Based on the theoretical reference of Sociolinguistics, and constant approaches in the National Curriculum Parameters - NCP and the National Program of Didactic Books –NPDB, it is proposed to analysis of the definition and implementation of the assessment of language skills present in the language of test, codes and its technologies, in order to observe how the theories of language and language descriptions in the event in question are treated, based on the Labov studies (2008), Soares (1986), Faraco (2008), Bagno (2012), among others . Considering the language from the sociolinguistic conception as heterogeneous, multiple and in permanent construction we raised the questioning of how to treat this heterogeneity and mutation, in a closed and limited space in the case a selection examination (objective test of ENEM), which stipulates skills to be achieved and the means for this to occur. The analysis takes as corpus official documentation available to the candidates who provide the exam ie the Participant's guide, the Edital with standards for the process, and the tests from the years 2000 to 2012, with the aim of correlate the information contained in this material to public policies directed to basic education, more effectively to high school, and mainly discussing the treatment of linguistic variation through the propositions of continuous Bortoni-Ricardo (2004a). The analysis showed that there is a congruence as the requirements of official documents and the guiding rulers of the test, however, the observation of the questions showed how we still need to change for it to happen more effective variational approach in the ENEM and in the Portuguese language teaching. / Partindo do referencial teórico da Sociolinguística, e das abordagens constantes nos Parâmetros Curriculares Nacionais – PCN e do Programa Nacional do Livro Didático – PNLD, propõe-se a análise da definição e da implementação da avaliação das competências linguísticas presentes na prova de Linguagem, Códigos e suas Tecnologias, a fim de observar como são tratadas as teorias da língua e as descrições linguísticas na prova em questão, a partir dos estudos de Labov (2008), Soares (1986), Faraco (2008), Bagno (2012), entre outros. Considerando a língua, a partir da concepção sociolinguística, como heterogênea, múltipla e em permanente construção, levantamos o questionamento de como se tratar essa heterogeneidade e mutação, dentro de um espaço fechado e delimitado, no caso um exame de seleção (a prova objetiva do ENEM), que estipula competências a serem atingidas e os meios para que isso ocorra. A análise toma como corpus a documentação oficial à disposição dos candidatos que prestam o exame, a saber, o Guia do participante, o Edital com as normas para o processo, e as provas dos anos de 2000 a 2012, com o propósito de correlacionar as informações contidas nesse material às políticas públicas voltadas para educação básica, mais efetivamente ao Ensino Médio, e principalmente, discutir o tratamento da variação linguística através das proposições dos contínuos de Bortoni-Ricardo (2004a). A análise realizada demonstrou que existe uma congruência quanto as prescrições dos documentos oficiais e as normas orientadoras do exame, todavia, a observação das questões evidenciaram o quanto ainda é preciso de mudanças para que aconteça uma abordagem variacionista mais efetiva no ENEM e no ensino de Língua Portuguesa.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-08-26T14:02:25Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação_Monalisa Cardoso Silva.pdf: 3938687 bytes, checksum: af8d4a0588d00736304a09eadac11e59 (MD5) / Made available in DSpace on 2016-08-26T14:02:25Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação_Monalisa Cardoso Silva.pdf: 3938687 bytes, checksum: af8d4a0588d00736304a09eadac11e59 (MD5) Previous issue date: 2016-02-26 / CAPEs / A presente pesquisa teve como objetivo analisar a abordagem da Combinatória em orientações curriculares de documentos oficiais, em resultados de pesquisas e em livros didáticos do Ensino Fundamental e se há consonância entre as abordagens. A nossa fundamentação teórica discute sobre a importância de cada um destes elementos e sua relação com a Combinatória, além de nos apoiarmos na Teoria dos Campos Conceituais de Vergnaud (1986) para análise dos livros. Para tal foram analisados os Parâmetros Curriculares Nacionais de Matemática dos anos inicias e finais do Ensino Fundamental (BRASIL, 1997 e 1998) e Parâmetros Curriculares de Matemática para Educação Básica de Pernambuco (PERNAMBUCO, 2012). Analisamos também pesquisas recentes publicadas em eventos nacionais e internacionais ocorridos no Brasil no período de 2009 a 2013, as quais estudaram sobre sondagem de alunos e intervenções de ensino em Combinatória. O último elemento de análise foi o livro didático, na qual constaram coleções aprovados pelo PNLD 2013, dos anos iniciais e PNLD 2014, dos anos finais do Ensino Fundamental. Neste sentido, apresentamos a análise da abordagem da Combinatória em cada um destes elementos, confrontando-os de forma gradativa à medida que cada elemento é apresentado. A partir dos resultados foi possível perceber que os documentos oficiais tratam claramente do ensino deste conteúdo desde o período de alfabetização matemática, envolvendo os quatro significados do conceito (produto cartesiano, arranjo, combinação e permutação), nos quais devem estar relacionados com os campos de Números e Operações e Tratamento da Informação. Além disso, orientam que ao longo de todo o Ensino Fundamental sejam utilizadas diferentes estratégias de resolução, que irão levar ao uso do principio fundamental da contagem nos anos finais, sem que haja a utilização de fórmulas. De forma semelhante, identificamos nos estudos recentes que desde cedo os alunos são capazes de resolver tais problemas, utilizando desenhos, listagem e árvores de possibilidades, por exemplo. Contudo, que precisam superar alguns obstáculos de resolução, relacionados à compreensão dos invariantes, elemento este que, segundo os estudos, precisam ser explicitados para os estudantes, por meio de um ensino sistemático, que vise também à organização das estratégias de resolução e o esgotamento de possibilidades. Desta forma, ao analisar os livros percebemos importantes relações da abordagem da Combinatória com os documentos e pesquisas, havendo, assim, consonância dos mesmos em vários dos aspectos analisados, tais como abordagem ao longo de todo o segmento do Ensino Fundamental, trabalho com os diferentes significados envolvidos no conceito, apoio nas variadas estratégias de resolução apresentadas por alunos e orientadas para o ensino, a sistematização da estratégia e o esgotamento de possibilidades para o desenvolvimento do raciocínio combinatório, superando o pensamento do provável para o possível. Contudo, a análise nos livros didáticos aponta a necessidade de maior atenção na abordagem da Combinatória nos anos iniciais, envolvendo todos os significados do conceito e relação com o Campo do Tratamento da Informação com a Probabilidade e a Estatística. Além de apresentar orientações mais concisas no manual do professor para o trabalho com este conteúdo. / This study aimed to analyze the approach of Combinatorics in curriculum guidelines of official documents in search engine results and teaching of elementary school books and if there is harmony between the approaches. Our theoretical framework discusses the importance of each of these elements and their relationship to Combinatorics, and rely upon the Theory of Conceptual Fields of Vergnaud (1986) for analysis of the books. For this purpose the analyzed National Curriculum Standards of Mathematics of the initial and final years of elementary school (BRAZIL, 1997 and 1998) and Mathematics Curriculum Standards for Basic Education of Pernambuco (Pernambuco, 2012). We also analyze recent research published in national and international events in Brazil in the 2009 to 2013 period, which studied on survey of students and teaching interventions in Combinatorics. The last element of analysis was the textbook, which consisted collections approved by PNLD 2013, the early years and PNLD 2014, the final years of elementary school. In this sense, we present the analysis of the combinatorial approach in each of these elements, confronting them gradually as each element is displayed. From the results it was observed that the official documents clearly address the teaching of this content from the period of mathematical literacy, involving the four concept meanings (Cartesian product, arrangement, combination and permutation), in which must be related to the fields of Numbers and Operations and Management of Information. In addition, guide you throughout elementary school are used different coping strategies, which will lead to the use of the fundamental principle of counting in the final years, without the use of formulas. Similarly, recent studies identify early students are able to solve such problems by using drawings, list and trees of possibilities, for example. However, they must overcome some resolution of obstacles related to the understanding of invariants, which element, according to the studies, need to be made for students through a systematic education, which also aims at the organization of solving strategies and depletion possibilities. Thus, when analyzing the books we see important relationships of the combinatorial approach to the documents and research, having thus keeping the same in several of the analyzed aspects such as approach throughout the primary school segment, working with different meanings involved in the concept, support in various resolution strategies presented by students-oriented teaching, systematization of the strategy and the exhaustion of possibilities for the development of logical thinking, surpassing thought likely to be. However, the analysis in textbooks points to the need for greater attention in addressing the Combinatorial in the early years, involving all the concept and meanings related to the treatment of the Field of Information to Probability and Statistics. In addition to presenting more concise guidance in the teacher's manual to work with this content.

This work aims to offer in detail teaching of Combinatorial Analysis and Probability, taking into account the National Curricular Parameters (NCP) and the Curricular Framework of the Sergipe State Network. We will present questions formulated from the above contents from news media using mathematical concepts in problem situations so that the teacher broadens and diversifies his teaching strategies, considering the abilities collected in the National High School Examination (ENEM). / Este trabalho tem o propósito de mostrar o ensino da Análise Combinatória e Probabilidade, levando em consideração os Parâmetros Curriculares Nacionais (PCN) e o Referencial Curricular da Rede Estadual de Sergipe. Mostraremos questões formuladas dos conteúdos acima a partir de notícias midiáticas utilizando conceitos matemáticos em situações problemas para que o professor amplie e diversifique suas estratégias de ensino, considerando as habilidades cobradas no Exame Nacional do Ensino Médio (ENEM). / Itabaiana, SE

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2016-12-23T11:32:47Z No. of bitstreams: 2 Dissertação - Alessandra de Oliveira Santos - 2016.pdf: 2023533 bytes, checksum: 7c063f631cae88232253283d4ca203d4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-12-27T13:10:19Z (GMT) No. of bitstreams: 2 Dissertação - Alessandra de Oliveira Santos - 2016.pdf: 2023533 bytes, checksum: 7c063f631cae88232253283d4ca203d4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-12-27T13:10:19Z (GMT). No. of bitstreams: 2 Dissertação - Alessandra de Oliveira Santos - 2016.pdf: 2023533 bytes, checksum: 7c063f631cae88232253283d4ca203d4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-06-17 / This study investigates the high school instruction in the Province of Goyaz, during the second half of the 19th century, taking as reference Lycêo de Goyaz. The aim of this study was to point out some initiatives that demonstrate a positive movement around the implementation of the high school instruction in the province. Through the investigation, it was revealed that even with the contradictions, common in the history of any time and place, we can see the possibility of having different viewpoints, going beyond the constituted crystallizations in the studies that deal with this topic and this period of time. The methodological theoretical outline of cultural history made it possible for this study to be undertaken the History of Education. This theoretical basis adopts the perspective of renewal and extension of the use of sources, thus contributing for a consequent increasing in the production of the Brazilian and regional historiography as well as it makes it possible to ask questions regarding the documents and the methodologies of the use of sources and their results. In order to carry that out in addition to delineating a course through the history of the high school education and identifying how this teaching has been approached in previous studies, we chose to focus on a book that is a reference for researches in the History of Education in the region. This book is called História da Instrução Pública em Goiás, by professor Genesco Ferreira Bretas, published in 1991. We analyzed what was written in the book and compared it to the documents left by the public instruction inspectors and to the book itself, being able to think about high school not only as a chaos, but also within a relevant process in its time. / Esta pesquisa investiga a Instrução Secundária na Província de Goyaz, na segunda metade do século XIX, tomando como referência o Lycêo de Goyaz. O objetivo foi apontar iniciativas que demonstrassem um movimento positivo em torno da implantação da instrução secundária na província, revelando que, diante das contradições comuns na história de qualquer tempo e lugar, enxergamos a possibilidade de lançar outros olhares, indo além das cristalizações já constituídas em produções que abordam este tema e este tempo. O contorno teórico-metodológico da História Cultural possibilitou este estudo que se insere no campo da História da Educação, pois esta base teórica atua na perspectiva de renovação e alargamento do uso das fontes, contribuindo assim para o consequente aumento da produção da historiografia educacional brasileira e regional. Ainda permite que se façam outras perguntas aos documentos, assim como para as metodologias de uso de fontes e seus resultados. Para isso, optamos por, além de traçar um percurso pela história da modalidade e identificar como este ensino tem sido abordado em pesquisas, centrar em uma obra que fosse referência para pesquisas em história da educação regional. Trata-se da obra História da Instrução Pública em Goiás, do professor Genesco Ferreira Bretas, publicada no ano de 1991. Tomamos o que está na obra e confrontamos com documentos deixados pelos Inspetores de Instrução Pública, e também com a própria obra, possibilitando pensar esta modalidade não somente como o caos, mas também dentro de um processo pertinente ao seu tempo.

A conquista e ocupação da Amazônia, no período colonial, foram empreendimentos conduzidos pelo Estado, planejados e executados com prioridade política pelo governo metropolitano, que resultaram na incorporação ao território do Brasil de, aproximadamente, 60% de sua área total atual. Coube a Portugal, ainda durante a vigência da União Ibérica, sob ordens do Rei de Espanha, a expulsão dos franceses de São Luís do Maranhão e a fundação, em 1616, do Forte do Presépio de Santa Maria de Belém. A partir dessa posição, pescadores e comerciantes ingleses e holandeses, que iniciavam sua instalação no baixo Amazonas, foram expulsos pelas forças portuguesas, que passaram então a controlar o acesso à maior bacia hidrográfica do mundo. Com a criação do Estado do Maranhão e Grão-Pará, em 1621 - entidade política autônoma e independente do Estado do Brasil - a administração desses territórios passou a ser diretamente subordinada ao governo de Lisboa, iniciando-se um processo irreversível de exploração e penetração territorial pela vasta rede hidrográfica amazônica. Uma expedição oficial, realizada entre 1637 e 1639, pretendeu estabelecer um limite entre os domínios das duas Coroas ibéricas; foi chefiada por Pedro Teixeira, que lavrou ata de posse para Portugal das terras situadas a oeste da povoação de Franciscana, fundada pelos portugueses em pleno território do Equador atual. Pouco tempo depois, entre 1647 e 1651, o bandeirante Antonio Raposo Tavares realizou uma das maiores expedições geográficas da história, uma viagem de São Paulo a Belém, percorrendo mais de 5.000 km pelos sertões do continente americano. Essa expedição revelou acessos do sul do Brasil para a Amazônia e a importância do Rio Madeira e sua ligação com os altiplanos andinos. Por essa razão, estratégica, a Coroa portuguesa determinou a ocupação do vale do Rio Madeira pelos missionários religiosos, agentes imprescindíveis de conversão e conquista que, em pouco menos de um século depois da construção de Belém, haviam irradiado a ocupação por meio de dezenas de missões fundadas nos mais diversos pontos do território amazônico. Lisboa determinou também: o enfrentamento das incursões francesas no norte do Amazonas; a conquista dos Rios Negro e Branco; a expulsão dos jesuítas a serviço de Espanha do Rio Solimões; e a expedição ao Rio Madeira para conter a presença espanhola a oeste do Rio Guaporé. Todas as ações fizeram parte da estratégia para garantir a posse da Amazônia e tinham por objetivo preservar as conquistas territoriais empreendidas pelas expedições oficiais, pelos missionários, entradistas e bandeirantes. Principalmente a partir do reinado de Dom João V, de 1706 a 1750, Portugal passou a priorizar a definição de suas fronteiras coloniais com o propósito de revisar os acordos anteriores de limites e abolir o Tratado de Tordesilhas, firmado em 1494. A aproximação das Coroas ibéricas e a extraordinária atuação de Alexandre de Gusmão nas negociações de fronteiras resultaram na assinatura, em 1750, do Tratado de Madri: legalizava-se, pelo argumento de posse da terra - uti possidetis - e pela busca das fronteiras naturais, a ocupação da Amazônia e do Centro-Oeste do Brasil. Na Amazônia, Lisboa decidira tomar para si o controle das missões religiosas, realizando um programa de profunda reorganização política, econômica, social, administrativa, judicial e religiosa. Essa política propunha-se, sobretudo, a promover o povoamento do território e a garantir sua defesa e sua posse. Vilas foram fundadas; missões, erguidas à categoria de vilas; e, sobretudo, uma linha defensiva de fortificações portuguesas, construídas para guarnecer os limites exteriores da região: São José de Marabitanas e São Gabriel da Cachoeira, no Rio Negro; São Francisco Xavier de Tabatinga, no Rio Solimões; São Joaquim, no Rio Branco; Santo Antônio do Içá, na desembocadura do Rio Içá com o Solimões; São José de Macapá, na foz do Rio Amazonas; e Real Príncipe da Beira, no Rio Guaporé. Essas fortificações permitiram a ocupação definitiva do território e demonstram o propósito de Lisboa em defender e consolidar o espaço amazônico conquistado. Embora tivesse sido revogado logo após sua assinatura, o Tratado de Madri estabeleceu o princípio doutrinário que acabaria por prevalecer na demarcação definitiva das fronteiras do Brasil. Deve-se à penetração dos sertões pelos expedicionários, missionários, entradistas e bandeirantes a realização física da expansão colonial portuguesa na América; e ao Tratado de Madri, a inteligência e a prioridade política para a manutenção dessa conquista territorial tão singular. Com base nesse acordo, o Brasil independente teria sua área total mais que triplicada e logo trataria de oficializar suas fronteiras com as nações sul-americanas recém-formadas; processo que não ocorreu no restante da América hispânica e nem mesmo na América do Norte, em que as grandes alterações de fronteiras se deram depois da independência. A Amazônia, a despeito de todas as dificuldades para sua colonização, permaneceu brasileira graças ao esforço e ao empenho político empreendidos por Portugal para manter essa vasta região como parte de seu império colonial ultramarino / The conquest and settling of the Amazon region during the colonization period were state-conducted enterprises, planned and executed with political priority by the metropolitan government, which resulted in the incorporation to the Brazilian territory of approximately 60% of its total present area. It was Portugal\'s duty, still under the Iberic Union, under the King of Spain\'s orders, the expulsion of the French from São Luís do Maranhão and the foundation, in 1616, of the Forte do Presépio de Santa Maria de Belém (Fort of the Nativity of Saint Mary of Bethlehem). As from that position, both fishermen and English and Dutch tradesmen, who were beginning to settle in the lower Amazon River, were expelled by the Portuguese forces, who then started to control access to the world\'s largest hydrographic basin. After the foundation of the states of Maranhão and Grão-Pará in 1621 - autonomous and independent political entity of the State of Brazil - the administration of these territories became directly subordinate to Lisbon\'s government, thus triggering an irreversible process of territorial penetration and exploitation throughout the vast Amazon hydrographic network. An official expedition, carried out between 1637 and 1639 had the aim of establishing a limit between the domains of both Iberic Crowns; it was led by Pedro Teixeira, who wrote the possession registration document for Portugal of the land located west of the Franciscan settlement, founded by the Portuguese, where the current Equatorian territory lies. Shortly afterwards, between 1647 and 1651, explorer Antonio Raposo Tavares led one of the greatest geographic expeditions in history, a voyage from São Paulo to Belém, crossing over 5,000 kilometers through the American continent\'s wilderness. This expedition revealed both accesses from southern Brazil to the Amazon and the importance of the Madeira River and its connection with the Andean highland. For this strategic reason, the Portuguese Crown demanded the settling of the Madeira River valley by religious missionaries, invaluable agents of conversion and conquest, who less than a century after the construction of Belém had irradiated the settling by means of tens of missions founded in several points of the Amazon territory. Lisbon also demanded: fighting against the French incursions north of the Amazon River; the conquest of both the Negro and Branco Rivers; the expulsion of the Jesuits in service for Spain from the Solimões River; and the expedition to the Madeira River to hold back the Spanish presence west of the Guaporé River. All actions were part of the strategy to guarantee possession of the Amazon region and aimed at keeping the territorial conquests performed by the official expeditions, by the missionaries and by both official and unofficial explorers. As from the ruling of Dom João V, especially, from 1706 to 1750, Portugal started to prioritize the definition of its colonial borders with the aim of revising previous border agreements and cancel the Treaty of Tordesilla, signed in 1494. The union of the Iberic Crowns and Alexandre de Gusmão\'s extraordinary performance in the border negotiations resulted in the signature of the Treaty of Madrid in 1750: the settling of Brazil\'s Amazon and the Midwest regions were legitimated by the uti possidetis argument through land ownership and the search of natural borders. In the Amazon region, Lisbon had decided to take control over the religious settlements, conducting a deep political, economic, social, administrative, judicial and religious reorganization in order to foster the territory\'s population, guarantee its defense and ownership. Villages were set up; missions were upgraded to the categories of villages and, above all, a string of Portuguese fortifications was built to back the outer limits of the region: São José de Marabitanas and São Gabriel da Cachoeira, at the Negro River; São Francisco Xavier de Tabatinga, at the Solimões River; São Joaquim, at the Branco River; Santo Antônio do Içá, at the delta of the Içá and Solimões Rivers; São José de Macapá, at the Amazonas River estuary; and Real Príncipe da Beira, at the Guaporé River. These fortifications allowed the definitive settling of the territory and reveal Lisbon\'s purpose in both defending and consolidating the conquered Amazon area. Although it had been revoked shortly after it was signed, the Treaty of Madrid established the doctrinal principle which would end up prevailing in Brazil\'s final border layout. The Portuguese colonial expansion in America occurred thanks to the incursions into the wilderness by official and unofficial explorers and missionaries; and the Treaty of Madrid the intelligence and political priority for the maintenance of such singular territorial conquest. Based on this agreement, independent Brazil would see its overall area more than tripled and would soon have to formalize its borders with the newly-formed south American nations; a process that did not take place in the remaining Hispanic America or even in North America, where major border changes occurred after independence. The Amazon region, despite all difficulties for its colonization, remained Brazilian thanks to the effort and political engagement employed by Portugal to maintain all this vast region as part of its overseas colonial empire

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-03-07T18:38:22Z No. of bitstreams: 1 deuzianeveigapinheirocorrea.pdf: 31209402 bytes, checksum: 3d5188648896af435e0253a065edd683 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T02:03:10Z (GMT) No. of bitstreams: 1 deuzianeveigapinheirocorrea.pdf: 31209402 bytes, checksum: 3d5188648896af435e0253a065edd683 (MD5) / Made available in DSpace on 2016-04-24T02:03:10Z (GMT). No. of bitstreams: 1 deuzianeveigapinheirocorrea.pdf: 31209402 bytes, checksum: 3d5188648896af435e0253a065edd683 (MD5) Previous issue date: 2013-09-13 / Este trabalho pretende investigar se há uma coerência entre a perspectiva teórica de gêneros presente nos documentos oficiais e a abordagem adotada pelo manual escolar, buscando assim analisar como se dá a articulação entre teorias linguísticas de gênero, documentos oficiais e livro didático. Nosso foco de análise é o ensino de língua estrangeira - Inglês, especificamente nos anos finais do nível fundamental. Quanto à metodologia, nossa pesquisa está pautada na abordagem qualitativa, e o método de análise é a pesquisa documental. Analisamos os seguintes documentos oficiais relevantes à pesquisa: Parâmetros Curriculares Nacionais (PCN) e Programa Nacional do Livro Didático (PNLD) de Língua Estrangeira Moderna 2011. A outra fonte documental é a coleção didática Links: English for teens, aprovada no PNLD 2011. Ao longo do estudo, baseamo-nos em alguns conceitos-chave das teorias linguísticas de gênero, seguindo principalmente a perspectiva sociodiscursiva de Bakhtin e os desdobramentos didático-pedagógicos do Grupo de Genebra (Dolz, Schneuwly, especialmente). Recorremos também a estudos sobre o lugar do livro didático no ensino de língua estrangeira. Os resultados obtidos sinalizam incongruências entre a teoria apresentada nos documentos oficiais e sua transposição didática no manual escolar. / This paper aims at investigating whether there is a consistency between the theoretical perspective of genre in official documents and the approach adopted by the textbook, thus seeking to analyze how is the relationship between linguistic theories of genre, official documents and textbook. Our analytical focus is the teaching of foreign language - English, especially in the final years of the fundamental level. Regarding the methodology, our research is based on the qualitative approach, and the method of analysis is the documentary research. We analyze the following official documents relevant to research: the National Curriculum Parameters (PCN) and the National Textbook Program (PNLD) for Modern Foreign Language in 2011. The other documentary source is the didactic collection Links: English for teens, approved in PNLD 2011. Throughout the study, we drew on some key concepts of the linguistic theories of genre, mainly following the sociodiscursive perspective of Bakhtin and the didactic pedagogical developments of the Geneva Group (Dolz, Schneuwly, especially). We also use the studies on the place of the textbook in teaching a foreign language. The findings highlight inconsistencies between the theory presented in official documents and its didactic transposition in the textbook.

The unauthorised disclosure of official information has caused embarrassment to successive governments regardless of political affiliation. At times, the disclosure of highly important documents pertaining to national security has reportedly caused immeasurable harm to the defence of the realm and damaged international cooperation. The protection of national security may however be used as a shield behind which malpractice can occur. Use of the Official Secrets Acts to prosecute Crown Servants for the unauthorised disclosure of information damaging to the reputation of government has proved controversial. Crown servants operate in an environment whereby a relationship of trust and loyalty is paramount to the running of government in a democratic society. Crown servants, however, remain in a unique position to witness acts of malpractice or maladministration. When other checks and balances fail, the Crown servant is faced with the unenviable prospect of allowing the malpractice to continue or to blow the whistle. This thesis provides an assessment of the existing officially prescribed mechanisms for Crown servants to blow the whistle and the position of the Crown servant as a journalistic source. It considers Crown servants in the Civil Service and is extended to provide two distinct case studies of servants in the UK intelligence community and members of the UK armed forces. This thesis critically evaluates the available whistleblower procedures alongside the current mechanisms used to hold the government and its departments to account, concluding that there are significant gaps in the current processes. Comparative analysis of other jurisdictions is used to bolster understanding with the objective of providing a number of key recommendations to provide strong, viable, alternatives to unauthorised disclosures.

English has integrated into Swedish society, and into the Swedish language. In this study, the goal is to examine why English has become so influential in Sweden and if this has occurred previously. This will be studied by examining the historical relation between Swedish and three languages, German, French and English. Moreover, the English language influences will be examined more extensively in its global spread and its social relation to Swedish. This essay will contain a limited study, which will ask a sample of twenty individuals if they think Sweden requires a second language, and what language they would select to fill this position. There is a pattern to observe in the historical language influences, which are: the global presence of the language, the integration and immigration into the Swedish society and the grammatical and lexical significance of loanwords. The majority of the sample selected English as the language that would fill a second language position in Sweden, and close to half of the sample thought Sweden requires a second language. With such a limited sample and with few questions, no claims could be made regarding the requirement of a second language in Sweden. This could be expanded further into a more extensive study with less focus on the historical influences upon Swedish.

Data integration techniques are one of the core elements of DIECOFIS, an EU-funded international research project that aims at developing a methodology for the construction of a system of indicators on competitiveness and fiscal impact on enterprise performance. Data integration is also of major interest for official statistics agencies as a means of using available information more efficiently and improving the quality of the agency's products. The Austrian member of the project consortium comprises university departments, representatives from the Bundesanstalt Statistik Austria, from the Statistical Department of the Austrian Economic Chamber, and from ec3, a non-profit research corporation. This paper gives a short report on DIECOFIS in general and on the Austrian contribution to the project, mainly dealing with data integration methodology. Various papers that have been read at the DIECOFIS workshop last November in Vienna, will be published as a Special Issue of the Austrian Journal of Statistics.

In this study the nature and extent of the sexual assault and rape of male sentenced offenders and awaiting-trial detainees in Pretoria Local Correctional Centre were investigated. Prison gangs, overcrowding of correctional centres, the involvement of correctional officials and the sexual orientation of the potential victim were highlighted as risk factors in the sexual assault and rape of male offenders and awaiting-trial detainees. As this study focused on both the victim and the offender of male-on-male sexual assault and rape, both victimological and criminological theories were used as a theoretical basis. Creswell’s dominant-less-dominant model of combination was used in this study, with the dominant model being the qualitative methodology, and the less-dominant model the quantitative methodology. Non-purposive sampling was used, as the researcher could not identify the victims and/or perpetrators of male-on-male sexual assault and rape individually. In order to obtain in-depth information on the research participants’ experiences of sexual activities and rape in the correctional centre, face-to-face structured interviews were conducted with one hundred research participants. After the analysis and interpretation of the data, it became evident that male-on-male sexual assault and rape, as well as consensual sexual activities, do occur in this correctional centre. Research participants highlighted four types of sexual engagements in this correctional centre, namely the need for emotional sex, survival sex, compliant sex and forced sexual acts. The reasons offered for the occurrence of rape in this correctional centre include that an agreement had not been reached between inmates and because of that the rape will take place, corruption by correctional officials, the involvement of prison gangs and the use of deception by the perpetrators. Six research participants revealed that they had been the victims of rape. All the victims were raped within days or weeks after their arrival at the correctional centre. Five of the victims did not receive medical treatment after the rape, and none of the victims received counselling or therapy after the rape. Five of the research participants reported that they had sexually assaulted and/or raped other inmates. Four of the perpetrators were awaiting trial for an aggressive offence (armed robbery) and one for a sexual offence (rape). The perpetrators forced their victims to engage in oral sex, inter-femoral sex and anal sex. The aims of the study were reached and recommendations for further research were also made. Emanating from the feedback of the participants as well as the literature review, the researcher developed an Offender Sexual Assault Protocol. The Department of Correctional Services can use this protocol to reduce and manage sexual assault and rape in male correctional facilities. / Thesis (DPhil)--University of Pretoria, 2009. / Social Work and Criminology / unrestricted