A literatura na área de formação de professores tem salientado a importância da participação de professores em atividades colaborativas de pesquisa. Neste trabalho focalizamos um projeto desenvolvido no âmbito do programa Observatório da Educação (OBEDUC / CAPES), no qual participaram professores da rede pública da Educação Básica do Estado de Sergipe com a finalidade principal de desenvolver instrumentos para avaliação de alunos do ensino fundamental. Buscamos com o presente estudo compreender se o fato de professores continuarem seus estudos por meio da participação em pesquisas financiadas pelo OBEDUC contribui para o seu processo de formação para a docência, bem como para pesquisa. Utilizamos referenciais teóricos relativos à Formação de Professores quanto aos modelos formativos e ao campo de investigação sobre saberes docentes. Mais especificamente, buscamos respostas para a questão: Quais as contribuições que a participação no Projeto sobre avaliação/OBEDUC traz para o desenvolvimento de Conhecimentos, Habilidades e Atitudes dos professores? Desenvolvemos o trabalho segundo os parâmetros de metodologia qualitativa de pesquisa. Realizamos: estudo documental, observação participante das reuniões de desenvolvimento do projeto, e entrevistas semiestruturadas para delinear os perfis dos sujeitos, proceder ao levantamento de episódios, e definir categorias de análise. Com base nos resultados, evidenciamos que os professores explicitam indícios de um conjunto importante de contribuições, vindas de sua participação no projeto, quanto a saberes relativos à sua formação docente e a sua formação em pesquisa. Particularmente, identificamos menções sobre: Conhecer os conteúdos das ciências de referência e o processo de produção dos mesmos; conhecer teorias sobre ensino, aprendizagem e avaliação; saber preparar, aplicar e analisar atividades de ensino e de avaliação; saber pesquisar; e atitudes de criticidade, curiosidade, e interesse; e autonomia docente. Diante desses resultados, consideramos que a participação em programas dessa natureza traz um importante potencial na Formação Docente que expressará de diferentes formas as experiências vivenciadas no projeto. / The literature on teacher training area has highlighted the importance of involving teachers in collaborative research activities. In this research we focus on a project developed under the \"Observatório da Educação\" program (OBEDUC / CAPES), with the participation of public school teachers of Basic Education of the State of Sergipe with the primary purpose of developing tools for evaluating elementary students. This study sought to understand whether the fact that teachers continue their education through participation in funded research OBEDUC contributes to their formation process for teaching and for research. We use theoretical frameworks relating to Teacher Training as the training models and the field of research in teaching knowledge. More specifically, we seek answers to the question: What are the contributions that participation in the Project Review / OBEDUC brings to the development of knowledge, skills and attitudes of teachers? We develop work within the parameters of qualitative research methodology. We perform: desk study, participant observation of project development meetings, and semistructured interviews to outline the profiles of the subjects, to survey the episodes, and set categorization analysis. Based on the results, we noted that teachers explain an important set of contributions from their participation in the project as the knowledge related to their teacher training and their training in research. In particular, we identify mentions about: Know the contents of the reference science and the production process thereof; know the theories about teaching, learning and assessment; know how to prepare, apply and analyze teaching and evaluation activities; know how to research; and attitudes of criticism, curiosity, and interest; and teaching autonomy. Given these results, we believe that participation in such programs provides an important potential in teacher training that will express in different ways the experiences in the project.

No description available.

Cross-collaborations and interdisciplinarity have become buzzwords in academia as it has been identified and argued, that going beyond traditional academic boundaries is essential for providing solutions to complex, societal problems. Currently, most of the scholarly literature on collaboration focusses on sub-issues, such as arguments for and against the crossing of fields and disciplines, while there is a lack of practical case studies exemplifying its effect. The objective of this research was therefore to explore the arguments underlying initiatives to start an introductory collaborative program for young academics, identify these programs’ roles in the researchers' collaboration capacity, and thus, to gain understanding of how collaborative programs can contribute in the process of equipping young researchers with valuable tools to tackle today's and tomorrow's complex challenges linked to United Nations 2030 Agenda for Sustainable Development and its seventeen Sustainable Development Goals. The research for this thesis was done in two steps: (1) to search for a conceptual framework on the topic of research collaboration, and (2) presenting a single-case study of one example of a collaborative research enhancing program by conducting qualitative interviews with key respondents. This thesis explicitly includes an assessment of current theories on the development of collaborative and interdisciplinary research teams and the relevance of these for enhancing scientific capacity of innovation, effectiveness and progress. It concludes that collaborative research is an ambiguous and fluid concept. Although concepts and theories around this phenomenon have been proposed, there is no coherent consensus on the concept in the scholarly literature. Furthermore, the case study presented in this thesis offers a unique insight into young researchers’ experiences of participating a collaborative research program. It is recognized that there is a consensus among the persons interviewed that participating in a collaborative research program has greatly contributed to the individual researcher’s professional development. It is further recognized that the lack of standardized indicators for collaborative outputs implicates on the possibility to argue for the proposed benefits of collaborative research in relation to the Sustainable Development Goals.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / As demandas educacionais atuais apontam para a necessidade de mudanÃas na escola para o atendimento aos alunos, levando em conta suas singularidades e necessidades individuais. Para essas mudanÃas, o papel do diretor à identificado como fundamental na constituiÃÃo de escolas inclusivas requerendo novas habilidades, conhecimentos e formaÃÃo que atenda o desafio de gerir essas escolas. Este trabalho se constituiu em uma experiÃncia de pesquisa desenvolvida em parceria com uma escola, buscando construir elementos de referÃncia para a organizaÃÃo e gestÃo da escola na diversidade. Para a realizaÃÃo desse estudo, empreendemos uma revisÃo bibliogrÃfica contemplando eixos teÃricos e pesquisas realizadas acerca da discussÃo sobre a escola, a inclusÃo e as novas formas de organizaÃÃo frente à diferenÃa e a diversidade alÃm dos estudos que discutem sobre a cultura, educaÃÃo e diferenÃa e os pressupostos implicados na teoria da mudanÃa e nos fundamentos de uma gestÃo para a escola inclusiva. A pesquisa teve por objetivo desenvolver, em parceria com uma escola publica municipal, uma experiÃncia de intervenÃÃo que considerasse a gestÃo da aprendizagem na diversidade, tendo como ponto de partida à constituiÃÃo de uma gestÃo co-participativa. A metodologia utilizada foi a pesquisa-aÃÃo colaborativa que se caracteriza pelo compartilhamento do saber na qual todos os participantes do processo, juntos, promovem aÃÃes para transformar uma situaÃÃo inicial num estado desejado. O estudo teve duraÃÃo de dois anos e meio e os resultados mostraram que a gestÃo compartilhada à benÃfica à constituiÃÃo da escola inclusiva sendo fundamental que os membros da escola aprendam a trabalhar junto e busquem, cada vez mais, o aperfeiÃoamento de prÃticas de colaboraÃÃo. Na escola pesquisada, consideramos como ponto fundamental para a mudanÃa na gestÃo, à forma como foi desenvolvido o acompanhamento das aÃÃes cotidianas. Esse acompanhamento permitiu o avanÃo em alguns pontos que destacamos na seqÃÃncia: a interiorizaÃÃo da cultura de cooperaÃÃo entre a gestÃo da escola e os professores, especialmente aqueles que foram acompanhados por membros da pesquisa GestÃo da Aprendizagem na Diversidade; a criaÃÃo da cultura do acolhimento a todos os alunos por parte da gestÃo da escola; a reorganizaÃÃo das aÃÃes de planejamento; reforÃo das aÃÃes no Ãmbito da gestÃo participativa; investimento na diversificaÃÃo dos equipamentos pedagÃgicos e na infra-estrutura da escola; a sistematizaÃÃo das aÃÃes da direÃÃo atravÃs da partilha e reciprocidade na tomada de decisÃes; e investimento na formaÃÃo dos professores e membros a equipe de gestÃo. As mudanÃas acontecidas ao longo da pesquisa nos impulsionam a dizer que o modelo de administraÃÃo adotado na escola nÃo foi suficiente para provocar a mudanÃa da cultura pedagÃgica tradicional ainda prevalecente. As transformaÃÃes ocorridas nÃo romperam totalmente com os padrÃes de ensino homogÃneos e nem garantiram e corresponderam a um movimento efetivo na constituiÃÃo de uma identidade inclusiva prÃpria bem como na melhoria dos padrÃes de ensino ao alcance de todos os alunos. / The recent educational demands point to the need of change in schools concerning the care of students, taking into account their individual needs and singularities. Regarding this change, the role of the principal is identified as a fundamental role in the upcoming of inclusive schools, requiring new abilities, knowledge and development in order to face the challenge of managing those schools. This work encompasses a research experience developed throughout a partnership with a school, striving to build up elements of reference to the management of the school regarding the diversity issue. In order to accomplish this study we have done a comprehensive bibliographical account involving theoretical axis and researches on the themes of school, inclusion and the new kinds of school organization facing diversity. Moreover, studies on culture, diversity, difference, and the principles implied in change theory and the foundations of management towards an inclusive school were added in the bibliographical research. The research itself aimed to develop, in partnership with a city public school, an intervention program considering the school management regarding diversity issues, having as a starting point the constitution of a co-participative management. The methodology used was the collaborative action-research which is featured by the sharing of the knowledge among all participants of the process, so that, together, they can change an initial situation into a better one. The study lasted two years and a half and the results showed that a shared management may be beneficial to the constitution of an inclusive school. It is fundamental, though, that the school members learn to work together and seek, increasingly, the improvement of collaborative practices. In the specific school researched, we have considered as a key issue, the changing of management practices, specifically the way the guidance of daily actions was developed. This guidance allowed the improvement of some changing issues: the introduction of a collaborative action between the coordination and the teachers, mainly those teachers who were coached by members of the research âLearning Management in Diversityâ team; the reorganization of planning actions; the reinforcement of actions in the issue of participative management; investment in the diversification of pedagogical equipment and in school facilities; the systematization of the actions of the directorâs board throughout the sharing of the decision taking process; and the investment in the development of teachers and coordinators. The changes occurred along the research process lead us to say that the management model adopted in the school did not suffice the need for change from a traditional cultural pedagogical practice still prevalent. The changes occurred did not diverge from homogenous teaching practice neither guaranteed nor corresponded with a model that moved towards the constitution of an inclusive identity that devised the improvement of teaching patterns offered to the students.

People with psychotic disorders die earlier than expected due to physical illnesses such as cardiovascular diseases, diabetes, and cancer. Despite substantial evidence about managing physical health to improve quality of life and reduce morbidity and mortality, there is limited research from the perspectives of people living with psychotic disorders. Since discourses are attached to all areas of knowledge, I situated myself within the critical social paradigm to understand factors that subjugate voices of people with psychotic disorders in research, practices, and policies. I used postcolonial theory as a lens for my research to show power asymmetry that often oppresses and dominates patients based on exclusion. Postcolonial theory in general and Spivak’s theory more specifically helped draw the parallel between systems of power such as colonization and patriarchy that silence the subaltern in the context of colonization and people with mental illness in psychiatry. Committing to Spivak’s theory of subalternity for self-representation, I chose digital storytelling as a methodological approach for generating transformative knowledge that exposes forces that mediate health and illness. Digital storytelling has an epistemological commitment to self-representation and critical reflection through visual, audio, and other forms of expression that facilitate more accurate articulations of experiences. The overarching purpose of this thesis was to explore the process of digital storytelling with people with psychotic disorders as a means of expressing their voices and to understand how nurses and healthcare leaders engage with the digital stories and foresee the use of digital stories in healthcare practices and policies. Six short videos capturing personal stories of people with psychotic disorders about their physical health needs and concerns were produced. Digital stories are audio-visual vignettes of approximately 2-5 minutes in length, presenting first-person stories in conjunction with audiovisual material (photos, images, soundtracks, etc.). The digital stories were presented in 2 focus group sessions to understand their impact on nurses and nursing leaders (n=15). Findings from this research brought forth stories that spoke of deep struggles people with psychotic disorders experience in addressing their physical health concerns within the psychiatric system. Participants talked about their embodied experiences and invisibility in the healthcare system in their digital stories. They expressed that healthcare providers had paternalistic approaches when addressing their physical health problems and revealed how they compensated for their lack of power and loss of identity. Story makers embedded their experiences with notions of powerlessness and despair and the associated negative impact on significant aspects of their lives. By reflecting on the digital stories and placing the content of stories within the larger context of the psychiatric system and current practices, nurses were able to expose power relations and structures such as quantitative approaches to care, stigma, and the biomedical model of care that excluded the experiences of people with psychotic disorders in psychiatry. Meanwhile, reflecting on the stories exposed nurses’ passive stance in challenging and resisting the dynamics that exclude patients’ voices at every level of care. In this research, Spivak’s theory helped highlight the thematic centrality of epistemic violence and the role of the digital stories in overcoming epistemic injustice and opening a line of communication with those in positions of power in psychiatry.

No description available.

Equitable access to healthy food is a multifaceted issue faced by many underserved populations. Intimate understanding of individual communities’ food practices allows for the creation of community-based interventions that elaborate upon specific needs and desires. Through collaborative research and action, this study aims to become better informed of the current eating habits of community members participating in The Happy Kitchen program at Wesley Rankin Community Center in West Dallas, how those habits have changed over time, and the factors that contribute to access and utilization of a healthy diet. This research seeks to develop a dialectical relationship between the participants and GROW North Texas to design relevant cooking classes and interventions in West Dallas; thereby increasing access to and consumption of nutritious food.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Esta pesquisa tem como foco transpor para a prática, em contexto de aulas de língua inglesa em uma escola pública, conceitos das teorias de letramentos críticos (LUKE e FREEBODY, 1997; GIROUX, 2005) e multiletramentos (LANKSHEAR, SNYDER e GREEN, 2000; GEE, 2006) e analisar as questões que emergem dessa transposição. Isso é feito através de um trabalho de colaboração, em que preparamos e implementamos práticas de leitura de textos multimodais, com foco não apenas na linguagem escrita, mas também nas linguagens visuais (KRESS, 2003). São utilizadas propagandas de revistas americanas, bem como um site em LI com informações sobre filmes. O processo de leitura proposto engloba inferências de significados na LI e também reflexões críticas a partir das imagens e dos textos escritos. A análise dos dados se baseia no conceito de objetividade entre parênteses, de Maturana (2001), segundo o qual não existe uma realidade externa ao observador, mas, sim, realidades que o observador ajuda a construir ao olhar para o contexto pesquisado. Entre as questões que emergem dessa transposição estão: o papel da língua materna nas aulas de línguas estrangeiras; as diferenças conceituais entre as propostas dos (multi)letramentos críticos e da abordagem comunicativa; os encontros, desencontros e a circulação de poderes que acontecem ao longo do processo (FOUCAULT, (1987 [1975]). As práticas propostas auxiliaram no desenvolvimento de ferramentas para a leitura em LI bem como para a reflexão crítica acerca de questões sociais que estão sempre presentes nos usos da leitura e da escrita (SOARES, 2004 [1998]). Ressalta-se que certas ausências trouxeram contribuições para as reflexões levantadas no presente estudo. / This research aims to transpose into practice, in the context of English classes in a public school, concepts of the theories of critical literacies (LUKE e FREEBODY, 1997; GIROUX, 2005) and multiliteracies (LANKSHEAR, SNYDER e GREEN, 2000; GEE, 2006) and to analyse questions that emerge from this process. It is done through a collaborative research, in which the researcher and the collaborative teacher prepared and implemented, together, reading practices of multimodal texts with focus not only in the written language but also in the visual languages (Kress, 2003). Magazine ads and a website about movies are used for this purpose. The reading process proposed englobes meaning inferences as well as critical thinking in relation to the images and written texts. The data analysis is based on the concept of objectivity between parenthesis from Maturana (2001), according to which there is no reality external to the observer; on the contrary, there are realities that the observer helps to build as he/she looks into the investigated context. Among the questions that emerged from this study are: the role of the mother tongue in the foreign language classes; the conceptual differences between the (multi)literacies and the communicative approach; the encounters, mismatches and the circulation of powers that took place along the process (FOUCAULT, (1987 [1975]). The proposed practices contributed to the development of tools for the reading of texts in the English Language as well as for the critical thinking in relation to social issues that are always present in practices of reading and writing (SOARES, 2004 [1998]). It is important to highlight that the drawbacks also contributed to the issues raised in this study.

Made available in DSpace on 2016-04-28T18:23:12Z (GMT). No. of bitstreams: 1 Iris Vanessa Alves Marques Annunciato.pdf: 2494848 bytes, checksum: 61e73579c9eb469515cb74a57a45be61 (MD5) Previous issue date: 2015-12-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research has as its aim to critically understand how a teaching-learning course in a public school of 1st year of Ensino Fundamental created opportunities of learning and development in the pedagogical actions concerned to such study. The following questions were taken into account: What are the senses and meanings given by teachers in classroom to reading and writing teaching-learning process as well as the roles of teachers and students which emerge from the classes in the first year of Ensino Fundamental ? What are the senses and meanings involved in such issues, comprehended in the reflective session and shared among teachers and researcher? This research was carried out with three 1st grade Basic Education teachers at a public school in the city of São Paulo. It is based on the Cultural Historical Activity Theory (CHAT) and the work produced by Vygotsky (1930-1934), Leontiev (1978) and Engeström (1987, 2001). Teacher training is looked at as a social-cultural historical activity in which the classes and the meetings may generate transformations. The methodology adopted is the Critical Collaboration Research as discussed by Magalhães (2010) and the LACE group researchers (Language in the Context of School Activities) which aim is to create possibilities of negotiations and is centrally based on the critical and collaborative relations among participants. The data were analyzed prioritizing the declarative, discursive and linguistic aspects, based on the senses of argument. The results showed the initial senses attributed by both teachers and researcher concerning reading and writing teaching-learning as well as the roles of teacher and students were collaboratively changing throughout the research leading the teachers to a new type of relation with their students; students to a new relation with their teachers; and researcher and teachers to a new view of teaching learning / Esta pesquisa teve como objetivo geral, compreender de forma crítica, como uma formação de professoras do 1º ano do Ensino Fundamental, em uma escola pública da rede municipal de São Paulo, criou oportunidades de aprendizagem e desenvolvimento no agir pedagógico das envolvidas na pesquisa. Partiu das seguintes questões: Quais são os sentidos e significados, atribuídos por professores em contexto de sala de aula, ao ensino-aprendizagem de leitura e escrita, papéis de alunos e professores que emergem das aulas do 1º ano do ensino fundamental? Quais são os sentidos e significados sobre os temas enfocados acima, ressignificados nas sessões reflexivas, compartilhados por professores e pesquisadora? Esta pesquisa foi realizada com três professoras do 1º ano da Educação Básica de uma escola Municipal de São Paulo. Está apoiada nas contribuições de Vygotsky (1930-1934), Leontiev (1978) e Engeström (1987, 2001) no que se refere à Teoria da Atividade Sócio-Histórico-Cultural. A formação de professores é entendida como uma atividade sócio-histórico-cultural, sendo as aulas e os encontros momentos de possibilidade de transformação. A metodologia adotada é a Pesquisa Crítica de Colaboração (PCCol) discutida por Magalhães (2010) e participantes do Grupo de Pesquisa Linguagem em Atividades no Contexto Escolar (LACE), cujo objetivo é criar contexto de negociação, tendo como centrais as relações crítico-colaborativas entre os participantes. Os dados foram analisados priorizando os aspectos enunciativos, discursivos e linguísticos, com base nos sentidos da argumentação. Os resultados demonstraram que os sentidos iniciais atribuídos por professores e pesquisadora quanto ao ensino-aprendizagem de leitura e escrita, papéis de alunos, professores e pesquisadora foram se transformando colaborativamente durante a pesquisa e novos significados foram sendo construídos, levando os professores a uma nova relação com seus alunos, os alunos a uma nova relação com os professores, e a pesquisadora e os professores a uma nova visão de ensino-aprendizagem