollärares uppfattningar ut beträffande användandet av verbal kommunikation i samlingssituationer på förskolan? Det empiriska materialet har samlats in genom intervjuer av verksamma förskollärare och utgör tillsammans med tidigare forskning samt relevant litteratur för ämnet grunden för resultatet och analysen. Analysen har sin utgångspunkt från Maurice Merleau-Ponty utifrån fenomenologin. Studien visar att den icke-verbala kommunikationen används av pedagoger för att förstärka den verbala kommunikationen för barnen samt att detta sker både medvetet och omedvetet i samlingssituationer. / This thesis is about preschool teachers' thoughts on verbal and nonverbal communication in assembly situations. The purpose of the study is to show how preschool teachers’ look at the relationship between verbal and non-verbal communication and how the relationship is expressed for children in assembly situations on the basis of pragmatic language development. The questions, which this paper is based on, are: What are preschool teachers’ interpretations regarding the use of non-verbal communication in assembly situations in preschool? What are preschool teachers’ interpretations regarding the use of verbal communication in assembly situations in preschool? The empirical material has been gathered through interviews with active preschool teachers’ and make, in combination with previous research and relevant literature on the subject, the basis for result and analysis in this study. The analysis has its starting point in the perspectives of Merleau-Ponty and the phenomenology. The result, that the empirical material shows, is that the non-verbal communication is used to enhance the verbal communication and that this accrue both consciously and unconsciously in assembly situations.

Orientadora: Mara Alice Fernandes de Abreu / Banca: Aida Victoria Garcia Montrone / Banca: Claudio Bertolli Filho / Resumo: Como proposta para reflexão da prática pedagógica foi oferecida uma oficina às licenciandas em pedagogia, seguida de um planejamento a partir do tema corporeidade, o qual foi posteriormente desenvolvido por elas. Tal procedimento foi realizado com o intuito de se avaliar se ele era capaz de auxiliar as licenciandas a redimensionar sua prática, à medida que buscava ampliar o conhecimento e considerava o processo de transposição didática, no fazer docente destas alunas. A oficina sobre corporeidade e sua prática pedagógica, nas séries iniciais do ensino fundamental e educação infantil, foi iniciada com a investigação das concepções das licenciandas sobre corporeidade e sua prática pedagógica, incluindo o conhecimento que possuíam em relação às orientações dos RCNEI e PCNs sobre o tema. A partir de então, seguiram-se encontros semanais num total de 14, nos quais se realizaram discussões a partir de textos, seminários e aulas expositivas que trabalharam tanto linguagem corporal como metodologias, meios e estratégias de ensino e ainda, dinâmicas e representações em silhuetas. Seguiu-se então, a apresentação pelas licenciandas, divididas em grupos, de problemas relacionados ao tema corporeidade, vivenciados por elas em sala de aula e de planejamentos para trabalhá-los através de intervenções. Estas últimas foram gravadas em vídeo e apresentadas a toda turma de licenciandas, para serem discutidas por elas. Para finalizar, foram realizadas entrevistas semi-estruturadas com a intenção de se esclarecer dúvidas e complementar informações coletadas durante todo esse processo. Os dados mostram que as idéias iniciais apontadas pelas licenciandas sobre corporeidade e sua prática se relacionavam a temas como autoconhecimento, autonomia, desenvolvimento biopsicossocial e relações com o meio. As licenciandas apontaram como ponto importante para... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Concerning the study of didactic transposition, it was offered, in a timetable subject, a workshop for pedagogy licensed teachers, which was included at its end, the arrangement of an intervention with nursery and primary school students, under the theme body-language. With the aim of evaluating if this process could help the teachers on remeasurement of its pedagogical practice, the workshop included two phases: the first was aimed on expand the teacher's knowledge on body-language and the second, when the learning process was discussed, with reference on the arrangement and the teaching act, aware of the scientific content didactic transposition developed by the licensed for the subject to be taught. The workshop initiated with a research on the licensed's conception about body-language and its practice, including their own ideas about the RCN and PCNs orientation. There were weekly meetings (14 in a total), where there were discussions about texts, lectures, expositive classes, besides activities (mirror, statue, silhouette) related to the body identity, gender, image and expression, besides symbology, followed by reflection and discussion that worked, with the researcher and the discipline teacher, both the body language and the teaching methodologies, means and strategies. To this step, it was followed the presentation, by the licensed organized in groups, of problems related to the theme body-language, experienced by them in class, and the arrangement to work them through interventions. These last ones were recorded in video and presented to all the licensed for discussion and evaluation about the pedagogical practice. Finally, there were semi-structured interviews with the aim of provide to the licensed the opportunity of solving doubts, expressing their difficult points and moreover, complement the collected information during the whole process... (Complete abstract, clicar acesso eletrônico abaixo) / Mestre

Made available in DSpace on 2016-04-26T18:11:22Z (GMT). No. of bitstreams: 1 Jose Mauricio Conrado Moreira da Silva.pdf: 12086958 bytes, checksum: d5d839bf6a48d1fff81c4165d8204dc7 (MD5) Previous issue date: 2011-12-14 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This investigation has as study object the language of the parades of school of samba in the communicative flows between Brazil and Portugal. In century XVI, an old Portuguese and colonial carnival arrived at Brazil colony brought by formers. From years 1970 of century XX, it occurred an inversion on those flows when Brazil started to export new languages, as of the school of samba (derived from the colonial Carnival) and soap operas. This process was after intensified the after the Revolution dos Cravos, a fact that was responsible for reopening the cultural and political boundaries of Portugal. This thesis analyzes this communicative circuit between Brazil and Portugal that start to characterize a species of context post-colonial of the lusophonie, understood in this research as being a media environment for the countries that use the Portuguese language. To compose the theoretical grating this work uses concepts from authors who argue about lusophonie (Cunha, 2005), the carnival (Bahkthin, 1998; Damatta, 1997), evolutive theories of culture (Katz & Greiner, 2004, 2005, 2009), processes of cultural hybridization (Canclini, 2001), post-colonials theories (Bhabha, 2003, Hall, 2003), semiotics (Santaella & Noth, the 2004) and communication (Mcluhan, 1997). The methodology understands bibliographical, internet, video and musical data the inquiry and its correlation with the other sources of information, proceeding from the contact with the schools of samba in Portugal, made possible for the research of field that was carried through with the support of the University of the Minho, in cities and Portuguese villages that practice the carnival ritual. The main results is about the conclusion that the imitation of the Brazilian parades in the foreign environment of Portugal is a complex process and sets in motion what this if calling "market of languages . This market of languages represents an inversion of sensible in the habitual circuits, therefore Brazil, the former-colony, now is exporting languages to the former-metropolis: schools of samba, soap opera, etc. The unfolding of this quarrel can be identified in debates of authors as Boaventura de Souza Santos whose project of research ALICE (2011) argues that Europe needs to recognize itself in the mirrors of the worlds that helped to create. In this inquiry, it is considered, therefore, that in market of languages between Brazil and Portugal, the samba schools, as process derived from the colonial Carnival, is a possible metaphor of these mirrors / Esta investigação tem como objeto de estudo a linguagem dos desfiles de escola de samba nos fluxos comunicativos entre Brasil e Portugal. No século XVI, a antiga brincadeira carnavalesca portuguesa do Entrudo chegou ao Brasil colônia trazida pelos colonizadores. A partir dos anos 1970 do século XX, o jogo se inverteu quando o Brasil começou a exportar novas linguagens, como a da escola de samba (derivada do antigo Entrudo) e as telenovelas. Este processo foi intensificado após a Revolução dos Cravos, responsável pela reabertura política e cultural de Portugal. Esta tese analisa justamente este circuito comunicativo entre Brasil e Portugal, que passa a caracterizar uma espécie de contexto pós-colonial da lusfonia, entendida nesta pesquisa como sendo um ambiente midiático para os países que utilizam a língua portuguesa. Para compor a grade teórica são analisadas as obras de autores que discutem a lusofonia (Cunha,2005), o carnaval (Bahkthin, 1998; Damatta, 1997), as teorias evolutivas da cultura (Katz &Greiner, 2004, 2005, 2009), os processos de hibridação cultural (Canclini, 2001), as teorias pós-coloniais (Bhabha, 2003, Hall,2003), a semiótica (Santaella & Noth,2004) e a comunicação (Mcluhan,1997). A metodologia compreende a investigação bibliográfica, webgráfica, videográfica e fonográfica e sua correlação com as outras fontes de informação, provenientes do contato com as escolas de samba em Portugal, viabilizado pela pesquisa de campo que foi realizada com o apoio da Universidade do Minho, em cidades e aldeias portuguesas que praticam os festejos carnavalescos. Os principais resultados dizem respeito à constatação de que a imitação dos desfiles brasileiros no ambiente estrangeiro de Portugal é um processo complexo e aciona o que esta se chamando de "mercado de linguagens . Este mercado de linguagens representa uma inversão de sentido nos circuitos habituais, pois o Brasil, a ex-colônia, agora esta exportando linguagens para a ex-metrópole: escolas de samba, telenovela, etc. Os desdobramentos desta discussão podem ser identificados em debates de autores como Boaventura de Souza Santos cujo projeto de pesquisa ALICE (2011) discute que a Europa precisa se reconhecer nos espelhos dos mundos que ajudou a criar. Nesta investigação, considera-se, portanto, que no mercado de linguagens entre Brasil e Portugal, as escolas de samba, como processo derivado do antigo Entrudo colonial, sejam uma metáfora possível destes espelhos

Nesta dissertação, foram investigadas as estratégias pragmáticas que crianças empregam para recuperar a atenção da mãe numa cena de interação denominada EAC (Espaço de Atenção Conjunta). Por meio de vídeos doados por mães em momentos de interação lúdica com seus filhos em ambiente doméstico, identificamos e categorizamos algumas estratégias evidenciadas por conhecimentos pragmáticos e culturais na linguagem infantil de crianças de 2 a 6 anos. Concluímos que, além da atuação de aspectos físicos (por exemplo, do aparelho fonador), de aspectos processuais (por exemplo, os contextos interativos) e aspectos psíquicos (por exemplo, a vontade), são fatores socioculturais que, em paralelo, atuam para que a criança alcance a atenção da mãe, condição precípua para que restabeleça o EAC. Identificamos que as estratégias pragmáticas variariam em grau de complexidade a depender da maturidade das crianças. As crianças de mais tenra idade e de menor maturidade tendem a mobilizar mais o corpo como ferramenta manipulatória, e as mais maduras tendem a evidenciar seu background cultural, além das estratégias remanescentes da protolíngua (conceito inspirado em Damásio para remeter aos estágios mais incipientes de interação durante o processo de aquisição de linguagem). Constatamos, durante as análises, que as ideias de gradação e de complexidade legitimam-se como traços definidores de atitudes pragmáticas, adotadas por crianças, hoje concebidas como parte de um grande grupo heterogêneo chamado primeira infância, mas que podem ser realocadas em dois grupos etários: de 2 a 4 anos; e de 5 a 6 anos. Esse rearranjo reflete a descoberta de que as estratégias para retomada de EAC distinguem-se nesses dois grupos, fazendo cair por terra a referência generalizante primeira infância. / In this dissertation, we investigated the pragmatic strategies that children use to recover their mother\'s attention, in an interaction scene called JAE (Joint Attention Environment) EAC, in Portuguese. Using videos donated by mothers, in moments of playful interaction with their children, in a domestic environment, we identify and categorize some strategies evidenced by pragmatic and cultural knowledge in the language of children from 2 to 6 years. We conclude that, in addition to the physical aspects (e.g.: speech articulators), processual aspects (e.g.: interactive contexts) and psychic aspects (e.g.: willingness), there are sociocultural factors that, in parallel, act for a child to reach the attention of the mother, an essential condition for restoring the JAE. We also identified that the pragmatic strategies vary in degree of complexity, depending on the maturity of the children. Children from an early age and less mature tend to mobilize more the body, as a manipulative tool, and the ones more mature tend to evidence their cultural background, in addition to the remaining strategies of the protolanguage (a concept inspired by Damásios works to refer to the most incipient stages of interaction throughout the language acquisition process). During analysis, we noticed that the ideas of gradation and complexity are legitimized as defining traits of pragmatic attitudes adopted by children, which have been conceived as part of a larger heterogeneous group called \"early childhood\". We understand that those defining traits can be reallocated in two age groups: from 2 to 4 years; and from 5 to 6 years. These rearrangements reflect the findings that approaches for retaking JAE differ in these two groups, bringing down this \"early childhood\" generalizing reference.