Made available in DSpace on 2016-04-27T14:31:44Z (GMT). No. of bitstreams: 1 okadatese.pdf: 16026714 bytes, checksum: 3ca230d594d0350f8e52c964769ab70b (MD5) Previous issue date: 2006-04-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / One of today s great challenges in the context of research and learning is to find ways to deal with the overload of data,. New techniques are needed to organize better the whole process of investigation to construct knowledge. When relevant and significant information is mapped, researchers are able to explore theories and practices thoroughly. Students can also immerse deeply in their learning. The key question of this thesis is How can mapping contribute to the process of building knowledge facilitating projects of investigation? . The intention of this work is to offer to researchers, teachers and students strategies to improve their investigations. To answer this problem, I based my investigations on the course "Cartography software in the qualitative research" at PUC-Cogeae Online, from 2003 to 2006. The methodology of this research is ethno research formation. That is to say, planning, discussions and reflections were developed with the research students and the course material was produced during this investigation. In this work, I define what is Investigative Cartography starting with the history of cartography and the concepts of maps and investigation. After that, I discuss epistemological principles to guide the creation of investigative maps, with reference to systemic, hermeneutic and dialectic theories. Then, I analyse the practice, discussing the contributions of mapping in various stages of research: problematization, organization of references, conceptualization, uniting theory and practice, systematization, argumentation and self-organization. About the final considerations, I emphasize how investigative cartography helps researchers be more focussed and engaged in their investigation, and at the same time expand their creative horizons / Um dos grandes desafios atuais no contexto da pesquisa e aprendizagem é encontrar caminhos para enfrentar a avalanche de informações. Novas técnicas são necessárias para organizar melhor todo o processo de investigação visando a construção de conhecimentos. Quando informações relevantes e significativas são mapeadas, pesquisadores conseguem explorar teorias e práticas com mais rigor e qualidade. Estudantes também podem imergir com mais profundidade na aprendizagem. A questão-chave desta tese é Como o mapeamento pode contribuir com o processo de construção de conhecimentos facilitando projetos de investigação? . A intenção deste trabalho é oferecer aos pesquisadores, professores e aprendizes estratégias para aprimorarem suas investigações. Para responder este problema, delimitei esta investigação no curso Uso software de cartografia na pesquisa qualitativa da PUC-SP Cogeae Online nos anos de 2003 a 2006. A metodologia de pesquisa é etnopesquisa-formação. Ou seja, o planejamento, discussões e reflexões foram realizados em conjunto com os alunos-pesquisadores e todo material deste curso foi produzido durante esta investigação. Neste trabalho, defino o que é Cartografia Investigativa partindo da história da cartografia e dos conceitos de mapa e investigação. Em seguida, discuto os princípios epistemológicos para guiar a construção de mapas investigativos com referência nas teorias: sistêmica, hermenêutica e dialética. Então, analiso a prática, discutindo as contribuições do mapeamento em várias etapas da pesquisa: problematização, organização de referências, conceituação, união entre teoria e prática, sistematização, argumentação e auto-organização. Sobre as considerações finais, destaco como a cartografia investigativa ajuda os pesquisadores estarem melhor focados e envolvidos com as suas investigações e, ao mesmo tempo, expandindo novos horizontes criativos

This narrative inquiry study sought the voices of bilingual teachers through their lived experiences in relation to the success of Hispanic emergent bilinguals in schools. Two research questions guided the study: (1) What practices do bilingual educators consider important in helping Hispanic emergent bilingual students succeed in schools? and (2) How do bilingual teachers negotiate the curriculum and school structures to support Hispanic bilingual students' success in their classrooms? Two theoretical frameworks were used. Constructivism provided the structure for honoring the lived experiences of these teachers and culturally relevant pedagogy provided the lenses of culture, funds of knowledge, and deep sociolinguistic awareness. The use of narrative inquiry as a methodology affirmed the bilingual teachers' voices as important and authoritative sources of knowledge. Semi-structured interviews and classroom observations allowed the participants to engage as storytellers about their history and experiences that contributed to answering the questions. Three resonant reverberations emerged from the analysis: (a) the emerging rhythms of the classroom; (b) the realms of instructional and learning design; and (c) the orientation towards a culturally relevant pedagogy. These major findings revealed that teachers were student-oriented while also being content-oriented. They designed a positive learning environment by tapping into their students' funds of knowledge and being culturally responsive, which supported their students in becoming self-directed learners. The teachers had a deep sociolinguistic knowledge that determined the instructional strategies used in their classrooms and propelled them to collaborate with others and advocate for strong bilingual programs.