Submitted by Kenia Bernini (kenia.bernini@ufpel.edu.br) on 2018-02-27T20:49:42Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Bárbara_Cristina_Dias_Santos_Dissertação.pdf: 2261421 bytes, checksum: d9f8eae61cef7b11580eab700ca7254e (MD5) Bárbara_Cristina_Dias_Santos_Produto .pdf: 1097920 bytes, checksum: 7c8571bb89e05979b7af21e678b8efaa (MD5) / Approved for entry into archive by Simone Maisonave (simonemaisonave@hotmail.com) on 2018-02-28T11:21:18Z (GMT) No. of bitstreams: 3 Bárbara_Cristina_Dias_Santos_Dissertação.pdf: 2261421 bytes, checksum: d9f8eae61cef7b11580eab700ca7254e (MD5) Bárbara_Cristina_Dias_Santos_Produto .pdf: 1097920 bytes, checksum: 7c8571bb89e05979b7af21e678b8efaa (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2018-03-05T21:00:30Z (GMT) No. of bitstreams: 3 Bárbara_Cristina_Dias_Santos_Dissertação.pdf: 2261421 bytes, checksum: d9f8eae61cef7b11580eab700ca7254e (MD5) Bárbara_Cristina_Dias_Santos_Produto .pdf: 1097920 bytes, checksum: 7c8571bb89e05979b7af21e678b8efaa (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-03-05T21:00:39Z (GMT). No. of bitstreams: 3 Bárbara_Cristina_Dias_Santos_Dissertação.pdf: 2261421 bytes, checksum: d9f8eae61cef7b11580eab700ca7254e (MD5) Bárbara_Cristina_Dias_Santos_Produto .pdf: 1097920 bytes, checksum: 7c8571bb89e05979b7af21e678b8efaa (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-10-03 / Sem bolsa / O presente trabalho trata tanto sobre o desenvolvimento, quanto da análise de intervenções didáticas realizadas para alunos do Curso de Educação Popular, Desafio Pré-Vestibular, um curso preparatório para o Exame Nacional do Ensino Médio, tendo como princípio a contextualização no ensino de Química. Para o planejamento das intervenções, foram analisadas questões de Química do ENEM, de 2010 a 2015, bem como uma pesquisa sobre as características dos alunos que frequentam o Curso Desafio. A metodologia da pesquisa atendeu pressupostos da Pesquisa Qualitativa (MOREIRA, 2011), mais especificamente a Pesquisa Participante (DEMO, 2004). Em um primeiro momento, foram desenvolvidas atividades em um Projeto-piloto para alunos do Curso Intensivo (4 meses), por meio de Situações de Estudo (MALDANER, 2006), acerca do tema Química e Meio Ambiente; e num segundo momento, para alunos do Curso Extensivo (8 meses), por meio de inter-relações entre teoria, fenômeno e representação Química (MORTIMER, 1999), em uma proposta de ensino sobre a Química e o Cotidiano no contexto de um curso de Educação Popular. Os registros do desenvolvimento das atividades foram feitos em diário de bordo, bem como os questionários realizados em aula foram analisados seguindo pressupostos da Análise de Conteúdo (BARDIN, 2016). Os resultados indicam que o trabalho com as propostas de ensino possibilitou motivar os alunos para o interesse e participação ativa nas atividades realizadas, o que é um primeiro passo para o desenvolvimento de aprendizagens. Com relação à preparação para o ENEM, a proposição de um ensino contextualizado propiciou uma maior confiança dos alunos na hora da realização da prova. Também a professora/pesquisadora se sentiu motivada a pensar estratégias de ensino visando a contextualização dos conteúdos para a proposição das intervenções didáticas, considerando que o ensino de Química contextualizado faz sentido para a vida dos alunos, tornando a aprendizagem mais significativa / The present work deals with the development and analysis of didactic interventions carried out for students of the Curso de Educação Popular Desafio Pré-Vestibular, a preparatory course for the National Examination of Secondary Education, having as a principle the contextualization in the teaching of Chemistry. For the planning of the interventions, ENEM Chemistry issues were analyzed from 2010 to 2015, as well as research on the characteristics of students who attend the Curso Desafio. The research methodology met the assumptions of the Qualitative Research (MOREIRA, 2011), more specifically to Participant Research (DEMO, 2004). Initially, activities were developed in a Pilot Project for students of the Intensive Course (4 months), through Situations of Study (MALDANER, 2005), on the theme Chemistry and Environment; and in a second moment for students of the Extensive Course (8 months), by means of interrelations between theory, phenomenon and chemical representation (MORTIMER, 2000), in a proposal of teaching about Chemistry and Daily Life in the context of a course of Popular Education. Records of activity development, in logbook, as well as questionnaires carried out in class, were analyzed following the assumptions of Content Analysis (BARDIN, 2016). The results indicate that the work with the teaching proposals made it possible to motivate the students to the interest and active participation in the activities carried out, which is a first step for the development of learning. With regard to the preparation for the ENEM, the proposal of a contextualized teaching provided a greater confidence of the students in the time of the test. The teacher / researcher also felt motivated to think of teaching strategies aimed at contextualizing the contents for the proposition of didactic interventions, considering that the teaching of contextualized chemistry makes sense for the students' lives, making learning more meaningful

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2014-09-30T20:55:58Z No. of bitstreams: 2 Dissertação - Maycon Batista Leite - 2013.pdf: 10038048 bytes, checksum: 5a31827ab39efcbdb20d56c6bbe51ef9 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2014-09-30T21:46:44Z (GMT) No. of bitstreams: 2 Dissertação - Maycon Batista Leite - 2013.pdf: 10038048 bytes, checksum: 5a31827ab39efcbdb20d56c6bbe51ef9 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-09-30T21:46:44Z (GMT). No. of bitstreams: 2 Dissertação - Maycon Batista Leite - 2013.pdf: 10038048 bytes, checksum: 5a31827ab39efcbdb20d56c6bbe51ef9 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-11-07 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / Our study aimed analyze the Textbooks of Chemistry Program approved by Textbook National Program (Programa Nacional do Livro Didático - PNLD/2012), searching to identify if there are different aspects of the conceptions of contextualization, specifically in the chapters of the solutions in these Textbooks. The choice of these concepts is due to difficulty of the students, especially in the study of these chapters, and mainly, because of the contextualization had been proposed in the academic curriculum in order to promote a broad teaching chemistry, involving social, politic, economic, environment and culture aspects, and not just scientific aspects. Thus, the data obtained from reading and re-reading these chapters, along with our theoretic reference, allowed the formation of four categories of analysis: contextualization as exemplification and illustration; contextualization as scientific description and formation of the concept; contextualization as understanding critical from relation of the Science, Technology, Society and Environment (CTSA); and contextualization as vision of the transformation of the social reality. The analysis of Textbook is justified by the fact that this is an instructive material widely used in Brazilian Education System, adding to the fact that the Federal Government has intensified the distribution of the Textbook for all public schools of the country. This is the analysis of the document with a qualitative nature and the data obtained were evaluated using the analysis Bardin’s content. The results showed that the authors of Textbooks analyzed recognize the contextualization as central element for the citizenship formation, but three from five Textbooks analyzed show a vision rather reductionist of the contextualization concept. We emphasize in this research the need of the continuity and consolidation of the researches involving the analysis of Textbook, considering the great importance given to this material in teaching practice. / Nosso trabalho teve como objetivo central analisar os livros didáticos (LD) de Química aprovados pelo Programa Nacional do Livro didático (PNLD/2012), buscando identificar quais os diferentes aspectos das concepções de Contextualização estão presentes nesses livros, especificamente no capítulo de Soluções. A escolha desse conceito se deve à dificuldade que os estudantes apresentam, em especial, no estudo desse capítulo e, fundamentalmente, pelo fato da contextualização ter sido proposta no currículo escolar, por meio dos documentos oficiais e por pesquisadores em Educação Química, com o propósito de promover um Ensino de Química que envolve também os aspectos sociais, políticos, econômicos, ambientais e culturais, e não somente aspectos científicos. Assim, os dados obtidos a partir das leituras e releituras desse capítulo, possibilitou a formação de quatro categorias de análise: contextualização como exemplificação e ilustração; contextualização como descrição científica e formação de conceitos; contextualização como entendimento crítico das relações Ciência, Tecnologia, Sociedade e Ambiente (CTSA); e contextualização como perspectiva da transformação da realidade social. A análise do LD justifica-se pelo fato de que este é um material instrucional muito utilizado no sistema de ensino brasileiro, somando-se ao fato de que o Governo Federal vem intensificando os programas de distribuição de LD para todas as escolas públicas do país. Trata-se de uma análise documental com um cunho qualitativo e os dados obtidos foram avaliados usando-se a análise de conteúdo de Bardin. Os resultados mostraram que os autores dos LD analisados reconhecem a contextualização como elemento central para a formação da cidadania, porém três dos cinco LD analisados apresentam uma visão reducionista do conceito de contextualização. Ressaltamos nesta pesquisa a necessidade da continuidade e consolidação das pesquisas que envolvem a análise dos livros didáticos de Química.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2016-10-25T18:01:56Z No. of bitstreams: 1 2005 - Eliane Mendon?a dos Santos.pdf: 652395 bytes, checksum: bd5ff58751aa2707364a743183c317ac (MD5) / Made available in DSpace on 2016-10-25T18:01:56Z (GMT). No. of bitstreams: 1 2005 - Eliane Mendon?a dos Santos.pdf: 652395 bytes, checksum: bd5ff58751aa2707364a743183c317ac (MD5) Previous issue date: 2005-12-13 / This paper has been done in Serop?dica, at Col?gio T?cnico da Universidade Rural (CTUR) and in Pinheiral, at Col?gio Agr?cola Nilo Pe?anha (CANP), both in Rio de Janeiro State, in the year of 2004. Two surveys have been given to the students at CTUR. Some teachers at CTUR answered questions about more contextualized learning, and the incentive to interaction among subjects. It was aimed to check the students perception as far as connections between the theme and the curriculum is concerned the relations with their daily activities. After a speech and na interative activity the teachers answered some more questions. At CANP, the course of farming is traditional. The students at CANP answered the questions of the first questionnaire. The hightschoolers demonstrated less envolviment with the subject. The technical students presented varied perceptions related to the theme. The answers from the students of the high school showed that they did not understand the matter goes through many subjects, thus a transversal theme. The professional course students were able to list a bigger number of subjects that have connections with the GMO. Most students classified the transgenic insufficiently. There have been many students interested in participating in the speech, as it was clear to note the need for more clarification about this issue so polemic and forward. / Este trabalho foi realizado em Serop?dica - RJ, no Col?gio T?cnico da Universidade Rural (CTUR) e em Pinheiral - RJ. no Col?gio Agr?cola Nilo Pe?anha (CANP) em 2004. Foram aplicados dois question?rios aos alunos do CTUR. Alguns docentes do CTUR responderam a perguntas, almejando uma aprendizagem mais contextualizada, e o est?mulo ? interdisciplinaridade. Buscou-se verificar a percep??o dos alunos quanto ?s liga??es e intera??es entre o tema e a grade curricular e as correla??es com o cotidiano. Ap?s a palestra e a atividade interdisciplinar, os docentes responderam a mais algumas perguntas. No CANP, o curso de Agropecu?ria ? tradicional. Os alunos do CANP responderam as quest?es do primeiro question?rio. Os alunos do Ensino M?dio demonstraram menos envolvimento com o assunto. Os discentes do t?cnico apresentaram percep??es variadas quanto ao tema. No Ensino M?dio, as respostas denotaram que eles n?o discerniram que a quest?o perneia v?rias disciplinas, pois ? um tema transversal. Os alunos do Ensino T?cnico elencaram um n?mero maior de disciplinas que possuem conex?es com os OGMs. A maioria dos alunos conceituou os transg?nicos de uma forma n?o satisfat?ria. Houve muitos alunos interessados em participar da palestra, ficou evidente o anseio por maiores esclarecimentos sobre este tema t?o pol?mico e atual.

Reading strategies are consciously controlled actions learners execute in order to aid comprehension. The effectiveness of strategies is increased with metacognitive awareness. Researchers have created instruments to raise metacognitive awareness targeted for native and highly proficient L2 readers. This article outlines the creation of a new survey, the Contextualized Inventory of Metacognitive Awareness for novice to low-intermediate L2 readers. Unlike other instruments, this survey contextualizes pre-, during-, and post-reading strategy deployment with the use of simplified, narrative reading passages. The survey was piloted at an Intensive English Program with 88 subjects. The overall readability of the survey had a Lexile score of 350L and a Coh-Metrix score of 35. The initial reliability of the survey was .69. Pedagogical uses and academic implications of the new survey are discussed.

Les transformations institutionnelles qu’a connu la Guadeloupe ont marqué les pratiques sexuelles de la population. Cependant, comme partout en France on retrouve l’éducation à la sexualité à l’école. Afin de comprendre comment se fait cette intervention de la sphère publique par le contexte scolaire auprès des élèves d’origines sociales diversifiée. Nous prenons comme référence les travaux de Bru (2002), Chevallard (1985, 2009), Sauvage et Turpin (2012) et Poggi (2014) pour le processus de contextualisation et ceux de Lahire (2012) et de Bozon (2013) pour comprendre la production, rencontre et modification des dispositions incorporées sexuelles. On pose que l’apport des savoirs va produire et agir sur les dispositions incorporées sexuelles des élèves par l’action de l’enseignant et crée un processus de contextualisation. Nous formulons deux hypothèses : la situation didactique en éducation à la sexualité est à la fois contextualisée et contextualisante.Les études menées sur l’analyse du curriculum formel, sur l’analyse des pratiques déclarées des enseignants et sur l’analyse des pratiques déclarées des élèves en rapport avec le milieu didactique en éducation à la sexualité. Permettent de conclure que la dimension contextualisée est révélée par les dispositions incorporées des acteurs et le poids du contexte institutionnel. Cette dimension contextualisée induit une dimension contextualisante, par une place insuffisante accordée au contexte social de l’élève, le savoir reste homogène dans un milieu diversifié. Cette rencontre entre homogénéité et diversité crée des inégalités dans l’acquisition des savoirs et dans les choix de conduites sexuelles. / The institutional transformations experienced by Guadeloupe marked the sexual practices of the population. However, as everywhere in France we find sexuality education at school. To understand how this intervention of the public sphere is done by the school context with students of diverse social origins. We take as reference the works of Bru (2002), Chevallard (1985, 2009), Sauvage and Turpin (2012) and Poggi (2014) for the contextualization process and those of Lahire (2012) and Bozon (2013) to understand the production, encounter and modification of the incorporated sexual dispositions. It is posited that the contribution of the knowledge will produce and act on the sexual incorporated dispositions of the pupils by the action of the teacher and creates a process of contextualization. We formulate two hypotheses: the didactical situation in sexuality education is both contextualized and contextualizing.Studies on formal curriculum analysis, analysis of teachers 'declared practices and analysis of students' reported practices related to the didactical environment in sexuality education. Let us conclude that the contextualized dimension is revealed by the incorporated provisions of the actors and the weight of the institutional context. This contextualized dimension induces a contextualizing dimension, by an insufficient place given to the social context of the student, knowledge remains homogeneous in a diversified environment. This encounter between homogeneity and diversity creates inequalities in the acquisition of knowledge and in the choice of sexual behavior.

<p>The aim of this essay is to debate the narrow contextualization of the works of Swedish artist Maria Friberg, in which she is interpreted as a female, feminist artist engaged in masculinity studies. Art reviews and exhibition catalogues regarding a great part of Friberg’s work have formed the core body of information in this study, selecting the more recent works entitled Still lives (2003- ) as the main focus. These show a change in Friberg’s artistic expression.</p><p>Subjects concerning group belonging, identity and existential questions have always been present in Maria Friberg’s art, but they are more clearly expressed in her latest works. Art critics have acknowledged the change of motifs in Still lives as a negative development and have expressed disappointment in the absence of Friberg’s renown portrayals of men in business suits. This attire and the gendered motif man have ascribed Friberg to an agenda surrounding masculinity and feminism, leaving little room for other interpretations.</p><p>The subordinate aim of the study is to suggest alternative readings of Friberg’s art in general and of the Still lives-series in particular. The great majority of art critics are accentuating Friberg’s interest in men, overlooking reasons for her supposed fascination of them. This creates a need for further examination of the depths of Friberg’s photographs. Hence, the last chapter presents a theory of the artists’ use of men as carriers of non-gender related meanings in which the human being is a small part of the impressive machinery composed of nature, culture and the industrialised world which absolutely devours humans.</p>

Thesis (M.Th. (Practical Theology))--North-West University, Potchefstroom Campus, 2006.

This thesis examines how pupils in the upper level of compulsory school learn about environmental issues and related theoretical concepts in an instruction employing an investigative approach and thematically organised content. The results of the study give reason to question some central arguments supporting these designs of instruction. Additionally, and primarily, these results contribute to research on concept formation. An understanding of pupils’ difficulties in learning theoretical concepts as a problem of contextualization is derived, representing an alternative to the influential view in which pupils’ difficulties are seen as a problem of conceptual change. Three case studies carried out within the pupils’ regular instruction are presented. The empirical material consists of recorded conversations, observational notes and the pupils’ own written material. The first study shows that the pupils experience difficulty in distinguishing among the different meanings attached to individual concepts in various conceptual contexts. This implies that pupils are often unable to identify the meaning relevant to the specific environmental problem on which they are working. The second study shows that the pupils do not make the connection between theoretical concepts and practical activities, as intended in instruction. Instead, they interpret the concepts within separate practical contexts, i.e. interpretative contexts other than the theoretical contexts. Finally, the third study demonstrates that the context for a pupil’s investigation changes as the pupil’s values concerning the environmental issues are brought to the fore. Thus, the outcome indicates that contextualization is a main factor in pupils’ learning of theoretical concepts. It is shown that the pupils’ understanding of theoretical concepts is dependent on their contextualizations of these concepts, both with regard to different conceptual contexts and with regard to different levels within a context. It is also demonstrated that emotions play a part in pupils’ learning by determining into which context pupils choose to enter.

The aim of this essay is to debate the narrow contextualization of the works of Swedish artist Maria Friberg, in which she is interpreted as a female, feminist artist engaged in masculinity studies. Art reviews and exhibition catalogues regarding a great part of Friberg’s work have formed the core body of information in this study, selecting the more recent works entitled Still lives (2003- ) as the main focus. These show a change in Friberg’s artistic expression. Subjects concerning group belonging, identity and existential questions have always been present in Maria Friberg’s art, but they are more clearly expressed in her latest works. Art critics have acknowledged the change of motifs in Still lives as a negative development and have expressed disappointment in the absence of Friberg’s renown portrayals of men in business suits. This attire and the gendered motif man have ascribed Friberg to an agenda surrounding masculinity and feminism, leaving little room for other interpretations. The subordinate aim of the study is to suggest alternative readings of Friberg’s art in general and of the Still lives-series in particular. The great majority of art critics are accentuating Friberg’s interest in men, overlooking reasons for her supposed fascination of them. This creates a need for further examination of the depths of Friberg’s photographs. Hence, the last chapter presents a theory of the artists’ use of men as carriers of non-gender related meanings in which the human being is a small part of the impressive machinery composed of nature, culture and the industrialised world which absolutely devours humans.

Computing infrastructures offer remote access to computing power that can be employed, e.g., to solve complex mathematical problems or to host computational services that need to be online and accessible at all times. From the perspective of the infrastructure provider, large amounts of distributed and often heterogeneous computer resources need to be united into a coherent platform that is then made accessible to and usable by potential users. Grid computing and cloud computing are two paradigms that can be used to form such unified computational infrastructures. Resources from several independent infrastructure providers can be joined to form large-scale decentralized infrastructures. The primary advantage of doing this is that it increases the scale of the available resources, making it possible to address more complex problems or to run a greater number of services on the infrastructures. In addition, there are advantages in terms of factors such as fault-tolerance and geographical dispersion. Such multi-domain infrastructures require sophisticated management processes to mitigate the complications of executing computations and services across resources from different administrative domains. This thesis contributes to the development of management processes for distributed infrastructures that are designed to support multi-domain environments. It describes investigations into how fundamental management processes such as scheduling and accounting are affected by the barriers imposed by multi-domain deployments, which include technical heterogeneity, decentralized and (domain-wise) self-centric decision making, and a lack of information on the state and availability of remote resources. Four enabling technologies or approaches are explored and developed within this work: (I) The use of explicit definitions of cloud service structure as inputs for placement and management processes to ensure that the resulting placements respect the internal relationships between different service components and any relevant constraints. (II) Technology for the runtime adaptation of Virtual Machines to enable the automatic adaptation of cloud service contexts in response to changes in their environment caused by, e.g., service migration across domains. (III) Systems for managing meta-data relating to resource usage in multi-domain grid computing and cloud computing infrastructures. (IV) A global fairshare prioritization mechanism that enables computational jobs to be consistently prioritized across a federation of several decentralized grid installations. Each of these technologies will facilitate the emergence of decentralized computational infrastructures capable of utilizing resources from diverse infrastructure providers in an automatic and seamless manner. / <p>Note that the author changed surname from Henriksson to Espling in 2011</p>