Made available in DSpace on 2017-07-10T18:55:43Z (GMT). No. of bitstreams: 1 Ilda parte 2.pdf: 930533 bytes, checksum: 02c3bd7883642ec1725723140a5d6001 (MD5) Previous issue date: 2013-12-10 / This research focuses on the analysis and reflections about the reading conceptions underlying the practice of teachers working with groups of 5th grade students in elementary school, and also on continuing education guidelines in order to develop and work with reading skills. In general, it was aimed at verifying which conceptions are revealed in the discourse and in the practice of such teachers and a few hours of continuing education are able to interfere with these concepts and practice. Reading is one of the most important content to be taught at school, since this skill is necessary for learning other classroom contents. Thus, the questions that were emphasized as the guide of our research were: nowadays, which reading conceptions underlie the pedagogical practice of teachers in the 5th grade of elementary school, in Cascavel city, Brazil; and, what are the effects of a few hours formation in the teachers practice? In order to find answers to these questions, the theoretical approaches used in this research are based on authors who address the conceptions of reading; also on ascending, descending and interactional approaches; and on who defends this latter as the most suitable for the formation of a proficient reader. Accordingly, we also use in our studies authors such as: Solé (1998), Colomer and Camps (2002), Leffa (1996 and 1999), Bakhtin (2003, 2010), Castilla (2009), Geraldi (1988 , 2011), Koch and Elias (2011), Koch (2010), Kleiman (2008) Menegassi (1995 , 2005, 2010). The research also relies on studies of continuing education and applied linguistics. It has a qualitative, an ethnographic and an interventional character. Lesson plans, which were developed by three teachers who were participating in the reading formation, were later analyzed. The research data were collected through questionnaires, audio recording, diary of workshops, documented analysis of lesson plans, and through questions related to the reading practice, which were prepared by teachers before and after a 30-hour-course. As a result of this investigation, it is believed that the continuing education must be permanent, and that reading needs more room in the proposed training. Few hours of courses provided some reflections, and changed consciously the development of reading activities made by those teachers, considering that they often elaborate activities from the interactional reading conception, although they are not always aware of the reasons why such activities are being developed / A presente pesquisa tem como foco a reflexão e análise acerca da(s) concepção(ões) de leitura que subjazem à prática de docentes que atuam com turmas de 5º ano, do Ensino Fundamental, reflexos da formação continuada na elaboração de encaminhamentos para o trabalho com a leitura. Objetivamos de modo geral, verificar qual(is) concepção(ões) de leitura se revelam no discurso e na prática pedagógica desses docentes e se uma formação continuada de poucas horas é capaz de interferir nessas concepções e prática. A leitura é um dos conteúdos mais importantes a ser ensinado pela escola, tendo em vista que para apropriação de todos os conteúdos trabalhados em sala de aula faz-se necessário o domínio dessa habilidade. Diante disso, surgem como questionamentos que se destacaram como norteadores de nossa pesquisa: Qual(is) concepção(ões) de leitura subjazem a prática pedagógica de professores do 5º ano, do Ensino Fundamental, do município de Cascavel, atualmente?Quais são os efeitos de uma formação de poucas horas na prática do professor? Com o propósito de encontrar resposta(s) a essa problematização, sustentamos a pesquisa nos pressupostos teóricos de autores que abordam as concepções de leitura e dentre as abordagens ascendente, descendente e interacional, defendem essa última como sendo a mais adequada para a formação de um leitor proficiente. Nesse sentido, respaldamos nossos estudos em autores como: Solé (1998), Colomer e Camps (2002), Leffa (1996 e 1999), Bakhtin (2003; 2010), Castela (2009), Geraldi (1988; 2011), Koch e Elias (2011), Koch (2010), Kleiman (2008) e Menegassi (1995; 2005; 2010). A pesquisa também se fundamenta em estudos sobre formação continuada e na Linguística Aplicada, possui caráter qualitativo, cunho etnográfico e de intervenção. Propomos a análise de planos de aula elaborados por três docentes participantes da formação. Os dados da pesquisa foram coletados por meio da aplicação de questionário, gravação de áudio, diário de campo de oficinas ministradas, análise documental de planos de aula, questões de leitura elaboradas pelos docentes antes e após a formação de 30 horas que ofertamos. Como resultado desse processo investigativo, entendemos que o trabalho de formação continuada deve ser contínuo e que a leitura precisa ter mais espaço nas propostas de formação. As poucas horas de curso que ofertamos proporcionaram reflexões e provocou alterações conscientes na elaboração de atividades de leitura dos docentes, haja vista que muitas vezes os professores elaboram atividades pautadas na concepção interacional de leitura, contudo nem sempre demonstram consciência das razões pelas quais as desenvolvem

O objetivo desta dissertação é entender as concepções de tempo e espaço presentes nos códices mexicas produzidos no período colonial inicial, entendendo-as como parte das concepções de história desse povo. Para alcançar esse objetivo foram analisadas centralmente as representações de calendário e lugares políticos e de paisagem em cinco narrativas históricas contidas nos códices mexicas produzidos durante os séculos XVI e início do XVII: Boturini, Mendoza, Aubin, Vaticano A e Manuscrito 40, manuscritos compostos por textos pictoglíficos e alfabéticos, produzidos pelas elites mexicas e seus descendentes, a partir de demandas nativas, castelhanas e missionárias. As representações temporais e espaciais levantadas nas narrativas foram cotejadas com exemplos de origem pré-hispânica, contidos nos códices mixtecos e nos monumentos e gravados em pedra mexicas, com a finalidade de inferir possíveis relações com permanências e transformações das concepções de tempo e espaço dos mexicas durante o período colonial inicial. O entendimento desse conjunto de concepções, centrados nas representações de calendário e de lugares políticos e de paisagem contidas nas narrativas históricas mexicas, pode contribuir para compreender como as elites mexicas e seus descendentes concebiam sua própria história após a conquista castelhana. / This Master thesis aims to comprehend the conceptions of time and space in the colonial Mexica or Aztec codices, assuming them as part of the Mexicas conceptions of history. To achieve this objective, the representations of calendar signs, political and landscape places were centrally analyzed in five historical narratives from Mexica codices produced during the 16th and early 17th centuries: Boturini, Mendoza, Aubin, Vaticano A and Manuscrito 40. These manuscripts produced by the Mexicas elites and their descendants, based on native, Castilian and missionary demands were composed by pictoglyphic and alphabetical texts. The time and space representations were analyzed and compared to pre-Hispanic samples at Mixtec codices and Mexicas stone monuments, for the purpose of infer the possible relations of persistence and transformation on the Mexicas conceptions of time and space during the early colonial period. The comprehension of this set of conceptions, centrally on the representations of calendar signs, political and landscape places, may contribute to understand how the Mexicas elites and their descendants conceived their own history after the Castilian conquest.

O objetivo desta pesquisa é examinar e compreender as concepções de corpo na Assíria do fim do século VIII e do século VII AEC, a partir da análise de fontes palacianas imagéticas e textuais. As primeiras são compostas pelos relevos dos palácios dos reis Senaqueribe (704- 681) e Assurbanipal II (669-627) em Nínive (no atual nordeste do Iraque). As segundas são Inscrições Reais, Tratados e Juramentos, Cartas e textos literários, sendo que todos esses gêneros têm como eixo de produção os palácios assírios. Os relevos são placas de pedra com esculturas em baixo relevo, que foram utilizadas nas paredes dos palácios assírios a partir do final do segundo milênio AEC. Esse uso foi continuado por todo o período denominado Neoassírio ou Tardo Assírio (934-610 AEC), expondo imagens de pessoas, animais, plantas, paisagens e arquiteturas. A configuração desses elementos figurativos expressa cenas de narrativas espaciais por meio de imagens. A disposição orquestrada dos relevos nas paredes dos palácios evidencia potenciais modos de percepção das imagens pela movimentação nos ambientes palacianos. A recorrência da expressão do corpo nos relevos suscita uma perspectiva atenta à materialidade, à relação entre as imagens do corpo e aos modos de percepção e contato com esses objetos no período. A presença constante de expressões corporais em textos neoassírios também constitui um tratamento ao corpo através da linguagem. Considerando a complementaridade entre fontes imagéticas e escritas no período e o fato de as concepções de corpo poderem estar expressas em textos e imagens, qual é o lugar e o uso do corpo neste período? Como o corpo aparece nos relevos e textos palacianos? Quais aspectos materiais dos relevos constituem os indícios da concepção de corpo? Como as imagens do corpo e as expressões corporais escritas indicam suas concepções? / The aim of this research is to examine and comprehend the conceptions of the body in Assyria at the end of the 8th and 7th centuries BCE, from the analysis of palatial images and texts. The visual sources are composed by the reliefs of the kings of Sennacherib (704-681) and Assurbanipal II (669-627) in Nineveh (present-day northern of Iraq). The written sources are Royal Inscriptions, Treaties and Oaths, Letters and literary texts. All these texts had the Assyrian royal palaces as production axis. The reliefs are stone plaques with bas-relief sculptures, which were used on the walls of the Assyrian palaces from the end of the second millennium BCE. This use was continued throughout the period called Neo-Assyrian or Late Assyrian (934-610 BCE), exposing images of people, animals, plants, landscapes and architectures. The configuration of these figurative elements expresses scenes of spatial narratives through images. The orchestrated arrangement of the reliefs on the walls of the palaces shows potential ways of perception of the images by the movement in the palatial environments. The recurrence of the body expression in the reliefs evokes an attentive threefold perspective: on the materiality, the images of the body and the modes of perception and contact with these objects in that period. The constant presence of body expressions in Neo-Assyrian texts also constitutes a way to treat body through language. Considering the complementarity between visual and written sources in the Neo-Assyrian period and the fact that body conceptions can be expressed in texts and images, what is the status and use of the body in this period? How does the body appear in the reliefs and palatial texts? What are the material aspects of the reliefs? How do body images and written body expressions indicate their conceptions?

The central role of education for sustainable development (SD) has been emphasized since the 1990s. SD involves the three areas of environment, economy and society, with a focus on the relationships between environmental protection and human development. Education for sustainable development (ESD) takes a holistic view on the environmental, economic and social dimensions of SD and aims to empower students to engage in the democratic development of society in a more sustainable direction. Policy-level and research community discussions have addressed the ways in which ESD has been implemented internationally. This study focuses on upper secondary students, and investigates their views on sustainability and the ways they make decisions related to SD. The study aims to address the interdisciplinary and multidimensional content embraced in the concept of SD and the development of competences often associated with ESD. A survey investigating students’ (n=638) sustainability consciousness (SC) and their decision-making in a number of SD related contexts was conducted in 15 Swedish upper secondary schools. The results show that students attending schools with an ESD profile are characterized by stronger SC than students attending regular schools; however the difference is small and mostly related to the economic dimension of SD. Furthermore, students who prioritize environmental decisions in SD dilemmas show stronger SC than students giving priority to economic reasons. When environmental, economic and social dimensions are introduced separately, social aspects are given the highest priority by the students. In contrast, environmental aspects are up-graded when the dimensions are introduced in an integrated manner. However, different dimensions are prioritized in different contexts. The study provides empirical support for using multiple contexts and including both harmonious and conflict-based perspectives on SD in education. It also contributes knowledge to the discussion about the implementation of ESD in Sweden in terms of outcomes among students. / This study addresses the interdisciplinary and multidimensional content embraced in the concept of sustainable development (SD) and the development of competences often associated with education for sustainable development (ESD). A survey was conducted among 638 students from 15 upper secondary schools, investigating their sustainability consciousness (SC) and their decision-making in relation to a number of sustainability dilemmas. The results showed that students attending schools with an ESD profile were characterized by stronger SC than students attending regular schools; however the difference between the groups was small and mostly related to the economic dimension of SD. Students who prioritized environmental decisions in SD dilemmas showed stronger SC than students who prioritized economic reasons. The SD dimensions were given varying importance depending on the context and whether a harmony-based or a conflict-based perspective on environmental, economic and social dimensions was used. The study provides support for using multiple perspectives and including both harmonious- and conflict-based perspectives on SD in education. It also contributes knowledge of the implementation of ESD in Sweden in terms of the student sustainability consciousness in the two groups.

Denna rapport presenterar en undersökning om hur individuella attityder, normativa föreställningar, motivation och organisationsklimat är påverkande faktorer på kodad explicit kunskapsdelning. Flödet innebär att en anställd besitter kunskap som delas via ett IT-system som nedskriven information för att bli tillgängligt för andra att använda, vilket då leder till ny kunskap. Studien har genomförts på ett svenskt företag i storleken litet till medelstort. Kvalitativa individuella intervjuer har genomförts med anställda på ett fallföretag, där de har ett ansvar att dela kodad explicit kunskap via ett IT- system. Forskare menar att om information redan är kodad och förvärvad kan den användas. Det har däremot påvisats att det inte behöver vara fallet. I små och medelstora företag lagras ofta information på flera ställen, vilket skapar problem för de anställda att använda sig av kunskapen. Ramverket Theory of Reasoned Action [TRA] har använts för att utifrån attityder förstå det individuella beteendet, vilket har utvecklats med tidigare forskning inom kunskapsdelning där TRA har använts. Resultatet visade att faktorerna har en påverkande effekt på beteendet att dela kodad explicit kunskap. Inre motivation visade sig ha en betydande roll för beteendet till att dela kunskap. En annan aspekt var att Strukturen i systemet där kunskapen delades. Strukturen visade sig ha en påverkande effekt på beteendet, vilket inte är en faktor enligt TRA. Utifrån de anställdas perspektiv på företaget har faktorerna identifierats och visats sig ha en påverkande effekt på kunskapsdelning av kodad explicit kunskap. / This is a research about how the factors individual attitude, normative conceptions, motivation and organizational climate is influencing factors of encoded explicit knowledge sharing. The flow of sharing means that an employee has knowledge and share it with others in an IT-system as stored information which will be available to others to use. This thesis has been examined in a small to medium sized company in Sweden. Qualitative interviews have been performed with employees in a company, where the employees are responsible to share explicit knowledge in an IT-system. Some researchers believe that if the information is already encoded and acquired it can be used. However, it has been demonstrated that this does not have to be the case. In small and medium sized companies’ information is stored in multiple locations, which makes it difficult for the employees to use the knowledge. The framework Theory of Reasoned Action [TRA] has been used to understand the individual behavior based on the individual attitude, which has been developed with previous research in knowledge sharing where TRA has been used. Our result shows that the factors have an influencing effect on the behavior of sharing encoded explicit knowledge. The internal motivation proved to be an important element to motivate the behavior to share knowledge. Another aspect was the structure in the IT-system for knowledge sharing. The structure had an influencing effect on the behavior, which was not raised in the framework TRA. These factors have been identified from the employee’s perspective in the company, to be the deciding factors that affect sharing of encoded explicit knowledge.

The present thesis was developed in the post-graduate program in education at the Universidade Federal de Santa Maria in the line of research in Education and Arts. It deals with a case study of the school youth choir Mãe de Deus , from the city of Tupanciretã in the state of Rio Grande do Sul, Brazil, where 6 members of the choir with varying amounts of time with the group were investigated. The research approach was qualitative and the data collection was carried out through semi-structured interviews and Field notes of the choirmaster. The general objective was to investigate the role of the choir in the development of conceptions and musical actions of the members of the choir. Authors such as Teixeira (2005), Wöhl (2006), Schmeling (2003), Oliveira (2003), Hentschke (1995), Bellochio (1995), Coll (1994), Phillips (1992), Penna (1990) and Figueiredo (1990) were studied in the review of literature. The results obtained demonstrate the importance of the choir activity for the members of the choir. Given the fact that the school Mãe de Deus does not offer music classes and that the choir was the only formal musical activity available, it was considered by participants to be an agent in their musical construction development. The choir acts as a bond, where the union of voices remits the widest social and musical experiences of its participants. The musical actions practiced by the singers outside of the choir further maintain their link to the knowledge gained in the choir. Daily musical experiences are continuously related to the knowledge gained in the group. Thus, it is possible to see the role of the choirmaster who should be a mediator between the singers and the music itself. Themes such as vocal technique, voice change, the repertory and discussions on group singing should be given special attention in the youth choir. In conclusion, it is clear that the choir is an activity that enhances musical and social development in its participants and a offers a space for solidarity among the participants, which encourages the desire to collectively do the best. / A presente dissertação foi desenvolvida no Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria na linha de Pesquisa em Educação e Artes. Trata-se de um estudo de caso sobre o coro juvenil Mãe de Deus, da cidade de Tupanciretã/RS, onde foram investigados seis coristas com tempos distintos de participação no grupo. A abordagem de pesquisa é qualitativa e o coleta de dados constitui-se de entrevista semi-estruturada e anotações de campo do pesquisador/regente. O objetivo geral centrou-se em investigar o papel do coro Mãe de Deus no desenvolvimento das concepções e ações musicais dos coristas. Fizeram parte do referencial teórico autores tais como: Teixeira (2005), Wöhl (2006), Schmeling (2003), Oliveira (2003), Hentschke (1995), Bellochio (1995), Coll (1994), Phillips (1992), Penna (1990) e Figueiredo (1990). Os resultados obtidos com a pesquisa apontam para a importância da atividade de canto coral para os cantores. Apoiando-se na realidade do Instituto Mãe de Deus de não possuir aulas de música no currículo e levando em conta que o coro Mãe de Deus representa a única atividade musical formalizada na escola, o mesmo foi destacado pelos participantes da pesquisa como um agente de construção e desenvolvimento musical. O coro atua como aglutinador, onde a união das vozes remete a vivências musicais e sociais mais amplas de seus participantes. As ações musicais praticadas pelos cantores fora da atividade coral mantém ligações com aprendizados dentro do coro. Vivências musicais diárias são constantemente relacionadas com os aprendizados vivenciados no grupo. Neste sentido, percebe-se o papel do regente, que deve promover uma mediação entre cantores e a música em si. Temas como a técnica vocal, a mudança de voz, o repertório e discussões sobre o cantar em conjunto, constituem-se em tópicos que devem ter uma atenção especial no coro juvenil. Finalizando, entende-se a atividade coral como potencializadora do desenvolvimento musical e social dos cantores, espaço que vivencia-se a solidariedade, a ajuda entre os participantes promovendo a vontade de coletivamente fazer o melhor.

[pt] Esta dissertação tem como objetivo identificar e compreender as concepções de infância existentes numa instituição situada na Região Norte do Brasil, em meio à complexidade de suas ações nas áreas de cultura, lazer, saúde e educação. O estudo foi realizado a partir de observações das interações entre os adultos (das áreas de saúde, lazer, cultura e educação) e as crianças (da Educação Infantil). Tomando como base a perspectiva de criança enquanto ser da cultura de Lev. S. Vygotsky e Walter Benjamin e a concepção de linguagem de Mikhail Bakhtin, as análises aqui presentes também foram fruto de diálogos com pesquisas realizadas sobre a criança e suas relações com adultos em espaços educacionais. No primeiro capítulo são apresentados os caminhos tomados para a pesquisa, a concepção de infância que balizou todo o trabalho e a instituição, na qual foi realizado o estudo, e suas fronteiras. O segundo capítulo trata das concepções de infância, tendo como ponto de partida os espaços e suas organizações, e a ação e o olhar dos adultos sobre as crianças, além de suas próprias infâncias. E, finalmente, no terceiro capítulo, as crianças ganham lugar e voz para nos dizer o que é ser criança e o que é ser adulto. Este trabalho, ao identificar diferentes concepções de infância e tecer conclusões a respeito das infâncias dos adultos e seus olhares sobre as crianças, aponta para a necessidade de discussões sobre a infância na referida instituição, bem como para aspectos que possam contribuir para a reflexão de práticas de adultos que trabalham com a Educação Infantil. / [en] The purpose of this dissertation is to identify and understand the conceptions of childhood inside an institution in the North Region of Brazil, amidst the complex set of actions in the culture, leisure, health and education areas. The study was conducted based on observations of interactions between adults (from the health, leisure, culture and education areas) and the children (in Child Education). Based on Lev. S. Vygotsky and Walter Benjamin s notion of children as cultural beings and Mikhail Bakhtin s language concept, the analyses presented were also the result of dialogues between research on children and their relationships with adults within educational spaces. The first chapter presents the research paths selected, the conception of childhood, on which the whole work was based, and the institution where the study was conducted and its boundaries. The second chapter discusses different conceptions of childhood, taking as a starting point the spaces and their respective organization, the action and how adults look at children, in addition to their own childhood experiences. Finally, in the third chapter children are given space and voice to tell us what being a child and an adult means. By identifying the different conceptions of childhood and drawing conclusions on the childhood of adults and their way of looking at children, this work points to the need for further discussion of childhood in the target institution and to aspects that could contribute to further consideration of the practices adopted by adults who deal with Child Education.

Magister Educationis - MEd / The research reported in this paper involves the use of dialogical argumentation in scientific context with 7-9 year olds as part of teaching and learning in primary classrooms. To develop an understanding of scientific concepts, four suitable collaborative activities on river pollution were used as a stimulus to effectively engage learners in scientific reasoning and use evidence for decision-making through cognitive harmonization. The research, involved four groups of five children each. Data were collected through analysis of children’s Water Pollution Questionnaire (WPQ), classroom observation, documentation of field notes, conversations and focus group interviews. The study found that all groups were able to engage in the activities to some extent, but that good quality argumentation develops when children are familiar with working in this manner. This study sought to investigate the opportunities, possibilities and challenges associated with a dialogical argumentation teaching and learning approach in a primary school science class A mapping technique was used to analyze the children’s discussions and identify the quality of their different “levels” of argument. This study confirmed that an argumentation based instruction was an effective way of enhancing learners’ understanding of river pollution. The learners’ listening skills improved tremendously and they were actively involve during discussions and provided claims with valid grounds or reasons. They were also very enthusiastic and challenged each other’s claims during these argumentation lessons, but most of all was the enjoyment that was visible on their young faces. Further research needs to be carried out over a longer period to determine the effectiveness of an argumentation based instruction. / South Africa

Philosophiae Doctor - PhD / The basic premise of this study was that when a learner is confronted with two contradictory explanations of the same phenomenon, there is cognitive dissonance in the learner as the learner tries to determine which of the two explanations is correct. An argumentation-based instructional intervention programme (ABIIP) was created for and used on and by the Grade 10 learners in order to attempt to ameliorate this cognitive conflict. The purpose of this study was to determine the relative impact of that intervention programme on Grade 10 learners’ conceptions of lightning and thunder. The programme was designed to help learners to develop argumentative skills and use the acquired skills to negotiate and harmonise divergent and conflicting explanations of the nature of lightning and thunder that are propounded by different worldviews (Science and indigenous knowledge).

This thesis examines pupils’ justice conceptions regarding educational assessment. Due to the context-dependency of norms and values as well as of assessment, the study compares the justice conceptions of pupils in two different’socio-educational’ contexts: Sweden and Germany. The main interest of the study is to understand and to reconstruct pupils’ own relevance structures and what just assessment means from a pupils’ point of view. Here, the study aims to reach beyond the level of mere description by providing theoretical conceptualisations of pupils’ justice conceptions regarding assessment. Thus, the study´s methodological foundation is characterised by a combination of a context-sensitive comparative approach on the one hand, and on the other hand a pragmatist Grounded Theory approach. Data were mainly generated through focus group interviews with pupils attending the last year of the lower secondary level in the Swedish comprehensive school as well as in different school types in the German school system. In total, the sample consists of 95 pupils, who were interviewed in 21 focus group interviews. In addition, other sources of data were included, such as regulations and guidelines that supported a context-sensitive analysis of pupils’ conceptions. The theoretical conceptualisation that explains pupils’ justice conceptions is ‘meta-assessment’. ‘Meta-assessment’ refers to pupils’ evaluation of the assessment they experience in terms of justice and represents the shared, abductively derived and overlying analytical category regarding pupils’ conceptions. Pupils’ ‘meta-assessment’ is based on normative justice conceptions as well as on justice conceptions that are related to pupils’ situation and context-bound experiences with assessment. The first ones are about the ethico-moral character of pupils’ justice conceptions. The second shed light on the contextual conditions and consequences of the logics and practices underlying educational assessment as experienced by pupils on an everyday basis. This implies that just assessment from a pupils’ perspective needs to be understood in its wider contextual embedment; and in relation to teaching and learning in order to understand the complex interrelations of what just assessment ‘is’, and ‘should be’ from the perspective of those, who are mainly affected by it.