Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-03-28T15:19:55Z No. of bitstreams: 2 Dissertação - Danillo Deus Castilho - 2015.pdf: 6072149 bytes, checksum: 3811f182b6a7bd09be3618c2d9e37afa (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-03-28T15:28:28Z (GMT) No. of bitstreams: 2 Dissertação - Danillo Deus Castilho - 2015.pdf: 6072149 bytes, checksum: 3811f182b6a7bd09be3618c2d9e37afa (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-03-28T15:28:28Z (GMT). No. of bitstreams: 2 Dissertação - Danillo Deus Castilho - 2015.pdf: 6072149 bytes, checksum: 3811f182b6a7bd09be3618c2d9e37afa (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-09-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / It is a bibliographical research seeking to reflect about the scientific training offered, presenting an argument that suggests the existence of a link between the International Program on Student Assessment (PISA) and the renewal movement of science education, which was thought by António Cachapuz, Anna Maria Pessoa Carvallho, João Praia and Amparo Vilches. The question we tried to answer was: What is the evidence of the relationship between the guidelines proposed by PISA and the “renewal of science education”? Searching for answers we focus our attention in both, the work entitled “A necessária renovação do ensino das ciências” end the “Informe PISA 2006: competências científicas para el mundo del mañana”. To try to know the characteristics of scientific training that could be prevalent in Science Education, the path we followed was to try to understand both the proposal of renovation and the evaluation given by PISA in 2006. Through the historical and dialectical materialism it was possible to identify, on first place, a distortion on the understanding of Vygotsky's theory, this happened because, of the proposal, this theorist is regarded as socio-constructivist, on second place, the existence of limitations at PISA 2006. In particular, we call attention to the fact that evaluation demands only the understanding of a single epistemological category of sciences from students, named by empiricism. To sum up, we end up suggesting the possibility of the constructivist assumptions work as a link between PISA and the proposed of renewal of science education. Consequently, we conclude that the utilitarian training would still be offered by the Science Education. / Trata-se de uma pesquisa bibliográfica que, procurando refletir sobre a formação científica ofertada aos indivíduos, apresenta uma discussão que sugere a existência de uma ligação entre o Programa Internacional para Avaliação de Estudantes (PISA) e o movimento de renovação do ensino de Ciências pensado por António Cachapuz, Daniel Gil-Perez, Anna Maria Pessoa de Carvalho, João Praia e Amparo Vilches. A questão que procuramos responder foi: quais são os indícios da relação entre as diretrizes propostas pelo PISA e a “renovação do ensino de Ciências”? Em busca de respostas centramos nossas atenções em ambos, na obra intitulada “A necessária renovação do ensino das ciências” e no “Informe PISA 2006: competencias científicas para el mundo del mañana”. Para tentar conhecer as características da formação científica que poderiam ser predominantes na Educação em Ciências, o caminho que seguimos foi tentar compreender tanto a referida proposta de renovação quanto a avaliação dada pelo PISA em 2006. Por meio do materialismo históricodialético foi possível identificar, em primeiro lugar, uma distorção na compreensão da teoria de Vigotski. Isso ocorreu porque, na referida proposta, esse teórico é tido como sócio-construtivista. Em segundo lugar, as limitações existentes no PISA 2006. Em especial, chamamos a atenção para o fato de tal avaliação exigir dos alunos apenas a compreensão de uma única categoria epistemológica de Ciências, a saber: o empirismo. Diante desses apontamentos, terminamos por sugerir a possibilidade de os pressupostos construtivistas servirem como ponte de conexão entre o PISA e a proposta de renovação do ensino das Ciências. Consequentemente, acabamos por concluir que a formação utilitária ainda seria a formação ofertada na Educação em Ciências.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2017-11-13T11:25:52Z No. of bitstreams: 2 Dissertação - Andréia Andreóli Silvestre - 2017.pdf: 2182924 bytes, checksum: 4bee0471e5ae233d3e41b94b5a5c6dac (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-11-13T11:26:23Z (GMT) No. of bitstreams: 2 Dissertação - Andréia Andreóli Silvestre - 2017.pdf: 2182924 bytes, checksum: 4bee0471e5ae233d3e41b94b5a5c6dac (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-11-13T11:26:23Z (GMT). No. of bitstreams: 2 Dissertação - Andréia Andreóli Silvestre - 2017.pdf: 2182924 bytes, checksum: 4bee0471e5ae233d3e41b94b5a5c6dac (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-10-18 / Outro / This research is linked to the Research Line: Training, Teaching Professionalization and Educational Work and has as its object the contributions of the theory of developmental teaching for teaching Chemistry in High School. We start from the assumption that the primary social function of the school is the teaching of the knowledge historically accumulated by humanity, synthesized in Science, Art and Philosophy and that this knowledge in the form of scientific concepts, plays a fundamental role in the process of human development. Based on the historical- cultural theory of development and Vassili Vassilievitch Davidov's (1982, 1987, 1988, 2003) developmental theory of developmental teaching, we understand that school education that promotes learning and development is organized in a way that instigates students' theoretical thinking. The main objective of this research is to identify and analyze the contributions of the theory of developmental teaching to the teaching of Chemistry in High School. Seeking to understand the pedagogical-didactic foundations of this theory through the accomplishment of a didactic-formative experiment with students of the first year of High School of a public school in Cuiabá-MT. The methodology used in this research consists in the accomplishment of a didactic- formative experiment, taking as object of teaching and learning the substances and materials ́ content. The concrete result of the experiment was the interaction of the teacher with the groups and the interaction with the group in general. The accomplishment of the didactic-formative experiment allowed us to follow and understand better how the complex process of learning of the scientific concepts takes place, as well as to identify and analyze certain contributions of the theory of developmental teaching to the organization of the teaching of Chemistry. The students at the end of the experiment developed the formation of a creative thought that was constructed from the historical process on materials and substances, which denoted the students greater autonomy in the use of this knowledge in situations that they did not have at the beginning of the experiment. / Esta pesquisa se vincula à Linha de Pesquisa: Formação, Profissionalização Docente e Trabalho Educativo e tem como objeto as contribuições da teoria do ensino desenvolvimental para o ensino de Química no Ensino Médio. Partimos do pressuposto de que a função social primordial da escola é o ensino dos conhecimentos acumulados historicamente pela humanidade, sintetizados na Ciência, na Arte e na Filosofia, e que esses conhecimentos, sob a forma de conceitos científicos, têm um papel fundamental no processo de desenvolvimento humano. Fundamentando-nos na teoria histórico-cultural do desenvolvimento e na teoria do ensino desenvolvimental de Vassili Vassilievitch Davidov (1982, 1987, 1988, 2003), entendemos que o ensino escolar que promove a aprendizagem e o desenvolvimento é aquele organizado de forma a instigar a formação do pensamento teórico dos estudantes. A pesquisa tem como principal objetivo identificar e analisar as contribuições da teoria do ensino desenvolvimental para o ensino de Química no Ensino Médio, buscando compreender os fundamentos pedagógico-didáticos desta teoria por meio da realização de um experimento didático-formativo com alunos do primeiro ano do Ensino Médio de uma escola estadual da cidade de Cuiabá-MT. A metodologia utilizada nesta pesquisa consiste na realização de um experimento didático-formativo, tomando como objeto de ensino e aprendizagem o conteúdo substâncias e materiais. O resultado concreto do experimento se deu, no decorrer do processo das ações desenvolvidas, pelas interações entre os grupos, interação da professora com os grupos e pela interação com a turma de maneira geral. A realização do experimento didático- formativo nos permitiu acompanhar e compreender melhor como se dá o complexo processo de aprendizagem dos conceitos científicos, bem como identificar e analisar determinadas contribuições da teoria do ensino desenvolvimental para a organização do ensino de Química. Os alunos ao final do experimento desenvolveram a formação de um pensamento criativo que foi construído a partir do processo histórico sobre materiais e substâncias, o que denotou maior autonomia dos alunos perante a utilização desses conhecimentos em situações problemas que os mesmos não possuíam no início do experimento.

The purpose of this study is to contribute knowledge of preschool teachers’ views on democracy and how the mission is expressed in preschool activities. The democracy commitment is seen as a difficult and complex assignment in relation to the work with children in preschool. Democracy is part of an everyday work in preschool activities and it is important that this is visible as it is what the preschool's policy instrument are based on. To study how the democracy commitment is expressed in preschool activities, the study's results are derived from semi-structured interviews. In the interviews, the starting point is to find out how preschool teachers view at democracy in preschool, how preschool teachers work with democracy in their daily activities and if there are any conditions and challenges they express in their work with the democratic assignment in preschool. The result presents a aspekt of how preschool teachers think and work with democracy in preschool activities. The result has been analyzed with socio-cultural theory and in the discussion; the result is related to previous research on democracy work in preschool. Keywords Preschool teachers, preschool, democracy, democracy commitment, socio-cultural theory. / Syftet med denna studie är att bidra med kunskap om förskollärares syn på demokratiuppdraget och hur uppdraget tar sitt uttryck i förskolans verksamhet. Demokratiuppdraget ses som ett svårt och komplext uppdrag i relation till arbetet med barn i förskolan. Demokrati ingår också i mycket av det vardagliga arbetet i förskolans verksamhet och är viktigt att göras synligt då det är det som förskolans styrdokument grundar på. För att undersöka hur demokratiuppdraget tar sitt uttryck i förskolans verksamhet är studiens resultat framtaget ur semistrukturerade intervjuer. I intervjuerna är utgångspunkten att få reda på hur förskollärare ser på demokrati i förskolan, hur förskollärare arbetar med demokrati i den dagliga verksamheten och om det finns några förutsättningar samt utmaningar som de uttrycker i deras arbete med demokratiuppdraget i förskolan. Resultatet presenterar en bild av hur förskollärare tänker och arbetar kring demokrati och demokratiuppdraget i förskolans verksamhet. Resultatet har analyserats utifrån den sociokulturella teorin och i diskussionen relateras resultatet till tidigare forskning av demokratiarbete i förskolan.   Nyckelord Förskollärare, förskola, demokrati, demokratiuppdraget, sociokulturell teori.

Anorexia Nervosa (AN) is a serious psychiatric disorder marked by the refusal to maintain a healthy body weight and excessive fear of gaining weight or becoming fat. This eating disorder is most prevalent among young women. Most research on hospitalized AN patients has been quantitative, and the experiences and perspectives of young women struggling with AN are underrepresented in the literature. Using a social constructionist and relational cultural lens, the research question addressed in the current study was What are AN participants’ experiences of helpful and not helpful factors in hospitalized care that affect recovery, motivation, and subjective well-being? The study used a narrative approach, where eight young women aged 1725 were interviewed regarding their stories of being treated in general or paediatric wards for AN. A thematic analysis was conducted to identify salient themes in the research interviews. The young women identified factors grouped into six main theme clusters that either helped or hindered their recovery during their time in the hospital, including: Staff Knowledge and Training, Treatment Experiences, Identity, Negative Treatment Impact, Abandonment, and Relationships. Implications of the findings for research, theory, and practice are discussed. / Graduate

The purpose of this study was to explore the lived experiences of African orphaned learners in relation to their educational experiences with the view of establishing whether the type of education received and the inferred quality of that education correlate with official conceptions of quality education as articulated in government policies. The study interrogates policy intentions geared to improving the quality of education in South African schools and juxtaposes the intended policy with the lived experiences of orphaned learners. This is a qualitative case study focusing specifically on four African primary school learners. Data were collected from interviews, observations and written stories of orphaned learners, as well as interviews with the orphaned learners’ teachers and caretakers. The claim I make in this study is that all learners living in impoverished communities and subjected to the kind of disadvantages in operation in their home environment are at risk of education of an inferior quality. However, being an orphan can aggravate this in that orphaned learners bring to school peculiar attributes which would produce outcomes that differ from those envisaged in policy documents. The findings of the study indicate that:<ul><il> (a) the behaviour displayed by orphaned learners, the emotional changes resulting from changing family circumstances, grieving the loss of parents and fear of losing the caregiver may impact negatively on the intended quality of education </il><il> (b) the socioeconomic and cultural contexts of orphaned learners have an influence on the received quality of education</il><il> (c) orphaned learners raised in sibling-headed households, where the primary educators (e.g. parents or surrogate parents) are non-existent, have impoverished educational experiences </il><il> (d) the support provided by the extended family can contribute positively to the educational experiences of orphaned learners </il><il> (e) the community can serve as a critical resource in enhancing the educational experiences of orphaned learners. <br> </ul> Finally, the study indicates that, by studying the lived experiences of African orphans, a better understanding of the quality of education received is made possible and this in turn could influence the conceptualisation of quality education and support structures required to achieve this ideal at higher levels of the education system. / Thesis (PhD)--University of Pretoria, 2010. / Education Management and Policy Studies / unrestricted

Probation officers are departing their employment before retirement at a high rate depending on the agency, location, and type of position, which impacts society. The cost associated with training a new officer could consume a large portion of an agency's yearly budget, leaving many inexperienced officers to supervise dangerous offenders and defendants. Thus, it is important to examine factors influencing retention such as whether individualistic and collectivist values predict a relationship between retention intent of probation officers. The purpose of this quantitative research study, guided by Hofstede's cultural theory, was to determine whether family embeddedness influences retention intent of probation officers. Linear regression was used to examine the relationship between the variables. The Sobel test was used to determine if family embeddedness mediated retention-intent. Federal probation and pretrial services officers (n=85) from 5 regions completed online survey questionnaires (Individualistic values scale, Employee Retention scale, Global Measure of Job Embeddedness, and Auckland Individualism and Collectivistic Scale). The results showed that family embeddedness is not a mediator for probation officers that possessed individualistic or collectivistic values. The social change implication of this study includes a recommendation for the development of an employee screening instrument that identifies employees' values to increase retention of probation officers, which can be used to select and train staff.

The frequency and severity of floods have increased due to climate change and achieving successful disaster risk reduction is deemed crucial to attain preparedness and sustainability. The responsibility for society’s preparedness mainly resides with local public actors. However, several Swedish municipalities have insufficient flood risk management. Research within disaster risk reduction suggests that risk can be understood as socially constructed and produced, highlighting the relevance of exploring risk perceptions. Yet, previous research has mostly been concerned with objective dimensions of risk and largely neglected social dimensions, such as decision-makers’ risk perceptions. Ridolfi and colleagues’ theoretical contribution to Cultural Theory of Risk suggests four types of ideal societies, or perceptions, which ultimately affect flood risk management: risk neglecting, risk monitoring, risk downplaying, and risk controlling perceptions. Yet, the theoretical work has not been applied empirically. This study aims to contribute to a deeper understanding of local public actors’ perceptions of flood risk and how this in turn may be connected to different flood risk management strategies. This thesis adopts a comparative case study design and explores the topic by applying Ridolfi and colleagues’ theoretical contribution to the municipalities of Karlstad and Kristinehamn. While Kristinehamn has been criticized for insufficient flood risk management, Karlstad has been put forward as a front runner in disaster risk reduction. Surprisingly, the results show that the municipalities reason in similar ways about flood risk, suggesting that the proposed differences between the two may be overestimated. Both municipalities believe in the capacity of technical hard-adaptive measures manipulating the environment and thus largely correspond to the risk controlling perception. However, the municipalities differ in some respects, as it can be argued that Karlstad shows signs of a risk monitoring perception whereas Kristinehamn shows signs of a risk neglecting or downplaying perception, potentially shedding light on the slightly varying approaches. In essence, the study’s utilization of the theory indicates that decision-makers’ subjective risk perceptions are important to explore in order to understand flood risk management approaches and subsequently important processes to achieve overall preparedness and sustainability. By exploring municipal actors’ perceptions of flood risk, the study not only contributes empirically by applying mentioned theoretical contribution for the first time, but also adds to the wider body of the theoretical knowledge on the significance of decision-makers’ risk perception for risk reduction, and thus contributes to a better understanding of the social dimensions of risk.

The research problem focused on the 11 million Mexican immigrant families in the United States who speak little or no English. Their stated needs for English literacy, socioeconomic and academic success, and the increasing calls for xenophobic legislation throughout the nation indicated a need to investigate alternative pedagogies to compel positive social change through language fluency. In this case study, Mexican immigrant second-language learners and their descendants were asked how they wanted to learn English and if using native culture as a learning tool would help in achieving their literacy goals. Prior researchers had not asked those questions. Three adults from a 3-generation Mexican immigrant family living in Florida gave interviews to address this gap. The participants, 2 of whom were native Spanish speakers, were recruited via a Facebook call for participation, and interviews were conducted by telephone. Cultural theory served as a conceptual framework for understanding the relationship between culture and language, and for interpreting and respecting participants' articulations of their experiences and opinions. Analyses of interviews and language background questionnaires were completed using pattern matching and SPSS, respectively. The key finding was that participants agreed a cultural pedagogy would be helpful in learning English. A recommendation is made to implement an experimental teaching study using cultural pedagogy as its framework. Achieving positive social change begins with removing the barriers of cultural language discrimination and allowing immigrants to reach their stated goals without loss of their cultural heritage.

In 1991, British novelist Patricia Barker published Regeneration, the first of three novels that portrayed the exploits of both factual and fictional characters during the darkest days of WWI. Barker's Eye in the Door (1993), followed by The Ghost Road (1995) for which she won the Booker Prize for Fiction, completed the series that explored the effects of combat on the human psyche. What emerges as a dominant feature of Barker's war novels is her depiction of the ocular sense. Reminiscent of Orwellianism, Barker's texts contain a seemingly ubiquitous ocular presence. For example, neurasthenic patients are scrutinized by army psychiatrists, objectors and subversives are spied upon or imprisoned so that their activities may be observed, and combatants are faced with the challenge of reconciling the horrifying events they have witnessed in combat. This study investigates the role and importance of Pat Barker's depiction of eyes and visuality in her war trilogy. The overreaching goal of the thesis to examine Barker's aestheticized notion of ocularity. It is my aim to come some conclusions about how vision / ocularity signal the emergence of a few central themes in the texts such as power relationships, objectification, exposure and the transgression of boundaries. The social and linguistic theories of Michael Foucault, Roland Barthes, Georges Bataille, Martin Jay and others who have addressed the themes of perception and ocular symbolism will be introduced into my discussion with the aim of providing a theoretic foundation to many of my assertions. Chapters will begin with an interpretation of a piece of theoretical writing by one of these authors followed by an analysis of Barker's texts that incorporates the major tenets of that theory. These tenets will serve as a basis to my discussion and it is my hope that, through the creative application of theoretical writing, I will address a number of aspects of Barker's work, especially in relation to her ocular imagery, that that have thus far gone unexplored.

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