Pour respecter les droits d’auteur, la version électronique de ce mémoire a été dépouillée de certains documents visuels et audio-visuels. La version intégrale du mémoire a été déposée au Service de la gestion des documents et des archives de l'Université de Montréal. / La constitution du jeu en objet de science et l’institutionnalisation du jeu vidéo font en sorte d’évincer l’essence, et donc le sens du sujet qu’elles entendent définir. L’objet jeu et l’espace de la représentation ludique ont pris le pas sur l’expérience du jouer. Le phénomène jeu reste un objet subjectif: en définissant l’objet, on minimise cette dimension subjective et ses variables expérientielles, et tout particulièrement le temps et le mouvement. En s’appuyant sur des théories pluridisciplinaires telles que la phénoménologie, la sémiologie et la linguistique cognitive, ce mémoire cherche à réhabiliter le temps, le joueur et l’expérience vécue du jouer. Le premier chapitre examine l’ambiguïté du mot jeu, qui renvoie à la fois à l’objet jeu et à l’activité jouer, et interroge la primauté du game sur le play au sein des études du jeu. Le deuxième chapitre questionne la conception dualiste du jeu, telle que véhiculée par le modèle du cercle magique, qui oppose le jeu au réel. Le chapitre trois propose la métaphore conceptuelle du temps suspendu dans l’espace afin d’expliquer d’une part, le rôle structurant de l’espace dans le processus cognitif, et d’autre part la surenchère spatiale des discours vidéoludiques. Finalement, il s’agit de tenir et de maintenir l’équilibre dynamique entre la structure du game et l’expérience du play, et de souligner l’importance de l’unité espace-temps. / The game constitution as an object of science and the institutionalization of the video game oust the essence, and therefore the meaning of the subject they intend to define. The game itself and its playful representation took precedence over the experience of the player. The game phenomenon remains a subjective object: when defining the object, this subjective dimension and its experiential variables are subjectively minimized, especially time and movement. Based on multidisciplinary theories such as phenomenology, semiotics and cognitive linguistics, this paper seeks to rehabilitate the time, the player and the experience of playing. The first chapter examines the ambiguity of the word game, which refers to both the object and the game playing activity, and questions the primacy of game over play in the game studies. The second chapter questions the dualistic conception of game, as conveyed by the magic circle model, which opposes gaming to reality. Chapter three provides the conceptual metaphor of time suspended in space to explain firstly, the structuring role of space in the cognitive process, and also the spatial outbid of the video game discourse. Finally, it is about holding and maintaining the dynamic balance between the gaming structure and the experience of playing, and stress the importance of space-time unity.

Since the early 1990s, institutional approaches to organizations have increasingly focused on explaining the role of agency in processes of institutional creation and transformation. The paradox of embedded agency, the question of how actors can become motivated and enabled to transform supposedly taken-for-granted practices, structures and norms has become the fundamental puzzle of contemporary institutional theory. Recent attempts to resolve this puzzle under the label of “institutional work” focus on practices aimed at creating, maintaining, and disrupting institutions, but portray them as planned, discrete episodes that unfold in isolation from everyday organizational or social life. Thereby, the label highlights institutionalists’ current neglect of work in its literal meaning as actors’ everyday occupational tasks and activities. The detachment of institutional work from practical work constitutes a significant blind spot in institutionalists’ understanding of agency and calls for research that examines the reciprocity of institutions and work. Drawing on illuminating constructs from theories of practice, this study extends existing field-level approaches to the paradox of embedded agency. It argues for a practice-based institutionalism that focuses on individual actors and the role of their collective micro-level praxis in constituting macro-level institutions. It re-connects institutional arguments to every-day activity rather than organizational or managerial action, unpacks the micro-practices and micro–politics by which actors negotiate institutional contradictions and demonstrates the reciprocity of institutions and work. The research addresses the detachment of institutional and practical work through a single-case study of a global law firm’s banking group. It explores what banking lawyers do when they ‘do deals’ and how their practical work may attain institutional relevance. Positioned at the intersec-tion of local laws, international financial markets, commercial and professional logics, banking lawyers operate across multiple institutional frameworks. Observations and accounts of their work provide particularly rich insights into the dynamics of institutional persistence and change, because they illustrate empirically how contradictory institutionalized concepts, practices and logics are experienced, negotiated, and constituted at work.

Made available in DSpace on 2016-04-04T18:27:55Z (GMT). No. of bitstreams: 1 Laudemir Alves.pdf: 1210451 bytes, checksum: 116e35693fa919bc8b665be1962cfa0c (MD5) Previous issue date: 2010-12-09 / This search was conducted from the historical-cultural perspective, valuing the descriptive aspects and personal perceptions of 10 students of law, focusing on the individual as part of the social totality, seeking to understand how to conceive: concrete situations of social inequality, and the criminalization of social movements. We sought to understand whether students prepare future projects of action for reducing social inequality. The study was conducted at a particular university in a little city of Sao Paulo. This study was grounded theory based on three pillars: a) an analysis of the conditions of life under capitalism, b) a discussion on the role of education in capitalist society influencing law degree, and c) from the intersection of psychology and law aimed to understand: social inequality and social movements. The historical materialism dialectical was used as methodological perspective in qualitative research. Were structured as material for analysis in this study: 2 Instrument Information Search (IIS), containing identification data and socio-demographic data, as well as written answers for each participant, produced from two texts of popular movements. Were performed two Focal Groups meetings. The considerations, reflections and notes on the information obtained, were produced from a dialectical analysis as a way to understand the conflicts between individuals and society, resulting summaries, the researcher developed from an interpretative analysis of the contradictions expressed in texts written by participants. As this study indicated the main considerations: I) need to broaden the discussion about what are the social movements and their forms of collective expression in daily life; II) the importance of more research that seeks to understand the characteristics of law students, their specificities, and their cultural universe, and III) the need to develop a linked network between psychology and law, which favors original practices with creativity, flexibility and methodological foundation to integrate the knowledge of both areas, to enable a mode of action against social inequalities. / Essa pesquisa foi realizada a partir da perspectiva hist?rico-cultural, valorizando os aspectos descritivos e as percep??es pessoais de 10 universit?rios de Direito, focando o particular como parte da totalidade social, procurando compreender como concebem: situa??es concretas de desigualdade social; a import?ncia ou n?o e a criminaliza??o dos movimentos sociais. Buscou-se entender se os universit?rios elaboram ou n?o projetos futuros de atua??o para redu??o da desigualdade social. O estudo foi realizado em uma institui??o universit?ria particular do interior de S?o Paulo. Esse estudo foi fundamentado teoricamente a partir de tr?s eixos: a) uma an?lise das condi??es de vida no capitalismo; b) uma discuss?o sobre o papel da educa??o na sociedade capitalista influenciando a forma??o em direito; e c) a partir da intersec??o entre psicologia e direito, buscou-se entender: desigualdades sociais e movimentos sociais. O materialismo hist?rico dial?tico foi utilizado como referencial metodol?gico em uma perspectiva qualitativa de pesquisa. Foram estruturados como material para an?lise nessa pesquisa: 2 Instrumentos de Busca de Informa??o (IBI), contendo dados de identifica??o e dados s?cio-demogr?ficos; bem como, respostas escritas por cada um dos participantes, produzidas a partir de dois textos relativos a movimentos populares. Foram realizados para tanto 2 encontros Grupo Focal. As considera??es, reflex?es e apontamentos sobre as informa??es obtidas, foram produzidos a partir de uma an?lise dial?tica, como forma de perceber os contrastes existentes entre os sujeitos e a sociedade; resultando s?nteses, que o pesquisador desenvolveu a partir de uma an?lise interpretativa das contradi??es expressas nos textos escritos pelos participantes. Como principais considera??es esse estudo apontou: I) necessidade de se ampliar ? discuss?o sobre o que sejam os movimentos sociais e suas formas de express?o coletiva no cotidiano; II) a relev?ncia de mais pesquisas que busquem a compreens?o das caracter?sticas dos estudantes de direito, suas especificidades, e seu universo cultural; e III) a necessidade da constru??o de uma rede articulada entre psicologia e direito, que favore?a pr?ticas originais com criatividade, flexibilidade e fundamenta??o metodol?gica que integrem os conhecimentos das duas ?reas, a fim de possibilitar um modo de atua??o frente ?s desigualdades sociais.

Made available in DSpace on 2016-04-28T20:57:29Z (GMT). No. of bitstreams: 1 Jaime Bezerra do Monte.pdf: 774245 bytes, checksum: 495b4c066e79782d063d61db340e0718 (MD5) Previous issue date: 2008-05-21 / The main objective of this work has been to investigate the influence of Karl Marx s dialectical method on Cultural-Historical Theory. The research consisted of investigating the history of psychology, its dichotomies, and theoretical and methodological oppositions. In addition, Vygotsky s views on psychology s crisis have served as the point of departure for the comprehension of the dialectical method in the field of psychology. We have tried and differentiated Marx s dialectics from other views on dialectics that have appeared throughout the history of philosophy, and we have conceptualized psychology s research method. The object of study of this work is a doctoral thesis in which the author identifies the application of the dialectical method and its articulation with Cultural-Historical Theory. This work is organized in the following way: a brief history of psychology; the research method; definition of the elements of Marxist dialectics; an outline of Cultural-Historical Theory as seen in Vygotsky, Leontiev and Rubinstein; presentation and analysis of the data; and conclusion / Esta pesquisa verificou a articulação do método dialético de Karl Marx a Teoria Histórico-Cultural. Para se alcançar o objetivo proposto neste trabalho visitou-se a história da psicologia, evidenciou as dicotomias e oposições teóricometodológicas no interior da ciência psicológica e tomou-se o pensamento de Vygotsky, acerca da crise da psicologia, como ponto de partida para a compreensão do método dialético na psicologia. Procurou-se, diferenciar a dialética de Marx das demais visões de dialética ao longo da história e discutir esse método de pesquisa na psicologia. Tomou-se como objeto de analise uma tese de doutorado, em cuja tese estudada procurou-se identificar o uso do método dialético e sua articulação com a pesquisa em Teoria Histórico-Cultural, a partir do discurso da autora da tese pesquisada. A organização textual desta tese deu-se da seguinte forma: breve histórico da psicologia; o método da pesquisa; definição das categorias da dialética marxista; apresentação da Teoria Histórico-Cultural a partir de Vygotsky, Leontiev e Rubinstein. Apresentou-se e analisou-se os dados coletados da tese utilizada como elemento de análise, finalizou-se este trabalho com uma breve conclusão

Made available in DSpace on 2016-04-29T13:31:12Z (GMT). No. of bitstreams: 1 Luciana Ferreira Silva.pdf: 1118413 bytes, checksum: 63f9bdfe302bd3a0aa71c5fa21364fca (MD5) Previous issue date: 2014-09-11 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The issue of adolescents in conflict with the law has been the focus of discussions from the field of scientific knowledge, as by civil society and the authorities responsible for the implementation of public policies, since it presents itself as a serious social problem. Ways to problematize it varies greatly, and, today, one focus is the reduction of criminal responsibility to ensure social control. The interest in the subject arose from the experience of the researcher in work directed at adolescents in conflict with the law, specifically teenagers under socio measure of Probation and Services to the Community. The objective of the research is to understand the affective-volitional basis of admission and permanence of adolescents in criminal activities. Understanding this to prevent a reduction of a complex issue for naturalizing and visions of causality, considering the young in their human totality. The research was carried out with 5 teens under socio measured, aged between 15 and 18 years for both sexes. The methodology used was the life story and the focus group. The research aimed to discuss, from the point of view of the motivations of these young people enter and remain in the crime, the meanings of crime and life plans of young people concerned. The data showed that one of the reasons given for entering the world of crime is the pursuit of consumption and as a result the achievement of recognition, a illusory recognition. Being is replaced by having and ostentation and luxury are the values that guide the activity of these young people. The affection appears, unlike in their careers, as a possibility for reflection and output crime world . When are affected by the suffering of families, these youngsters start to reflect on their actions and to question them / A questão do adolescente em conflito com a Lei tem sido foco de discussões tanto do campo do conhecimento cientifico, quanto por parte da sociedade civil e das autoridades responsáveis pela execução das políticas públicas, uma vez que se apresenta como um grave problema social. As formas de problematizá-la variam muito, sendo que, na atualidade, um dos focos é a diminuição da maioridade penal para garantir o controle social. O interesse pelo tema surgiu da experiência da pesquisadora em trabalhos direcionados a adolescentes em conflito com a Lei, mais especificamente a adolescentes em cumprimento de medida socioeducativa de Liberdade Assistida e Prestação de Serviços a Comunidade. O objetivo da pesquisa é compreender as bases afetivo-volitivas do ingresso e da permanência dos adolescentes nas atividades delituosas. Compreensão essa que visa evitar a redução de uma questão complexa por visões naturalizantes e de causalidade, considerando o jovem na sua totalidade humana. A pesquisa foi realizada com 5 adolescentes em cumprimento de medida socioeducativa em meio-aberto (Liberdade Assistida e Prestação de Serviços a Comunidade), com idades entre 15 e 18 anos de ambos os sexos. A metodologia utilizada foi a história de vida e o grupo focal. A pesquisa visou discutir, a partir do ponto de vista desses jovens as motivações do ingresso e permanência na criminalidade, os sentidos do crime e do criminoso e os projetos de vida dos jovens em questão. Os dados nos mostraram que um dos motivos apresentados para o ingresso no mundo do crime é a busca de poder de consumo e como consequência disso a conquista de reconhecimento, reconhecimento esse que é ilusório. O ser é substituído pelo ter e ostentação e luxo são os valores que orientam a atividade desses jovens. O afeto ao contrário aparece em suas trajetórias como uma possibilidade de reflexão e saída do mundo do crime . Quando são afetados pelo sofrimento dos familiares, esses jovens passam a refletir sobre os seus atos e a questioná-los

A pesquisa sobre mediações simbólicas na atividade pedagógica assume a característica de ser uma pesquisa explicativa por explicitar em que condições e circunstâncias o ensino pode ser um instrumento que medeia as transformações psicológicas dos indivíduos. A análise de uma investigação didática, nas séries iniciais do ensino fundamental, é identificada como a singularidade da pesquisa e descreve o processo de transformação da práxis na atividade pedagógica. Tal análise identifica a essência das ações e operações na atividade de ensino que criam condições favoráveis para o desenvolvimento do pensamento teórico dos estudantes e dos próprios educadores, como a dimensão universal do gênero humano, constituída pela particularidade das mediações instituídas na relação ensino e aprendizagem. Assim, o objetivo da pesquisa é investigar os tipos de mediação simbólica constituintes da atividade pedagógica que criam condições para o desenvolvimento do pensamento teórico, como um dos processos psicológicos superiores do gênero humano a ser desenvolvido no contexto escolar. A dimensão teórico-metodológica da pesquisa fundamenta-se no materialismo histórico dialético, que busca as possibilidades reais de construção do devir na formação dos indivíduos, assim como da psicologia histórico-cultural e da teoria da atividade, como instrumentos teóricos para a análise da constituição da individualidade humana no que se refere ao trabalho e ao estudo. A pesquisa se efetiva na unidade entre três eixos da investigação que determina o encaminhamento da pesquisa nos aspectos teórico e empírico: a) as ações e operações dos sujeitos na atividade pedagógica; b) o processo de comunicação entre os sujeitos da atividade pedagógica por meio da linguagem como manifestação do pensamento; c) a organização do ensino que viabiliza a mudança do pensamento dos estudantes, do pensamento empírico ao pensamento teórico. Tais eixos são apresentados, em cada um dos capítulos, partindo-se da dimensão ontológica dos elementos que compõem o fenômeno, relacionando-os com a dimensão epistemológica do estudo científico, considerando-se a dimensão lógica, própria da investigação didática. No campo empírico é realizado um estudo comparativo entre dois momentos da investigação didática que se distinguem entre si, tendo em vista a lógica que fundamenta a organização das ações pedagógicas (formal e dialética). Tal procedimento possibilita a análise da mudança de qualidade da apropriação de conceitos geométricos por parte dos estudantes expressa pelas manifestações do pensamento, nas formas de juízo, conceito e dedução, por meio da linguagem dos sujeitos (estudantes e educador) no movimento dialógico do conceito e por meio de registros escritos dos estudantes realizados durante e após as atividades de estudo. Identificam-se como mediações simbólicas as relações dos sujeitos com objeto de estudo histoticizado e as ações e operações coletivas e cooperativas dos sujeitos nos aspectos cognitivo, volitivo e afetivo. Essas mediações podem se efetivar a partir da apropriação de conhecimentos teórico-científicos por parte dos educadores que, no processo de conscientização dos sujeitos na atividade pedagógica, promovem a criação de condições e circunstâncias que possibilitam a efetivação de um sistema integrado, instituindo práticas sociais no contexto escolar que viabilizam a superação das condições alienantes próprias do sistema escolar vigente e da sociedade contemporânea. / The research about symbolic mediations in the pedagogic activity assumes the feature of being an explanatory research because it clarifies under what conditions and circumstances teaching can be an instrument that mediates psychological transformations of people. The analysis of a didactic investigation in early grades of Junior High School is identified as a singularity of the research and describes the transformation process of práxis in pedagogic activity. Such analysis identifies the essence of actions and operations in the teaching activity that create favorable conditions for the development of theoretical thinking of students and educators themselves, such as the universal dimension of the human gender, composed of the particularity of mediations instituted in the teaching and learning relationship. Thus, the purpose of the research is to investigate the kinds of symbolic mediation composing the pedagogic activity that create conditions for the development of theoretical thinking, as one of the superior psychological processes of the human gender to be developed in the school context. The theoretical-methodological dimension of the research is based on the dialectical and historical materialism, which seeks the real possibilities of the construction of the turning out in the formation of people, as well as the historical-cultural psychology and the activity theory, as theoretical instruments for the analysis of the constitution of human individuality when it comes to work and study. The research becomes effective in the unity between three axes of the investigation that determines the path of the research in the theoretical and empirical aspects: a) actions and operations of subjects in pedagogic activity; b) the communication process between the subjects of the pedagogic activity through the language as manifestation of the thought; c) the organization of a teaching system that allows a change in the thoughts of students, from empirical to theoretical. These axes are presented, in each chapter, starting from the ontological dimension of the elements that compose the phenomenon, relating to the epistemological dimension of scientific study, considering a logic dimension, typical in the didactic investigation. In the empirical field, a comparative study is carried out between two moments of the didactic investigation that differ from each other, having in view the logics that sustain the organization of pedagogical actions (formal and dialectic). Such procedure allows the analysis of the change of the quality of the appropriation of geometric concepts from the students expressed by manifestations of the thought, in forms of judgment, concept and deduction, through the language of the subjects (students and educator) in the dialogic movement of the concept and through written records of the students carried out during and after study activities. Symbolic mediations are identified as the relationships of the subjects as historic object of study and the collective actions and operations of the subjects in the cognitive, volitive and affective aspects. These mediations can take place in the appropriation of theoretical-scientific knowledge of educators who, in the awareness process of the subjects in the pedagogic activity, promote the creation of conditions and circumstances that allow the execution of an integrated system, instituting social practices in the school context that allow overcoming the alienating conditions typical in the school system in force and contemporary society.

Critical Review of the LiteratureCan Borderline Personality Disorder be treated effectively in forensic settings? A systematic reviewBorderline Personality Disorder (BPD) is a common diagnosis in forensic settings. Certain features of BPD, such as impulsivity and emotional dysregulation, can create a vulnerability to impulsive acts. The condition is also associated with poor mental and physical health, making the treatment of BPD and its clinical features an important goal in forensic settings. This paper reviews evidence for the effectiveness of treating BPD and its symptoms using psychological approaches in forensic settings. A systematic search found 2913 papers, of which 13 met the inclusion criteria. The papers reported nine separate studies (six controlled) that implemented four distinct interventions, often adapted for particular forensic settings. Improvements in overall BPD symptomatology and specific BPD symptoms were reported for all types of intervention, although few differences in outcome between intervention and control groups were found. There were also reported improvements in BPD-related behaviours, but data on offending behaviour were absent. Heterogeneity in study quality and design makes it challenging to draw any firm conclusions about the effectiveness of any one form of treatment over another, nor about which treatment may best suit a particular setting. Further randomised controlled trials are needed to answer these questions. Service Improvement ProjectEvaluation of a brief educational intervention for clinical staff aimed at promoting trauma-informed approaches to careThere is growing evidence that trauma plays an important role in the aetiology of severe and enduring mental health problems. Yet staff can be reluctant to ask patients about trauma for reasons such as anxiety about harming patients and limited access to training. Where services have adopted trauma-informed approaches (TIAs) to mental health care (i.e., considering the ways in which trauma affects individuals when planning and delivering services), improved clinical outcomes have been observed. With this in mind, a new educational video was developed for mental health staff at an NHS trust. The video was intended to be (a) brief (10 minutes); (b) contemporary and engaging; and (c) accessible using computers, smartphones and tablets. Forty-one multidisciplinary staff viewed the video. Quantitative and qualitative evaluation indicated improvements in self-reported knowledge and confidence with regard to trauma, and a decrease in worries with regard to asking patients about such experiences. Participants found the video to be enjoyable, understandable and informative. Importantly, many indicated that it spurred them to further action, such as further training and asking patients about possible trauma. These findings indicate that a video of this type can offer an important ‘taster’ of trauma-related learning, constituting an important step towards embedding trauma-informed ways of working at a service. Main Research ProjectThe Role of Intrusive Imagery in Hoarding DisorderThe cardinal feature of Hoarding Disorder (HD) is persistent difficulty discarding possessions, with the resulting clutter compromising the intended use of living areas. Within the dominant cognitive-behavioural model of hoarding (Frost & Hartl, 1996), hoarding behaviours are positively and negatively reinforced in the context of certain object-related beliefs. Available treatments for HD have so far yielded modest outcomes, indicating a need for new approaches. Intrusive imagery has so far been neglected in HD research, despite the frequency of trauma in the histories of people with the condition. To address this, 27 individuals who met the DSM-5 criteria for HD and 28 community controls (CCs) were interviewed about their everyday experiences of mental imagery. Participants were also asked about the images they experienced during two recent real-life examples of actual or attempted discard of (1) an object of low subjective value; and (2) an object of high subjective value. Everyday imagery in the HD group commonly reflected themes of illness, death and reminiscence. Imagery in HD participants tended to carry negative emotional valence in comparison with CCs, and was associated with greater interference in everyday life and attempts to avoid the imagery. HD participants reported more negative experiences of intrusive imagery in comparison with CCs during recent episodes of discarding objects of low subjective value. However, HD participants experienced positive imagery when discarding, or trying to discard, high value objects. These findings indicate that although people with HD frequently report traumatic histories, this is not reflected in the everyday imagery that they experience. There is some evidence to suggest that the negative and positive memories experienced in relation to low and high value objects may aid our understanding of discarding and saving behaviour in HD. The theoretical and clinical implications of these findings are further discussed.

The three chapters of this thesis investigate social aspects of judgment and decision making. Chapter One analyses the consequences of making decisions based on predictions of future well-being, and the conditions under which advice can improve these decisions. It shows that an interaction between errors in affective forecasts and the choice process leads to suboptimal decisions and disappointment, and establishes conditions under which advice reduces these effects. The second chapter investigates the boundaries of the result that eliciting more than one estimate from the same person and averaging these can lead to accuracy gains in judgment tasks. It reveals that the technique works only for specific kinds of questions, and people are reluctant to average their initial answers when asked for a final estimate. Finally, Chapter Three reviews experimental results regarding individual and small group behaviour in strategic decision tasks and provides a theoretical framework to analyse the observed differences. / Aquesta tesi investiga diferents aspectes socials de la presa de decisions. El primer capítol analitza les decisions preses en base a les prediccions del benestar futur, i en quines situacions els consells d’altres persones poden millorar aquestes decisions. Es mostra que una interacció entre el procés de l’elecció i les imperfeccions de les prediccions condueix a decisions subòptimes i a la decepció, i s’estableixen les condicions sota les quals els consells redueixen aquests efectes. El segon capítol investigaels casos en què les persones poden millorar les seves prediccions numèriques donant més d’una estimació i prenent-ne la mitjana. A base d’un experiment, es mostra que la tècnica funciona només amb determinats tipus de preguntes, i que les persones són averses a prendre mitjanes de les seves estimacions inicials quan es pregunta per una estimació final. L’últim capítol revisa els resultats experimentals referents a la presa de decisions estratègiques de la persona individual comparats amb els de la persona que forma part d’un grup reduït i proporciona un marc teòric en el que analitza les diferències que s’observen en el seu comportament

This doctoral research is linked to the line of Knowledge Research and Educational Practices, the Master\'s and Doctorate Programs in Education at the University of Uberlândia - UFU. Considering the needs presented in the Brazilian educational context, with regard to learning disabilities and scientific production of didactic, as the area responsible for the theoretical basis of educational practices at school, this research was first purpose, seizure of that scientific production. Was elected as an object of study that produced didactic knowledge, embodied in Articles prepared by teachers of the lines of research, the Graduate Program in Education located in the Midwest Region, from 2004 to 2010. This research is justified considering the contributions that a body of knowledge, inferred of the subject matter, can bring to think the educational practice, the constitution of teaching with regard to their investigative field, signal trends, objects being neglected and theoretical foundations that support these productions, which are important to the overall understanding of didactic knowledge produced in the academy and how it can support interventions in school practices. It aimed to unveil the conceptions and the knowledge produced on Teaching in Brazilian graduate, to what extent these views allow or not the teaching-learning relationship that promotes development. The specific guiding objectives were outlined to map scientific production of teaching, understand the constitution of this in teaching and research, analyze and discuss the theoretical and methodological aspects that sustain the knowledge produced, as well as highlight the contributions of the teaching thinking is guided Theory of Developmental Education. To this end, there was a state of the art using as theoretical foundation, the historical materialist method dialectical and theoretical and operational principles of developmental teaching. It was found as the most significant trends that scientific didactics production has prioritized as an object of study, training and professionalization of teachers for performance in higher education, focusing more on the teaching-learning area, the size of the grounds, to the detriment modes and conditions in which teaching is performed. The results indicate the need for education organization intends to provide the student\'s development in the context of the classroom taking into account the formation of theoretical thinking and social and cultural practices, which are embedded in the school routine. Evaluation as a teaching resource that contributes to the quality of teacher education, taking into account that, beyond the realm of academic content, you need to consider creativity, affection, subjectivity, emotional and motivations. How overlooked aspects were identified little expression studies with an interest in early childhood education, primary and secondary education, with total absence of studies on adult education, as well as the relationships that are established in the school\'s organizational structure, materials textbooks used in the special needs presented by students. With regard to the privileged location are few studies that direct their attention to the classroom, to the organization\'s context of school or various locations. / Esta pesquisa de doutoramento vincula-se à linha de pesquisa Saberes e Práticas Educativas, dos Programas de Mestrado e Doutorado em Educação da Universidade de Uberlândia UFU. Considerando as necessidades apresentadas no contexto educacional brasileiro, no que se refere às deficiências de aprendizagens e à produção científica da didática, como área responsável pelo substrato teórico das práticas educativas na escola, essa pesquisa teve como propósito primeiro, a apreensão dessa produção científica. Elegeu-se como objeto de estudo o conhecimento didático produzido, materializado nos artigos elaborados pelos professores das linhas de pesquisas, dos Programas de Pós-graduação em Educação localizados na Região Centro-Oeste, no período de 2004 a 2010. Essa pesquisa se justifica considerando as contribuições que um conjunto de conhecimentos, depreendido do objeto de estudo, pode trazer para pensar a prática educativa, a constituição da didática no que se refere ao seu campo investigativo, sinalizar tendências, objetos que estão sendo negligenciados e fundamentações teóricas que embasam essas produções, as quais são importantes para a compreensão geral do conhecimento didático produzido na academia e como este pode subsidiar as intervenções nas práticas escolares. Objetivou-se desvelar as concepções e os conhecimentos produzidos sobre Didática na pós-graduação brasileira, em que medida essas concepções possibilitam ou não a relação ensino-aprendizagem que promove o desenvolvimento. Os objetivos norteadores específicos foram delineados para mapear a produção científica da didática, compreender a constituição dessa no âmbito do ensino e da pesquisa, analisar e discutir os aspectos teórico-metodológicos que sustentam o conhecimento produzido, assim como, evidenciar as contribuições do pensamento didático pautado na Teoria do Ensino Desenvolvimental. Para tanto, realizou-se um estado da arte utilizando, como fundamento teórico, o método materialista histórico dialético e os princípios teóricos e operacionais da didática desenvolvimental. Constatou-se como tendências mais expressivas que a produção científica da didática tem priorizado, como objeto de estudos, a formação e a profissionalização de professores para atuação no ensino superior, enfocando mais a área de ensino-aprendizagem, na dimensão dos fundamentos, em detrimento dos modos e condições nos quais o ensino é realizado. Os resultados indicam a necessidade da organização do ensino tencionando proporcionar o desenvolvimento do aluno no contexto da sala de aula levando em consideração a formação do pensamento teórico e as práticas sociais e culturais, as quais estão imbricadas no cotidiano da escola. A avaliação como recurso didático que contribui para a qualidade da formação do professor, levando em conta que, além do domínio do conteúdo escolar, é preciso considerar a criatividade, a afetividade, a subjetividade, o emocional e as motivações. Como aspectos negligenciados foram identificados pouca expressividade de estudos que têm interesses na educação infantil, ensino fundamental e médio, com ausência total de estudos sobre a educação de jovens e adultos, assim como, nas relações que se estabelecem na estrutura organizacional da escola, nos materiais didáticos utilizados, nas necessidades especiais apresentadas pelos alunos. No que se refere ao local privilegiado são poucas pesquisas que direcionam suas atenções para a sala de aula, para o contexto da organização da escola ou locais diversos. / Doutor em Educação

This thesis is a transdisciplinary study of leading South African Marxist intellectual, political activist and sociologist of language Neville Edward Alexander’s written work in English. It is an attempt to explore the “dialogical narratives” as a proposition in my assessment of his work and it is also a description of a method he employs to arrive at his own political and literary compositions. In tracking his formation as a political subject and an activist, Alexander’s and other writers’ interpretations of his meetings with and his stories about people are explored. His writings cover the spectrum of politics, education and language, and he employed a political economy approach in all his written expositions. The study argues that he had an exceptional ability to “argue against himself” because he was a dialectical reasoner and because he embraced the political and sociological toolkit of historical materialism as the philosophical matrix of his work. / History / D.Lit et Phil. (History)