Master of Science / School of Family Studies and Human Services / Bronwyn S. Fees / All children participate in cultural practices that shape development. Meaningful, authentic connections and interactions with adults build the foundation for respectful integration of cultural diversity in the development of early childhood curriculum. The knowledge of how culture develops forms the foundation of cultural inclusion and appropriate practices in the early childhood setting. Cultural development encompasses the physical environment, the relationships built with people within the environment, and the expectations and roles placed on the child by the family, community and society. Culture is the context in which development occurs and directs the manner of development. The socio-cultural historical perspective, developed by Vygotsky (1978) and elaborated on by Rogoff, (2003) provides a framework for defining cultural development as participation and interactions among individuals as well as within the self. Research indicates recognizing and respecting cultural differences, however, remains a challenge for implementation of culturally appropriate practices. This paper reviews the connection between culture and development by applying the socio-cultural historical perspective to early childhood education classroom practices. Strategies for inclusion and culturally appropriate practice provide the focus for the discussion with illustrative examples from Hungary and the Midwestern United States. Implications for educators, administrators, and teacher training professionals are addressed.

Orientador: Ana Luíza Bustamante Smolka / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-19T14:31:15Z (GMT). No. of bitstreams: 1 Brito_AnaPaulaSouza_M.pdf: 1234490 bytes, checksum: a5af30f301822c64bc9ae5a6540a075e (MD5) Previous issue date: 2011 / Resumo: O presente trabalho teve como objetivo investigar as possibilidades de desenvolvimento profissional docente a partir da (re)organização de algumas ações da Orientadora Pedagógica circunscritas no contexto escolar: planejamento, acompanhamento de atividades e Hora de Trabalho Pedagógico Coletivo. A proposta inicial estava relacionada à área da linguagem escrita, buscando compreender como os sujeitos, envolvidos num processo de estudo e análise, relacionam dialeticamente o conhecimento historicamente construído e a prática docente em sala de aula. A partir do modo de participação de cada um dos sujeitos nessa atividade de estudo e reflexão, foi possível verificar que a apropriação de alguns dos pressupostos (desencadeados pela reflexão sobre a prática, a partir da interlocução no grupo) oportunizou novas formas de atuação em sala de aula que não estavam restritas apenas à linguagem escrita. Assim, entende-se que para se analisar a prática docente há de se refletir sobre as concepções do professor sobre educação, aprendizagem e desenvolvimento. Assumindo a perspectiva Histórico-Cultural (Vigotski, Bakhtin, Clot) o processo desenvolvido foi analisado, compreendendo que a atuação profissional docente está relacionada às prescrições, ao contexto histórico, a constituição do sujeito e as condições efetivas de trabalho. Essa relação foi considerada para se pensar a produção de significados e sentidos relacionados ao trabalho docente no contexto de desenvolvimento da pesquisa. / Abstract: This study aimed to investigate the possibilities of teaching professional development from the (re) organization of some limited actions the pedagogical advisor in the school context: planning, monitoring activities and Pedagogical Collective Working Hour. The initial proposal was related to written language area, aiming to comprehend how the subjects involved in a process of study and analysis, relate dialectically the knowledge historically constructed and teaching practice in the classroom. From the participation way of each subject in this study and reflection, it was possible to verify that the appropriation of some assumptions (triggered by reflection on practice, from the dialogue in the group), provided new ways of performance in the classroom which were not restricted only to written language. Thus, it is understood that in order to analyze the teaching practice, it is needed to reflect on the teachers conceptions about education, learning and development. Assuming the historical-cultural perspective (Vygotsky, Bakhtin, Clot): the developed process was analyzed, understanding that the teaching professional performance is related to prescriptions, the historical context, the subject nature and the effective working conditions. This relation was considered to reflect about the production of meanings and sense related to teaching work in the context of research development. / Mestrado / Psicologia Educacional / Mestre em Educação

The aim of this study is to examine John Chrysostom’s views on slavery, specifically in his homilies on the Pauline Epistles and Hebrews. Roman slaveholding is approached as a complex habitus, and Chrysostom’s negotiation with and reimagination of this habitus is examined. The method of enquiry used is a cultural-historical analysis, and the theories of Michel Foucault and Pierre Bourdieu are extensively utilized. Moreover, based on the work of Jennifer Glancy, slavery is approached as a corporeal discourse – one focused on the slave as a body. The discursive formation of the slave-body is further deconstructed into four related corporeal discourses – namely the domesticity, heteronomy, carcerality and commodification of the slavebody. The study commences by revisiting and re-reading Hellenistic, early Roman, Judaistic, and early Christian sources on slaveholding from a cultural-historical perspective in order to reconstruct the main discursivities of the habitus of Roman slaveholding. Then, the first question asked is how Chrysostom understands the domesticity of the slave-body. Based on his exegesis of the haustafeln, it is concluded that Chrysostom negotiates and reimagines the discourse in three ways: a) he proposes a shift from strategic to tactical slaveholding; b) he formulates his theology, especially hamartiology and eschatology, on the Stoic-Philonic metaphor of domestic slavery; and, c) he advises that domestic slaves be reformed by being taught Christian virtue and trades. Secondly, Chrysostom accepts the heteronomy of all bodies, and hence uses slavery as a basis for his ethics. The body is either ruled by God or sin/passions, and the problem of institutional slavery is downplayed. Thirdly, Chrysostom affirms that slaves should remain in their carceral state and stay obedient to their masters, while masters ought to treat slaves justly since they are also slaves of God. Finally, Chrysostom sees slaves as both economic and symbolic capital, and the shift to tactical slaveholding supports his more general vision of promoting a popular asceticism in the city. Chrysostom does not simply accept, ameliorate or reject slaveholding – we rather see sophisticated discourses of negotiation and reimagination of slaveholding to fit in with his wider programme of social and ascetic reform among Christian households. / Thesis (DLitt)--University of Pretoria, 2012. / Ancient Languages / unrestricted

Nesta pesquisa buscamos investigar o movimento de significação de problemas na Abordagem Didática do Ensino por Investigação a partir das contribuições da perspectiva histórico-cultural. Metodologicamente, o trabalho foi organizado em duas etapas: a primeira compreende as discussões teóricas vygotskyanas sobre a noção de problema pautada na humanização, com foco no processo de significação na dimensão pedagógica. Nessa perspectiva, identificamos e discutimos alguns elementos que podem ajudar a potencializar o processo de significação de problemas mediadores de segunda ordem, isto é, problemas conceituais, cujo critério de seleção pauta-se em temas ou conteúdos de ciências. Esses elementos foram denominados de elementos significadores, quais sejam: necessidades, contradições, colaborações e imaginações. A partir dessas discussões, buscamos analisar a noção de problema no ensino por investigação, bem como seu papel e função nas Sequências de Ensino Investigativas (SEI). Constatamos duas noções de problemas nesta abordagem de ensino, as quais estão situadas na perspectiva da Alfabetização Científica, quais sejam: os problemas didáticos que são elaborados previamente pelo professor para serem trabalhados em sala de aula, cujo critério de seleção é conceitual e os novos problemas que surgem no decorrer da implementação da atividade, isto é, emergem das interações entre aluno-aluno e aluno-professor. A segunda etapa da pesquisa foi compreendida pela análise qualitativa de uma aula investigativa de ciências, integrada a uma Sequência de Ensino Investigativa, denominada Navegação e Meio Ambiente, realizada com alunos do 3º ano do ensino fundamental de uma escola municipal de São Paulo-SP. Dentre os resultados empíricos, destacamos que o movimento de significação do problema didático ocorreu em três grandes momentos: o primeiro foi marcado pela transformação da função mediadora do PD em objeto de conhecimento, tornando-se o motivo da atividade. O segundo momento foi marcado pelas tensões vivenciadas pelos estudantes e pela professora ao enfrentar o problema didático. Neste momento, diferentes sentidos sobre o PD foram atribuídos pelos alunos, assim como diferentes PPS emergiram da relação de enfrentamento ao problema didático, mediando e potencializando o processo de significação do PD. O terceiro e último momento de significação do PD foi marcado pela sua resolução a partir da estratégia de simulação do PD utilizada pela professora. Com base nos resultados teórico-empíricos, defendemos a tese de que os problemas didáticos comumente abordados em propostas norteadas pelos princípios do ensino por investigação podem apresentar aspectos que envolvem a humanização do ponto de vista de Vygotsky, a partir da relação estabelecida com os elementos significadores: necessidades, contradições, colaborações e imaginações, manifestadas nos PPS. Os problemas didáticos, portanto, podem ser qualificados como problemas conceituais significativos, próximos de uma prática social significativa para os alunos investigarem, desde que diferentes PPS emerjam das tensões vivenciadas em sala de aula, provocadas pelos diferentes sentidos atribuídos pelos sujeitos ao problema em estudo. / In this research, we aimed to investigate the movement of problem significations in the Didactic Approach of Research Teaching from the contributions of the cultural-historical perspective. Methodologically, our work was organized in two stages: the first one comprises the Vygotskian theoretical discussions about the notion of problem based on humanization, focusing on the process of signification in the pedagogical dimension. From this perspective, we identified and discussed some elements that may help potentializing the signification process of second order mediating problems, that is, conceptual problems, whose selection criterion is related to sciences themes or contents. These elements have been denominated signifying elements, namely: needs, contradictions, collaborations and imaginations. From these discussions, we seek to analyze the notion of problem in teaching by investigation, as well as its role and function in the Sequences of Investigative Teaching. We found two notions of problems in this teaching approach, situated in the perspective of Scientific Literacy, which are: the didactic problems, that are elaborated previously by the teacher to be implemented in the classroom, whose selection criterion is conceptual and the new problems, that arise during the activitys implementation, that is, emerge from the interactions student-student and student-teacher. The second stage of the research consisted in the qualitative analysis of a sciences research class, integrated to an Investigative Teaching Sequence, called Navigation and Environment, carried out with 3rd year elementary school students of a municipal school of São Paulo, Brazil. Among the empirical results, we highlight that the movement of signification of the didactic problem occurred in three great moments: the first was marked by the transformation of the mediating function of the DP into object of knowledge, becoming the motive of the activity. The second moment was marked by the tensions experienced by the students and the teacher in facing the didactic problem. At this point, different senses of the DP were attributed by the students, just as different PSP emerged from the relation in coping with the didactic problem, mediating and potentializing the DPs signification process. The third and last moment of signification of the DP was marked by its resolution based on the DPs simulation strategy used by the teacher. Based on the theoretical-empirical results, we defend the thesis that the Didactic Problems commonly addressed in proposals guided by the principles of research teaching can present aspects that involve humanization from Vygotsky s point of view, from the relation established with the signifying elements: needs, contradictions, collaborations and imaginations, manifested in the PSP. The Didactic Problems, therefore, can be qualified as signifying conceptual problems, close to a significant social practice for the students to investigate, since different PSP emerge from the tensions experienced in the classroom, provoked by the different senses attributed by the subjects to the problem under study.

Nesta pesquisa buscamos investigar o movimento de significação de problemas na Abordagem Didática do Ensino por Investigação a partir das contribuições da perspectiva histórico-cultural. Metodologicamente, o trabalho foi organizado em duas etapas: a primeira compreende as discussões teóricas vygotskyanas sobre a noção de problema pautada na humanização, com foco no processo de significação na dimensão pedagógica. Nessa perspectiva, identificamos e discutimos alguns elementos que podem ajudar a potencializar o processo de significação de problemas mediadores de segunda ordem, isto é, problemas conceituais, cujo critério de seleção pauta-se em temas ou conteúdos de ciências. Esses elementos foram denominados de elementos significadores, quais sejam: necessidades, contradições, colaborações e imaginações. A partir dessas discussões, buscamos analisar a noção de problema no ensino por investigação, bem como seu papel e função nas Sequências de Ensino Investigativas (SEI). Constatamos duas noções de problemas nesta abordagem de ensino, as quais estão situadas na perspectiva da Alfabetização Científica, quais sejam: os problemas didáticos que são elaborados previamente pelo professor para serem trabalhados em sala de aula, cujo critério de seleção é conceitual e os novos problemas que surgem no decorrer da implementação da atividade, isto é, emergem das interações entre aluno-aluno e aluno-professor. A segunda etapa da pesquisa foi compreendida pela análise qualitativa de uma aula investigativa de ciências, integrada a uma Sequência de Ensino Investigativa, denominada Navegação e Meio Ambiente, realizada com alunos do 3º ano do ensino fundamental de uma escola municipal de São Paulo-SP. Dentre os resultados empíricos, destacamos que o movimento de significação do problema didático ocorreu em três grandes momentos: o primeiro foi marcado pela transformação da função mediadora do PD em objeto de conhecimento, tornando-se o motivo da atividade. O segundo momento foi marcado pelas tensões vivenciadas pelos estudantes e pela professora ao enfrentar o problema didático. Neste momento, diferentes sentidos sobre o PD foram atribuídos pelos alunos, assim como diferentes PPS emergiram da relação de enfrentamento ao problema didático, mediando e potencializando o processo de significação do PD. O terceiro e último momento de significação do PD foi marcado pela sua resolução a partir da estratégia de simulação do PD utilizada pela professora. Com base nos resultados teórico-empíricos, defendemos a tese de que os problemas didáticos comumente abordados em propostas norteadas pelos princípios do ensino por investigação podem apresentar aspectos que envolvem a humanização do ponto de vista de Vygotsky, a partir da relação estabelecida com os elementos significadores: necessidades, contradições, colaborações e imaginações, manifestadas nos PPS. Os problemas didáticos, portanto, podem ser qualificados como problemas conceituais significativos, próximos de uma prática social significativa para os alunos investigarem, desde que diferentes PPS emerjam das tensões vivenciadas em sala de aula, provocadas pelos diferentes sentidos atribuídos pelos sujeitos ao problema em estudo. / In this research, we aimed to investigate the movement of problem significations in the Didactic Approach of Research Teaching from the contributions of the cultural-historical perspective. Methodologically, our work was organized in two stages: the first one comprises the Vygotskian theoretical discussions about the notion of problem based on humanization, focusing on the process of signification in the pedagogical dimension. From this perspective, we identified and discussed some elements that may help potentializing the signification process of second order mediating problems, that is, conceptual problems, whose selection criterion is related to sciences themes or contents. These elements have been denominated signifying elements, namely: needs, contradictions, collaborations and imaginations. From these discussions, we seek to analyze the notion of problem in teaching by investigation, as well as its role and function in the Sequences of Investigative Teaching. We found two notions of problems in this teaching approach, situated in the perspective of Scientific Literacy, which are: the didactic problems, that are elaborated previously by the teacher to be implemented in the classroom, whose selection criterion is conceptual and the new problems, that arise during the activitys implementation, that is, emerge from the interactions student-student and student-teacher. The second stage of the research consisted in the qualitative analysis of a sciences research class, integrated to an Investigative Teaching Sequence, called Navigation and Environment, carried out with 3rd year elementary school students of a municipal school of São Paulo, Brazil. Among the empirical results, we highlight that the movement of signification of the didactic problem occurred in three great moments: the first was marked by the transformation of the mediating function of the DP into object of knowledge, becoming the motive of the activity. The second moment was marked by the tensions experienced by the students and the teacher in facing the didactic problem. At this point, different senses of the DP were attributed by the students, just as different PSP emerged from the relation in coping with the didactic problem, mediating and potentializing the DPs signification process. The third and last moment of signification of the DP was marked by its resolution based on the DPs simulation strategy used by the teacher. Based on the theoretical-empirical results, we defend the thesis that the Didactic Problems commonly addressed in proposals guided by the principles of research teaching can present aspects that involve humanization from Vygotsky s point of view, from the relation established with the signifying elements: needs, contradictions, collaborations and imaginations, manifested in the PSP. The Didactic Problems, therefore, can be qualified as signifying conceptual problems, close to a significant social practice for the students to investigate, since different PSP emerge from the tensions experienced in the classroom, provoked by the different senses attributed by the subjects to the problem under study.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-05T15:22:27Z No. of bitstreams: 1 elzicleiatavaresdossantos.pdf: 3936340 bytes, checksum: 56a8ccb07e3f4d6c06baaeee38ed1f63 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:26:54Z (GMT) No. of bitstreams: 1 elzicleiatavaresdossantos.pdf: 3936340 bytes, checksum: 56a8ccb07e3f4d6c06baaeee38ed1f63 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:27:02Z (GMT) No. of bitstreams: 1 elzicleiatavaresdossantos.pdf: 3936340 bytes, checksum: 56a8ccb07e3f4d6c06baaeee38ed1f63 (MD5) / Made available in DSpace on 2016-07-13T16:27:02Z (GMT). No. of bitstreams: 1 elzicleiatavaresdossantos.pdf: 3936340 bytes, checksum: 56a8ccb07e3f4d6c06baaeee38ed1f63 (MD5) Previous issue date: 2012-08-31 / Esta tese de doutorado está voltada para compreender os significados construídos pelo futuro docente no aprendizado com e sobre as tecnologias digitais no interior da disciplina Tecnologia da Informação e Comunicação (TICE) do curso de Pedagogia da FACED/UFJF. A pesquisa, realizada no interior do grupo de pesquisa Linguagem, Interação e Conhecimento (LIC) na Faculdade de Educação da UFJF, foi fundamentada nos estudos histórico-culturais da constituição do ser humano. Compreende-se que os estudantes do curso de Pedagogia são adultos em processo de aprendizagem e desenvolvimento que apresentam especificidades e singularidades no aprender com e sobre as tecnologias digitais. Encontra-se na obra de Vygotsky o fio norteador para a discussão da aprendizagem do adulto e da apropriação da cultura digital pelos sujeitos investigados. Também Bakhtin e Paulo Freire foram importantes interlocutores no desenvolvimento deste trabalho. Busca-se destacar alguns conceitos relevantes para este estudo: apropriação, sentido e significado, cultura digital, colaboração, zona de desenvolvimento proximal e compreensão ativa. O processo ensino-aprendizagem dos estudantes na disciplina TICE foi acompanhado no primeiro semestre letivo de 2010, a partir da observação colaborativa nas aulas ministradas no Infocentro e no ambiente de aprendizagem Moodle em conjunto com os demais instrumentos metodológicos: questionário; diário on-line de aprendizagem no ambiente Moodle sobre duas atividades realizadas; produções escritas dos estudantes (mensagens nos fóruns de discussão on-line de textos e dos grupos, projetos e avaliação final); e entrevista dialógica com a professora. Para compreender os enunciados dos sujeitos, foi incorporado um olhar indiciário voltado para pistas e indícios, buscando estabelecer relações entre os fatos singulares e o contexto histórico cultural mais amplo. Os indícios construídos foram: indícios dos significados e sentidos da cultura digital no curso de Pedagogia; indícios da apropriação, colaboração e tensão no aprender com e sobre as tecnologias digitais pelo estudante adulto; indícios da relação do aprender com o ensinar. A pesquisa mostrou que a disciplina TICE contribuiu para que os futuros docentes construíssem outros significados e sentidos para o aprender e o ensinar com as tecnologia digitais. O estudo evidenciou, além disso, que as tecnologias digitais por si mesmas não dão conta do processo ensino-aprendizagem e que o “outro” é insubstituível nas relações de ensino e aprendizagem. Nesse sentido, circunscreve-se a importância da mediação da professora na disciplina, que teve uma dupla função: mediar o conhecimento e a docência com e sobre as tecnologias digitais no ensino. / This thesis is focused on understanding the meanings constructed by future teachers learning with and about digital technologies within the discipline of Information Technology and Communications (ITEC) of the Faculty of Education FACED / UFJF. The search, conducted within the research group Language, Interaction and Knowledge (LIC) in the Faculty of Education UFJF, was founded in historical and cultural studies of the constitution of the human being. It is understood that the students of Pedagogy adults are in the process of learning and development that have specific and particular requirements and learn about digital technologies. It lies in the work of Vygotsky that the wire for guiding the discussion of adult learning and appropriation of digital culture by the subjects investigated. Also Bakhtin and Paulo Freire were important partners in the development of this work. The aim is to highlight some concepts relevant to this study: ownership, sense and meaning, digital culture, collaboration, zone of proximal development and active understanding. The teaching-learning process of the students in the discipline ITEC was accompanied in the first semester of 2010, from observation in collaborative classes taught in Infocentro and learning environment Moodle together with other methodological tools: questionnaire; Daily Online learning environment Moodle on two activities, students' written productions (messages in the discussion forums online texts and groups, projects and final evaluation); interview and dialogue with the teacher. To understand the statements of the subjects, was built facing a look evidentiary clues and evidence in order to establish relations between the singular facts and historical context broader cultural. The signs were constructed: evidence of significance and meanings of digital culture in the course of Pedagogy; evidence of ownership, collaboration and tension in and learn about digital technologies for the adult student; evidence of the relationship of learning to teach. Research has shown that discipline ITEC contributed to future teachers build meanings and other senses to learn and teach with digital technology. The study showed also that digital technologies by themselves do not account for the teaching-learning process and that the "other" is irreplaceable in the relations of teaching and learning. Accordingly, circumscribes the importance of mediation of the teacher in the discipline, had a dual role: mediating knowledge and teaching with and about digital technologies in education.

Made available in DSpace on 2014-08-20T13:48:02Z (GMT). No. of bitstreams: 1 CLARICE Vaz Peres ALVES_Tese.pdf: 2113676 bytes, checksum: 85d610e17f0656964c126a7705c73f2d (MD5) Previous issue date: 2013-10-09 / Even though there are several studies that show both the difficulties which students from all levels have to write their texts and the attempts to change this situation, the problem has persisted. Therefore, based on this context, this study aimed at evaluating whether a pedagogical intervention with Pedagogy students taking their teaching degree at the Universidade Federal de Pelotas, in Pelotas, RS, Brazil led to learning and the development of their awareness raising strategies and of their capacity to control their written production while triggering the use of superior psychological functions in this process. The intervention was supported by the Cultural-historical approach in Psychology and by Textual Linguistics. The pedagogical intervention was carried out in the light of interpsychological processes (Vygotski, 1998) and of the process approach to the study of texts. Five out of seventeen students who took part in this study composed the corpus of this qualitative research. They were interviewed at the beginning of the semester, when the pedagogical intervention was implemented; then, a selection process was carried out. The evaluation of the intervention was conducted after the students wrote ten texts (abstracts), answered a questionnaire (after the intervention) and took part in interviews, both before and after the intervention. Results showed that the pedagogical intervention not only triggered students awareness regarding the elements that are needed to produce well-written texts but also developed the control of such aspects. Findings also revealed that writing practices developed in the pedagogical intervention potentialized the use of superior psychological functions. Therefore, the results of this study imply that the teaching of written text production, mediated by interpsychological processes and the process approach to the study of texts, enables students to become more proficient writers. / Apesar da existência de diversos estudos que revelam as dificuldades que os estudantes, pertencentes a diferentes níveis de ensino, apresentam para redigir seus textos e as tentativas de mudanças sobre essa situação, o problema ainda persiste. Assim, a partir desse contexto, este trabalho tem como objetivo avaliar os efeitos de uma intervenção pedagógica sobre o desenvolvimento da tomada de consciência e da capacidade de controle da escrita e sobre o emprego de funções psicológicas superiores, relacionadas a essa atividade, em um grupo de estudantes de um Curso de Licenciatura em Pedagogia. O estudo foi amparado pelos preceitos da abordagem psicológica Histórico-Cultural e da Linguística Textual. A intervenção pedagógica foi realizada com base em processos interpsicológicos (VYGOTSKI, 1998) e na abordagem processual de texto. A pesquisa, de caráter qualitativo, contou com a participação de dezessete estudantes. Desse total, cinco constituíram o corpus deste estudo, cuja escolha não foi aleatória. O critério que utilizamos para a seleção dos estudantes foi a disponibilidade deles em contribuir com nosso estudo. A avaliação da intervenção ocorreu mediante a produção de dez textos, pertencentes ao gênero resumo; um questionário, aplicado pós-intervenção e entrevistas, realizadas antes e após a intervenção. Os resultados encontrados apontam que a intervenção pedagógica que realizamos propiciou aos acadêmicos que dela participaram a tomada de consciência acerca de elementos necessários à produção de textos escritos, bem como o desenvolvimento do controle sobre alguns desses aspectos. Os achados também revelam que as práticas de escrita desenvolvidas na intervenção pedagógica potencializaram o emprego de funções psicológicas superiores. Portanto, os resultados deste estudo sugerem que o ensino da produção de textos escritos, mediado pelos processos interpsicológicos e pela abordagem processual de texto, possibilita aos estudantes tornarem-se escritores mais proficientes.

Syftet med studien är att få reda på hur olika fiollärare arbetar med improvisation inom den klassiska musiken i grundskolan, kulturskolan och gymnasiet. Vilka faktorer som påverkar lärarens syn på improvisation och användningen av det i undervisningen redovisas i studien. Intervjuer av sju fiollärare som är verksamma som fiolpedagoger och musiker redovisas i studien och har analyserats genom kulturhistoriskt perspektiv. Intervjuerna behandlades med en tematisk analys som omfattar lärarnas bakgrund, utbildning, arbetsuppgifter och improvisationens användning i undervisningen. Denna studie tar upp hur lärarnas bakgrund påverkar deras syn och användning av improvisation. Vygotskijs kulturhistoriska perspektiv följs och redovisas genom redogörelse av hans böcker och artiklar. Frågor om hur civilisationen ständigt förändrar människans psykiska egenskaper och beteende tas upp och Vygotskyjs idéer redovisas. Improvisationens användning är mycket bred och används i poesi, dans, teater och musik. Olika musikgenrer som grundas på improvisation har undersökts i studien. Under 1900-talet försvann improvisation från musikutbildningarna och tonade ner i de musikaliska framträdandena. Vilka faktorer som har påverkat försvinnandet av improvisation i den klassiska musiken är något som i denna uppsats lyfts fram. Fyra av sju fiollärare använder improvisatoriska moment i undervisningen. Det framkom inte någon koppling mellan användning av improvisation i undervisningen samt fiollärarnas bakgrund och utbildning. De fiollärare som är intresserade av improvisation som fenomen, undervisningsmetod och ämne av personliga skäl eller eget intresse för ämnet använder improvisation i sin undervisning. / The purpose of the study is to find out how violin teachers work with improvisation in classical music education. What factors affect the teacher's view of improvisation and the use of improvisation are presented in the study. Interviews of seven violin teachers who are working as violin teachers and musicians are reported in the study. The interviews have been analysed through a cultural-historical perspective and were issued as a thematic analysis that includes teachers' backgrounds, education, essential tasks as teachers and use of improvisation in teaching. This study reveals how teachers' backgrounds affect their interpretations and use of improvisation in teaching. Vygotsky's cultural-historical perspective is followed and stated by the report of his books and articles. Vygotsky's ideas about how civilization constantly affects the mental characteristics and behaviour of man are reported. Improvisation's use is very wide and used in poetry, dance, theatre and music. Different music genres based on improvisation have been investigated in the study. During the 20th century improvisation disappeared from music education and tinted down in the musical performances. The elements, which have influenced the disappearance of improvisation in classical music and theories about these facts, are highlighted in this study. Four out of seven violin teachers use improvisational moments in the classroom, but there was no connection between the use of improvisation in teaching as well as performance and the background of the teachers. The violin teachers who are interested in improvisation as phenomena and subjects for personal reasons use improvisation in their teaching.

Please read the abstract in the section 07summary of this document / Thesis (DPhil (Cultural History))--University of Pretoria, 2007. / Historical and Heritage Studies / unrestricted

Cette thèse s’inscrit de manière indirecte dans la problématique des risques psychosociaux. A la demande d’un groupe mondial de l’industrie électrique, nous sommes entré dans la question en renversant le problème. Nous avons étudié les instruments psychosociaux de la santé au travail chez les managers de proximité. Le développement du pouvoir d’agir protège la santé et la formation de nouveaux buts est un organisateur de ce développement. Nous avons donc cherché à comprendre et à expliquer comment de nouveaux buts se forment dans et par les dialogues entre pairs sur le travail. L’analyse de discours a permis d’identifier une opération langagière et deux opérations psychologiques qui concourent au renouvellement des buts d’action : la reprise de discours dans le discours, la différenciation des sources de but et l’institution de liaison entre les activités. Sur la base de ces résultats, nous définissons les conditions que les dialogues entre pairs doivent réunir pour être un instrument de la santé. / This thesis is a contribution to the field of psychosocial risks at work. It reports how, in order to respond to the command of an international corporation of electrics industry, we entered the question of psychosocial risk at work, and how we managed to reverse the question. We ‘ve been studying, in a team managers’ group, the psychosocial tools used in order to build and maintain health at work. in the perspective of Clinic of Activity, we know firstly that the development of « power to act » in activity protects and promotes health at work, and secondly that the creation of new goals is a medium of this development. That is why , in this research project, we aimed to understand the creation process of new goals in activity, and we studied this process in a specific frame : in and by the way of dialogues about work activity among professional peers. Discourse analysis permit to identify three different processes, a language process and two psychological ones, that all participate to a renew of goals. Those processes are : 1) a new iteration, in the discourse, of a verbal statement taken from another discourse ; 2) the differentiation of goal’s origins ; and 3) the elaboration of new links between activities. Those issues allows us to define some of the significant properties of dialogue as a tool for health promotion between peers at work.