Submitted by VINICIUS DOS SANTOS OLIVEIRA null (violiveirapp@hotmail.com) on 2017-09-25T13:12:33Z No. of bitstreams: 1 DISSERTAÇÃO COMPLETA - Vini e Tuim.pdf: 6441271 bytes, checksum: b60d84e5181db1403ed34d1676167d89 (MD5) / Approved for entry into archive by Monique Sasaki (sayumi_sasaki@hotmail.com) on 2017-09-27T20:15:23Z (GMT) No. of bitstreams: 1 oliveira_vs_me_prud.pdf: 6441271 bytes, checksum: b60d84e5181db1403ed34d1676167d89 (MD5) / Made available in DSpace on 2017-09-27T20:15:23Z (GMT). No. of bitstreams: 1 oliveira_vs_me_prud.pdf: 6441271 bytes, checksum: b60d84e5181db1403ed34d1676167d89 (MD5) Previous issue date: 2017-05-23 / Esta pesquisa de Mestrado em Educação tem como objetivo geral analisar a importância dos conhecimentos científicos e respectivos conceitos para o processo de desenvolvimento do pensamento conceitual nas aulas de Língua Portuguesa do ensino fundamental. A presente dissertação é composta por três capítulos de cunho teórico em que discute o processo de desenvolvimento humano e do seu psiquismo; o processo de desenvolvimento do pensamento; e o papel da educação escolar no processo de despendimento do pensamento conceitual. E por dois capítulos dedicados ao momento de coleta e análise de dados. Por fim é feita uma análise e discussão dos dados a partir da teoria. Esta pesquisa se embasa nos pressupostos teóricos e metodológicos da teoria histórico-cultural, bem como da pedagogia histórico-crítica, ambas enraizadas no método materialista histórico dialético. Para a coleta de dados foram realizadas observações em sala de aula, leituras do livro didático de Língua Portuguesa utilizado em sala de aula e dezesseis encontros de intervenção com vistas a verificar a apropriação por parte dos alunos, dos conceitos veiculados em aula. Alguns resultados demonstraram que os participantes da pesquisa encontram-se, de fato, na etapa de pensamento por complexos, corroborando os pressupostos de Vygotski; e também foi discutida a problemática da transmissão e socialização dos conceitos em sala de aula e por meio do livro didático. / This Master's Degree in Education research has the general objective of analyzing the importance of scientific knowledge and its concepts for the development process of conceptual thinking in Portuguese language classes in elementary education. The present dissertation is composed of three theoretical chapters in which it discusses the process of human development and its psychism; The process of development of thought; And the role of school education in the process of dispensing conceptual thinking. And by two chapters dedicated to the moment of data collection and analysis. Finally an analysis and discussion of the data is made from the theory. This research is based on the theoretical and methodological assumptions of historical-cultural theory, as well as historical-critical pedagogy, both rooted in the dialectical historical materialist method. Data were collected in the classroom, readings of the Portuguese language textbook used in the classroom and sixteen intervention meetings to verify the appropriation by the students of the concepts conveyed in class. Some results have shown that the research participants are, in fact, in the stage of complex thinking, corroborating Vygotsky's assumptions; And the problem of the transmission and socialization of concepts in the classroom and through the didactic book was also discussed.

Made available in DSpace on 2014-06-11T19:29:03Z (GMT). No. of bitstreams: 0 Previous issue date: 2004-03-08Bitstream added on 2014-06-13T19:37:52Z : No. of bitstreams: 1 paixao_kmg_me_assis.pdf: 439235 bytes, checksum: 6836758eb5d229d2269f1d42ff83eae1 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente pesquisa se propõe a analisar e discutir criticamente as concepções e práticas presentes na educação infantil, especificamente, no trabalho pedagógico desenvolvido com crianças entre 5-6 anos, a partir de um estudo de caso (uma turma) em uma escola de educação infantil pública da cidade de Marília-SP. Tendo em vista o processo de reconhecimento da educação infantil como primeiro nível da educação básica a partir da L.D.B de 1996, o que, para nós, vem sendo interpretado enquanto justificativa e necessidade da presença nas instituições de educação infantil - especificamente, na faixa etária por nós analisada (5-6 anos), por ser este período anterior à entrada da criança no Ensino Fundamental - de uma pedagogia preocupada em iniciar, o quanto antes, o processo de alfabetização. Ou seja, uma pedagogia preocupada com uma criança que virá a ser e que não o é hoje, tornando-se, desta forma, antecipadora do processo de escolarização, sem necessariamente resguardar a especificidade da primeira infância. Para tanto, utilizamo-nos da pesquisa de tipo de etnográfico a fim de construir instrumentos que nos possibilitassem conhecer o cotidiano desta escola e as relações estabelecidas entre crianças, professora e direção, a partir da pedagogia presente neste cotidiano. Desta forma, realizamos observações ao longo de um ano letivo da turma analisada, entrevista com a professora desta turma, análise de documentos tais como: plano educacional e planejamento semanal da professora, que foram analisados qualitativamente, focalizando as concepções sobre criança, sobre o papel do professor e a prática... / The article intends to analyze and discuss critically the conceptions and present practices in children's education, specifically in pedagogical work developed with 5-6 years old children, from a study of case (a class) in a public pre-school in the city of Marília-SP. Having in view the recognition process of the children's education as first level of the basic education from L.D.B. (Direction and Basis Law) in 1996, which, for us, has being interpreted while justification and necessity of presence in the children's education institutions - specifically, in the age group analyzed by us (5-6 years old), due to this period be previous to the ingression of the children in the Elementary School - of a pedagogy worried at beginning, as soon as possible, the process of teaching to read and write In other words, a pedagogy worried about a child that will become and that is not today, getting, in this way, anticipant of the process of schooling, without necessarily guard the specificity of the first childhood. Therefore, we utilized the research of the type of etnograph in order to construct instruments that allow us to know the quotidian of this school and the established relations among children, teachers and direction, from the pedagogy present in this quotidian. Thus, we effectuated observations along one school year of the analyzed class, interview with the teacher of this class, analysis of documents such as: educational plan and weekly planning ...(Complete abstract, click electronic access below)

Submitted by Tatiane da Silva Pires Felix (tatianefelix2@gmail.com) on 2018-09-22T19:28:18Z No. of bitstreams: 1 Tese Tatiane Felix Final 22 09.pdf: 4533980 bytes, checksum: e378dc7d836fbb42ac635a2cb16da6b0 (MD5) / Rejected by Claudia Adriana Spindola null (claudia@fct.unesp.br), reason: Solicitamos que realize correções na submissão seguindo as orientações abaixo: - Acrescentar a seguinte expressão do financiador nos agradecimentos : O presente trabalho foi realizado com apoio da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Brasil (CAPES) - Código de Financiamento 001 - Se tiver o número do processo acrescentar Agradecemos a compreensão. on 2018-09-24T13:06:04Z (GMT) / Submitted by Tatiane da Silva Pires Felix (tatianefelix2@gmail.com) on 2018-09-24T16:50:04Z No. of bitstreams: 1 tese Tatiane Felix 24 09.pdf: 4537083 bytes, checksum: ee857f2fa08373ff8d121cdc33c8c3fd (MD5) / Approved for entry into archive by Claudia Adriana Spindola null (claudia@fct.unesp.br) on 2018-09-24T17:36:45Z (GMT) No. of bitstreams: 1 felix_tsp_dr_prud.pdf: 4424369 bytes, checksum: 2c1c5c407c61d2f768e7c0409d4c27cc (MD5) / Made available in DSpace on 2018-09-24T17:36:45Z (GMT). No. of bitstreams: 1 felix_tsp_dr_prud.pdf: 4424369 bytes, checksum: 2c1c5c407c61d2f768e7c0409d4c27cc (MD5) Previous issue date: 2018-07-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta tese de doutorado tem por objeto de pesquisa a relação entre um processo interventivo formativo do ensino de artes e o desenvolvimento das emoções e sentimentos de estudantes em idade escolar. As emoções e sentimentos são compreendidos nesta tese a partir do referencial da teoria histórico-cultural, que as define como elementos de uma unidade psicofísica constituinte da personalidade dos sujeitos, não estando apartados do intelecto humano, porém constituindo-se como uma função do psiquismo. Desta forma, esta tese também tem por intuito aprofundar a compreensão das emoções e sentimentos como funções do psiquismo, como aspecto indissociável do pensamento e da consciência humana. Assumimos também, como nosso referencial, o materialismo histórico-dialético e a pedagogia histórico-crítica, no sentido de embasar e qualificar a defesa de que é necessário não somente constatar o papel das emoções e sentimentos no desenvolvimento humano, mas também que é preciso pesquisar e transformar a realidade objeto da investigação em uma direção humanizadora. Ou seja, defendemos, nesta tese, a importância de um processo interventivo e formativo por meio do ensino das artes para compreender, e ao mesmo tempo, criar novas possibilidades para o desenvolvimento das emoções e sentimentos humanos e da personalidade dos estudantes participantes da pesquisa. Assim, para a construção e defesa desta tese, foi realizado um processo de intervenção formativa de ensino das artes que contou com 26 encontros semanais, com duração média de 90 minutos junto à 08 estudantes de um segundo ano de uma escola de ensino fundamental de Presidente Prudente. Este processo interventivo e formativo foi organizado em 04 etapas, a de verificação dos conhecimentos das crianças acerca das temáticas das artes e emoções e sentimentos, a de momentos de apropriação dos clássicos acerca da música e das pinturas, a de transmissão de técnicas fundamentais à produção artística da música e pintura e a de produção artística de quadros de autorretrato e de composição coletiva de uma música. Tais etapas foram pensadas e efetivadas no sentido de proporcionar aos estudantes, tanto que se apropriassem de manifestações artísticas das pinturas e da música, quanto que generalizassem as emoções e sentimentos humanos, transformando suas personalidades em sua totalidade cognitivaafetiva. Portanto, defendemos a tese de que a organização e efetivação do processo de ensino intencional por meio das artes pôde garantir que os estudantes se apropriassem dos significados sociais das emoções e sentimentos humanos, passando assim a generalizar suas próprias vivências, e desenvolvendo-se em uma direção genérico-humana. / This PHD thesis aims to research the relation between an formative interventional process of the teaching of arts and the development of the emotions and feelings of students of school age. Emotions and feelings are understood in this thesis from the frame of historical-cultural theory, which defines them as elements of a psychophysical unity constituent of the personality of the subjects, not being separated from the human intellect, but constituting itself as a function of the psyche. In this way, this thesis also intends to deepen the understanding of emotions and feelings as functions of the psyche as an inseparable aspect of human thought and consciousness. We also assume, as our referential, historicaldialectical materialism and historical-critical pedagogy, in order to base and qualify the defense that it is necessary not only to verify the role of emotions and feelings in human development, but also to research and transform the reality of research in a humanizing direction. That is, we defend in this thesis the importance of an interventional and formative process through the teaching of the arts to understand and at the same time create new possibilities for the development of human emotions and feelings and the personality of the students participating in the research. Thus, for the construction and defense of this thesis, a process of formative intervention of arts teaching was carried out, with 26 weekly meetings, with a mean duration of 90 minutes, together with the 08 students of a second year of a primary school of President Prudent. This intervention and training process was organized in four stages: the verification of the children's knowledge about the themes of the arts and emotions and feelings, the moments of appropriation of the classics about music and paintings, the transmission of techniques essential to production artistic production of music and painting, and artistic production of self-portrait paintings and the collective composition of a song. These steps were designed and implemented to provide students with both artistic and artistic manifestations of paintings and music, and to generalize human emotions and feelings, transforming their personalities into their cognitive-affective totality. Therefore, we defend the thesis that the organization and realization of the process of intentional teaching through the arts could ensure that students take ownership of the social meanings of human emotions and feelings, thus generalizing their own experiences and developing into a generichuman direction.

abstract: This dissertation analyzes contemporary American literature, which includes novels, graphic novels, film, and television of the last forty years, to deconstruct the critical relationship between lived space, institutional power, and trauma. It examines literary representations of traumatic moments in recent American history--the attacks on the World Trade Center, Hurricane Katrina, the emergence of the Homeland Security state, and the introduction of the "new metropolis"--to demonstrate that collective trauma at the turn of the century is very much a product of the individual's complex relationship to the state and its institutional auxiliaries. As many philosophers and social critics have argued, institutional forces in contemporary America often deprive individuals of active political engagement through processes of narrative production, and this study discusses how literature both represents and simulates the traumatic consequences of this encounter. Looking to theories on urban, domestic, and textual space, this dissertation explores and problematizes the political and psychological dimensions of space, demonstrating how trauma is enacted through space and how individuals may utilize space and exploit narrative to achieve critical distance from institutional power. Literature as a narrative medium presents vital opportunities both for exposing the machinery of institutional power and for generating positions against the narratives produced by the state. / Dissertation/Thesis / Ph.D. English 2013

Magister Educationis - MEd / In this research study I investigate the nature and dynamics of learning amongst learners in a National Certificate Training Programme for community health workers who are caregivers in a home-based care prgoramme. The study analyses the relationship between experience, participation and learning and seeks to establish how the experience of adult learners can be mobilised through active participation and how situational conditions can either facilitate or inhibit participation and learning amongst the learners. Another dimension of the study seeks to establish what caregivers learn and the processes through which they learn and how such learning contributes to changes in behaviour and relationships. In this study, the nature and dynamics of learning amongst adult learners in the NCTP programme at community level is explored as an example of socio-cultural theory and situated learning which hold that learning results from participation in various socio-cultural situations – the act of participation is seen as crucial in the learning. The study focused on a group of 10 learners in the National Certificate Training Programme for community health workers who are also caregivers in the Nokuthembeka Home-based Care Programme in New Crossroads in the Cape Town metropole and used a qualitative research design and interpretive approach to understand the situations in which they learn. An interpretive approach allowed for deeper insight into the socio-cultural contexts that influence the social interactions of caregivers with peers as well as their learning. In the study I argue that the experience of caregivers forms a critical resource and the foundational basis for learning. The research study confirmed that the training programme in which caregivers interact and engage with peers and facilitators creates a learning context and that active participation in the situation facilitates learning. The study further confirmed that the informal settings of the home and community are important sites for learning and gaining experience and that situational conditions such as language, personal attributes and culture of learning/teaching can influence participation and learning.

Given the importance of emotional self-regulation to a child’s ability to develop social competence and prosocial behavior, and the significant role early childhood teachers play in supporting young children’s emotional self-regulation, it is important to explore the concept from the perspective of teachers, or from the socio-cultural context through which they (i.e., teachers) make sense of the world. This study used an exploratory case study methodology to explore the understandings of emotional self-regulation among three Head Start teachers working with varying socio-cultural contexts and to identify the socio-cultural perspectives that influenced their ability to effectively apply their understandings. Findings indicate that while the participants’ definitions of emotional self- regulation were aligned with those that are commonly used in the field, it was their implementation of strategies that diverged, reflecting the influence of learning goals and varying socio-cultural contexts.

O materialismo cultural de Raymond Williams, como formulação de uma nova teoria da cultura inscrita no materialismo histórico, centra-se em um dos debates mais polêmicos e fecundos da tradição marxista - a questão da determinação econômica da cultura e da arte. O presente trabalho visa a uma leitura crítica do livro Marxismo e Literatura, no qual Williams expõe sua teoria de forma abrangente. Por tratar-se de um livro expositivo, sua discussão será acompanhada de diversas análises culturais e literárias do crítico, trazendo à tona seu método teórico-prático as análises criando a teoria, que reorganiza, por sua vez, as formas de entendimento da realidade. / Raymond Williamss Cultural Materialism, working as a formulation of a new cultural theory inscribed in Marxs historical materialism, takes part in one of the most polemical and productive debates in the Marxist tradition the question of the economic determinantion of culture and the arts. The present dissertation has as its aim a critical reading of Marxism and Literature, book in which Williams thoroughly exposes his theory. Being of an expositive kind, its discussion will be conducted along with the study of some of Williamss literary and cultural analyses, bringing forth his method both theoretical and practical the analyses producing the theory that, in its turn, reorganizes the forms of understanding reality.

abstract: Traveling is one of the most enriching and fulfilling activities for most people. Yet factors such as crowded airports, long waiting queues, and inaccessible features of airports and airplanes often make traveling stressful for many individuals including those with disabilities. This qualitative phenomenological research study examined the underexplored area of traveling with a vision disability. Framed around a Co-cultural theoretical perspective, the study examined the lived experiences of vision impaired individuals with regard to receiving disability assistance services during air travel. The study specifically explored the communication strategies that vision impaired individuals employed to manage their assistance-related air travel needs. The study used in-depth interviews for data collection, and a combination of thematic analysis techniques for data analysis. Findings indicated four categories of assistance-related issues that vision impaired participants frequently experienced in their travel: personnel training issues, system issues, policy issues, and physical accessibility issues. The study also identified four Co-cultural communication orientations that participants used in navigating air travel: assertive accommodation, aggressive accommodation, assertive assimilation, and nonassertive assimilation. In addition, the study identified a new Co-cultural communication practice - normalizing for self. Findings of this research conclude that despite three decades since the passage of United States legislation to protect the rights of disabled people, vision impaired travelers still frequently experience inequitable air travel practices. The study offers recommendations on pressing issues concerning policies and regulations that can inform airline executives and federal legislators in facilitating a more equitable and pleasurable air travel experience for those with vision disabilities. / Dissertation/Thesis / Doctoral Dissertation Communication 2020

<p>This dissertation focuses on a variety of African-American musical expressions of the later twentieth century, situating them along a continuum of musical modernism that constitute various modes of survival technology, inextricably connected to the cultures from which they arise. My application of the term <i>survival</i><i>technologies </i>denotes two primary aspects: musical “technologies” in the sense that the term is commonly understood to refer to the construction of musical instruments and recording instruments both old and new, but also “technologies” in the sense of the term employed by Murray and Dinerstein: as modes of knowledge and strategies of resistance. My use of <i>survival technologies</i>as the conceptual underpinning that unifies my research entails bringing these two aspects together, and the two senses of the term converge especially when African-American musicians use musical instruments and tools in new, unexpected ways, as frequently happens throughout the history of African-American music in the twentieth century. I analyze how African-American musicians’ use of electric guitars, amplification, synthesizers, analog sequencers, studio effects, turntables, samplers, drum machines, and digital audio workstations constitute a uniquely African-American mode of musical knowledge and practice that is improvisational, heuristic, non-linear, and constantly aware of the past while simultaneously re-imagining the future. I link this analysis to works by twentieth-century literary authors and theorists in order to examine how African-American musicians’ <i>modus operandi</i>, varied and distinct as they are, are nonetheless consistent not only across divergent musical styles and eras, but also function inseparably from other arts and broader cultural contexts.</p><p>Throughout this project, written words interact with musical recordings. I strive to “hear” written texts (literature and literary criticism) and to “read” sound texts (recordings), highlighting the resonances between “literary texts” and “sound texts.” The Chicago blues style of Muddy Waters interacts with Richard Wright’s literary documentary of life on Chicago’s South Side, <i>12 Million Black Voices,</i>to highlight how old rural black vernacular “folk” expressions could serve as the basis of a new urban African-American modernism. Likewise, the electronic experiments of Herbie Hancock, which innovatively combined European modes of music creation and African diasporic musical concepts, interacts with Henry Louis Gates Jr.’s <i>The Signifying Monkey </i>to highlight how African-American modernism entails Signifyin(g) on European precedents as well as precedents in African-American art. Additionally, the historically informed jazz of Wynton Marsalis interacts with T. S. Eliot’s ideas of tradition in order to highlight how artistic conceptions of the past inform African-American modernist expressions today, such as jazz and sampled electronic music. Finally, Detroit techno music interacts with the musical and cultural criticism of Theodor Adorno to highlight how African-American modernism uses survival technologies to construct visions of the future that resist what Adorno called the “culture industry.”</p>

Orientador: Marisa da Silva Dias / Resumo: Esta pesquisa teve como objetivo identificar e analisar elementos mediadores da formação de conceitos de formas geométricas por crianças da Educação Infantil por meio de um quiz elaborado a partir da perspectiva histórico-cultural. O quiz atuou como objeto desencadeador do desenvolvimento dos conceitos de formas geométricas, uma vez que foi elaborado agregando contextos histórico-culturais, acessíveis às crianças do último ano da educação infantil. Assim, a pesquisa foi guiada pela questão: De que forma o jogo de perguntas (quiz), elaborado com base nos pressupostos da teoria histórico-cultural, na função de um dos elementos mediadores de aprendizagem, pode atuar como objeto desencadeador do desenvolvimento dos conceitos científicos sobre certas formas geométricas em crianças do último ano da Educação Infantil?. As crianças envolvidas pertencem a uma turma do Infantil II (5 anos) de uma escola municipal de educação infantil de uma cidade do interior paulista. Dentre os procedimentos metodológicos, realizaram-se entrevistas em três duplas, a fim de que as crianças confrontassem suas respostas, justificassem suas escolhas, defendessem seu ponto de vista. Fez parte dessa pesquisa de mestrado profissional a elaboração de um objeto virtual de aprendizagem denominado quiz em que foram produzidas questões baseadas na perspectiva histórico-cultural envolvendo formas geométricas. Foram feitas sete questões de múltipla escolha com três alternativas em cada e quatro questões abertas, em... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research aimed to identify and analyze elements that mediate the formation of concepts of geometric shapes by children in Early Childhood Education through a quiz elaborated from the historical-cultural perspective. The quiz acted as a trigger for the development of the concepts of geometric shapes, since it was elaborated by adding historical-cultural contexts, accessible to children in the last year of early childhood education. Thus, the research was guided by the question: How the game of questions (quiz), elaborated based on the assumptions of the historical-cultural theory, in the function of one of the mediating elements of learning, can act as a trigger for the development of concepts information on certain geometric shapes in children in the last year of Early Childhood Education? The children involved belong to a group of Infantil II (5 years old) from a municipal child education school in a city in the interior of São Paulo. Among the methodological procedures, interviews were carried out in three pairs, so that the children confront their answers, justify their choices, defend their point of view. Part of this professional master's research was the elaboration of a virtual learning object called a quiz in which questions based on the historical-cultural perspective involving geometric shapes were produced. Seven multiple choice questions were asked with three alternatives in each and four open questions, in which children could express their knowledge about e... (Complete abstract click electronic access below) / Mestre