O presente estudo objetiva refletir sobre a configuração da relação enunciativa eu-tu e sua contribuição para a organização das informações provenientes dos outros sentidos, que não a visão, no processo de formação de conceitos espontâneos em crianças com cegueira congênita. Busca, também, analisar o modo de aprendizagem da criança com cegueira congênita, a fim de colaborar com a educação desses sujeitos. Trata-se de um estudo teórico fundamentado em autores como Saussure e Benveniste, na área da Linguística; Vigotsky e Luria, na área da Psicologia; e Selma Fraiberg e Mercê Leonhardt, no que se refere ao desenvolvimento dessas crianças. De modo que, será dada importância à dimensão social e interpessoal na constituição do sujeito, enfatizando o papel mediador da cultura no processo de desenvolvimento da linguagem verbal humana. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2015-11-04T16:52:47Z No. of bitstreams: 1 Dissertacao Fernanda Ribeiro Toniazzo.pdf: 1557664 bytes, checksum: db8cb53b29fac9ab2d1bb0fbaa5e6654 (MD5) / Made available in DSpace on 2015-11-04T16:52:47Z (GMT). No. of bitstreams: 1 Dissertacao Fernanda Ribeiro Toniazzo.pdf: 1557664 bytes, checksum: db8cb53b29fac9ab2d1bb0fbaa5e6654 (MD5) / This study aims at reflecting about whether the I-you relation produced within and through utterance contributes to the organization of information from senses other than sight in the process of spontaneous concept formation by children with congenital blindness. In order to contribute to the education of children with congenital blindness, this study also aims at analyzing how these children learn. This theoretical study is based on Saussure and Benveniste in the linguistics field; Vigotsky and Luria in the psychology field; and Selma Fraiberg and Mercy Leonhardt for support concerning the development of these children. Hence, the focus will be on the social and interpersonal aspectin the constitution of the subject, emphasizing the mediating role of culture in the development process of human verbal language.

Acompanha: Caderno de sequência didática: Vozes na EJA / Esta pesquisa objetiva apresentar uma proposta de ensino interdisciplinar tomando por base aspectos da linguagem científica na Educação de Jovens e Adultos – EJA. Por meio de uma sequência didática organizada para uma intervenção pedagógica interdisciplinar, foi desenvolvida a temática “Vozes na EJA”, em que se trabalharam conteúdos das disciplinas de Ciências Naturais (os sentidos) e conteúdos da Língua Portuguesa (gênero textual relato de vivências), tendo em vista as estratégias sociocognitivas de processamento textual na aquisição e construção do conhecimento científico. Os objetos de análise foram textos orais e escritos, produzidos por educandos do ensino fundamental – anos finais da EJA, do período noturno de uma escola pública, localizada na periferia do município de Ponta Grossa – Paraná. Os sujeitos envolvidos são quatro educandas, com idades entre 20 e 50 anos. A investigação é realizada em duas instâncias: a análise do texto como global na construção do significado, por questões que norteiam a dimensão contextual; e, a análise do texto como local da construção de significados relacionados aos conceitos científicos, por questões que norteiam a dimensão cognitiva. Essa última instância auxilia as comparações com as atividades propostas ao longo do processo de aplicação da sequência didática. A abordagem metodológica da pesquisa é qualitativa, classificada como explicativa, a tipologia desse estudo é caracterizada como pesquisa-ação, tendo em vista que os resultados obtidos são decorrentes da aplicação da sequência didática em sala de aula, que geraram o objeto de análise para a essa investigação. Os resultados obtidos apontam que, quando as ações são planejadas estrategicamente pelo educador, podem possibilitar aos educandos a apropriação da linguagem científica na produção textual, permitindo a construção de sentidos. / This research has as its objective to present a proposal of interdisciplinary education based on aspects of the scientific language on EJA “Educação de Jovens e Adultos” (Youth and Adults Education). Through a didactic sequence organized for an interdisciplinary pedagogic intervention, the theme “Vozes na EJA” (Voices on EJA) was developed, on which it was worked contents from the disciplines of Natural Sciences (the senses) and contents of the Portuguese Language (existence report textual genre), in view of the socio-cognitive strategies of textual processing in the acquisition and building of the scientific knowledge. The objects analyzed were oral and written texts, produced by learners of an elementary school – latest years of EJA, evening period of a public school, located on the periphery area of Ponta Grossa – Paraná. The people involved are four learners, aged between 20 and 50 years old. The investigation happens in two moments: the analysis of the text as global in the building of the meaning, by questions that guide the contextual dimension; and the analysis of the text as the place of the development of the meanings related to the scientific concepts that guide the cognitive dimension. This last one helps the comparisons with the activities proposed throughout the process of didactic sequence application. The methodological approach of the research is qualitative, classified as explanatory, the typology of this study is characterized as an action-research, knowing that the results obtained are arising from the didactic sequence applied in the classroom, which generates the object of analyses for this investigation. The results obtained indicate that, when the actions are strategically planned by the teacher, it enables the learners to appropriate the scientific language on the textual production, allowing the building of senses.

Acompanha: Caderno de sequência didática: Vozes na EJA / Esta pesquisa objetiva apresentar uma proposta de ensino interdisciplinar tomando por base aspectos da linguagem científica na Educação de Jovens e Adultos – EJA. Por meio de uma sequência didática organizada para uma intervenção pedagógica interdisciplinar, foi desenvolvida a temática “Vozes na EJA”, em que se trabalharam conteúdos das disciplinas de Ciências Naturais (os sentidos) e conteúdos da Língua Portuguesa (gênero textual relato de vivências), tendo em vista as estratégias sociocognitivas de processamento textual na aquisição e construção do conhecimento científico. Os objetos de análise foram textos orais e escritos, produzidos por educandos do ensino fundamental – anos finais da EJA, do período noturno de uma escola pública, localizada na periferia do município de Ponta Grossa – Paraná. Os sujeitos envolvidos são quatro educandas, com idades entre 20 e 50 anos. A investigação é realizada em duas instâncias: a análise do texto como global na construção do significado, por questões que norteiam a dimensão contextual; e, a análise do texto como local da construção de significados relacionados aos conceitos científicos, por questões que norteiam a dimensão cognitiva. Essa última instância auxilia as comparações com as atividades propostas ao longo do processo de aplicação da sequência didática. A abordagem metodológica da pesquisa é qualitativa, classificada como explicativa, a tipologia desse estudo é caracterizada como pesquisa-ação, tendo em vista que os resultados obtidos são decorrentes da aplicação da sequência didática em sala de aula, que geraram o objeto de análise para a essa investigação. Os resultados obtidos apontam que, quando as ações são planejadas estrategicamente pelo educador, podem possibilitar aos educandos a apropriação da linguagem científica na produção textual, permitindo a construção de sentidos. / This research has as its objective to present a proposal of interdisciplinary education based on aspects of the scientific language on EJA “Educação de Jovens e Adultos” (Youth and Adults Education). Through a didactic sequence organized for an interdisciplinary pedagogic intervention, the theme “Vozes na EJA” (Voices on EJA) was developed, on which it was worked contents from the disciplines of Natural Sciences (the senses) and contents of the Portuguese Language (existence report textual genre), in view of the socio-cognitive strategies of textual processing in the acquisition and building of the scientific knowledge. The objects analyzed were oral and written texts, produced by learners of an elementary school – latest years of EJA, evening period of a public school, located on the periphery area of Ponta Grossa – Paraná. The people involved are four learners, aged between 20 and 50 years old. The investigation happens in two moments: the analysis of the text as global in the building of the meaning, by questions that guide the contextual dimension; and the analysis of the text as the place of the development of the meanings related to the scientific concepts that guide the cognitive dimension. This last one helps the comparisons with the activities proposed throughout the process of didactic sequence application. The methodological approach of the research is qualitative, classified as explanatory, the typology of this study is characterized as an action-research, knowing that the results obtained are arising from the didactic sequence applied in the classroom, which generates the object of analyses for this investigation. The results obtained indicate that, when the actions are strategically planned by the teacher, it enables the learners to appropriate the scientific language on the textual production, allowing the building of senses.

O presente estudo objetiva refletir sobre a configuração da relação enunciativa eu-tu e sua contribuição para a organização das informações provenientes dos outros sentidos, que não a visão, no processo de formação de conceitos espontâneos em crianças com cegueira congênita. Busca, também, analisar o modo de aprendizagem da criança com cegueira congênita, a fim de colaborar com a educação desses sujeitos. Trata-se de um estudo teórico fundamentado em autores como Saussure e Benveniste, na área da Linguística; Vigotsky e Luria, na área da Psicologia; e Selma Fraiberg e Mercê Leonhardt, no que se refere ao desenvolvimento dessas crianças. De modo que, será dada importância à dimensão social e interpessoal na constituição do sujeito, enfatizando o papel mediador da cultura no processo de desenvolvimento da linguagem verbal humana. / This study aims at reflecting about whether the I-you relation produced within and through utterance contributes to the organization of information from senses other than sight in the process of spontaneous concept formation by children with congenital blindness. In order to contribute to the education of children with congenital blindness, this study also aims at analyzing how these children learn. This theoretical study is based on Saussure and Benveniste in the linguistics field; Vigotsky and Luria in the psychology field; and Selma Fraiberg and Mercy Leonhardt for support concerning the development of these children. Hence, the focus will be on the social and interpersonal aspectin the constitution of the subject, emphasizing the mediating role of culture in the development process of human verbal language.

Doctor Educationis / The Basic Concepts Mediated Learning Programme (BCMLP) was developed to enhance the cognitive and scholastic functioning of learners who experience barriers to learning in the early years of schooling in the South African context. The study aimed to initiate a process of evaluation of the efficacy of this metacognitive programme with Grade 2 learners from the ‘Cape Flats’, an historically disadvantaged community in Cape Town. The study was conducted simultaneously in two local education authorities by independent teams of fieldworkers in each of the education authorities. This quantitative, quasi-experimental, non-equivalent comparison group design study was implemented with learners who were equally assigned to an Experimental group (N=54) or Comparison group (N=55). English home-language and Bilingual (English and Afrikaans) learners made up a majority of the study sample. The study was conducted in English. Extensive pre-test and post-test batteries consisting of cognitive (information-processing), cognitive modifiability (dynamic assessment), and scholastic tests were used to collect data. A number of structured interview schedules including post-intervention teacher rating scales were also used for the purpose of data gathering. The results from the parametric and non-parametric methods of data analysis selected, revealed a pattern of significant pre- to post-study cognitive and scholastic gains in scores for learners in both the Experimental and Comparison groups (p<0.05). In addition, it was found that the study participants, irrespective of their designation to the Experimental or Comparison group became more modifiable and demonstrated enhanced information-processing abilities at the end of the study. Significantly greater gains were, however, attained by learners in the Experimental group in a majority of the areas assessed (7 out of 12) (p<0.05). Learners in the Experimental group were also found to be more responsive to instruction and modifiable than learners in the Comparison group. Learners who participated in the BCMLP were found to benefit with respect to their knowledge of basic concepts, cognitive and scholastic functioning. However, it was not possible to infer from the current study that findings were attributable to any one specific procedure (mediational teaching, concept teaching, vocabulary teaching and teaching to enhance information-processing) or process (Basic Concept Teaching Model) of this metacognitive programme. Furthermore, the study had a number of limitations and findings should be regarded with some caution until replication studies can be completed and the long-term effects of the study can be evaluated. The study provides some evidence for the efficacy of short-term, small group intervention programmes implemented by Learning Support Teachers within disadvantaged communities. The study also provides some initial evidence for the efficacy of the BCMLP (a specially designed metacognitive programme). The BCMLP was found to be both appropriate and manageable for Learning Support Teachers to implement in the South African context / South Africa

Magister Psychologiae - MPsych / This study explored the effects of a teacher development programme based on Philosophy for Children. One of the challenges facing education in South Africa is that the school curriculum has to promote the development of values, such as respect for life, equality, protection of freedom and the right to an opinion, through creative and critical thinking. The theorists, Jean Piaget and Lev Vygotsky inform our understanding of cognitive development with the important notions of active involvement, mediated learning and the development of thinking skills. Many programmes have been developed to assist learners in this regard. One such programme is Philosophy for Children. This study located Philosophy for Children and the locally developed material, Stories for thinking, in Vygotskian theory and explored its application within a South African context. / South Africa

M.A. (Psychology) / Please refer to full text to view abstract

As the current body of instructional communication research focuses primarily on the relationship between teacher and learner, three studies investigating the relationship between learners were completed in order to better understand how student motivation and learning are influenced by learner-to-learner immediacy behaviors within the college classroom environment. Study I resulted in an extensive list of both positive and negative verbal and nonverbal immediacy behaviors commonly used by learners. Study II required the comparison of the behaviors identified in study one to existing measures of teacher to learner immediacy behaviors, producing a new measure focusing on learner-to-learner immediacy. Following a pilot survey, the reliability of this new measure was determined through face validity and factor analysis, producing the Learner-to-Learner Immediacy Behavior Scale. In Study III, the Learner-to-Learner Immediacy Behavior Scale was combined with Christophel's 1990 Immediacy Behavior Scale, Cognitive Learning Scale, Affective Learning Scale, and Trait and State Motivation Scales and administered to 273 undergraduate students to test the affects of common learner-to-learner immediacy behaviors on student state motivation, affective learning, and perceptions of cognitive learning loss. Multiple regression analyses indicated learner-to-learner immediacy as functioning similarly to teacher-to-student immediacy when mediated through state motivation in its influence on student affective learning and perceptions of cognitive learning loss.

Relationships between reading and writing -- Formation of a thought-world that is a cluster of ideas and associations related to a literacy event -- Establishment of a progression of interrelated ideas from the thought-world -- Creation of intersentence cohesion by filling of gaps.

This project promotes an interdisciplinary approach to classroom instruction as an alternative to sequential instruction typically practiced in public schools. Specifically targeted are thematic, interdisciplinary teaching strategies.