This thesis explores the connections between dialogue, education and democracy. It begins by asking: ‘what are the implications of dialogic theory for democratic education’? In doing so it draws on concepts from the work of Arendt, Biesta, Dewey and Wegerif: dialogic space as a productive metaphor for education; an ontology of difference in which meaning emerges through dialogue; and authentic democratic action as ‘coming into being’ in negotiation with others. It then asks, ‘Can we teach for democracy?’ by looking at recent practices of citizenship education in Britain. It argues that genuine democratic education must consider students as already being citizens rather than as citizens-in-training, and must offer them opportunities to express their values in action. A theory of ‘responsible leadership’, based on a ‘pedagogy of challenge’, is proposed as a means to enable students to develop the skills and dispositions needed for democratic participation. Short courses in leadership education for teenagers are identified as sites to test this theory. Two empirical studies are detailed, which use a longitudinal case-study approach primarily based on student interviews. The first was a two-day school-based course for academically able 13-18 year olds; the second was a five-day outdoor residential course for 16-18 year olds. Both studies found significant development in students’ skills and dispositions for learning, including: openness to others’ ideas, confidence, greater self-knowledge and better communication skills. In both cases, students’ personal dispositions and insights endured. However, lack of opportunities for democratic action after the courses meant that learned collaborative skills were not strongly embedded; this also meant that ‘responsible leadership’ was not often demonstrated subsequently. Nonetheless, the studies present strong evidence for the transformative power of a pedagogy of challenge, which demands further research.

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British celebrity chef Jamie Oliver has been an active voice among those striving for food reform, directly influencing attitudes and behaviors among the culture of food around the world. Oliver's most recent campaign, Jamie's Food Revolution, can be considered one of his most successful attempts at influencing modern day food practices. The mission of the campaign is 'to create a strong sustainable movement to educate every child about food, inspire families to cook again and empower people everywhere to fight obesity' (Home Jamie's Food Revolution, n.d.). In addition to the campaign website, Jamie's Food Revolution campaign has a Facebook page, an Instagram page, a Twitter page, and a YouTube page, which are all used to contact with people around the world. The purpose of this thesis is to explore how the Instagram page, @foodrev, is used to post content that aligns with the mission and offers dialogic opportunities for publics to engage with the campaign through a grounded theory methodological approach and application of dialogic theory. More specifically, this thesis will: 1) highlight how the content of the @foodrev Instagram account represents the mission statement of Jamie's Food Revolution; 2) address whether the content posted to the Instagram account generates opportunities for dialogic engagement; 3)reveal whether the content posted to the Instagram account actually generates dialogic responses from other Instagram users; and4) reveal features of dialogic theory that transfer to social media, specifically Instagram, and what aspect of the platform provides dialogic affordances not already explained by dialogic theory. / Master of Arts

Made available in DSpace on 2016-03-22T17:26:57Z (GMT). No. of bitstreams: 1 vanessa barbpsa.pdf: 1466333 bytes, checksum: 2fda404083f51d2e06528b946cd78e7e (MD5) Previous issue date: 2012-02-28 / The present study aims to examine facets of the activity Review Linguistics developed within the Department of Distance Education (DLS) of the Federal University of Rio Grande-FURG in terms of their characteristics and labor enunciation. This study aims to verify seo review work performed in DLS / FURG can be considered an act of collaborative construction of discourse, in the specific case of textbooks. The research corpus is composed of interactions about texts under review, ¬ established via e-mail between the Core Revision Linguistics DLS / FURG and lecturers who worked during the year 2010 , and a questionnaire to two reviewers Nucleus mentioned about their perceptions of actions and interrelations that constitute its activity. The theoretical framework that underpins this work is anchored in understanding Bakhtin language / language on postulates about the work, arising from Ergology and Clinical Activity (CLOT; FAÏTA, 2000) as well as in studies of Oliveira (2010) and Soares (2009), concerning the activities reviewed and textual production, and Sobral (2008) about the work of translation as a job with speeches. This research is embedded in a field of qualitative research, in terms of Bogdan e Biklen (1994), which is reflected in the criteria for selection and generation of data analyzed, since the focus of the research focuses on the process of material production in DE in FURG, not only in its product, ie, the courseware completed. Moreover, for such a process to be glimpsed, we started with theoretical principles study of discursive practices and activity to then arrive at a definition of the categories proposed to designate speech acts performed in matching the sector review and teacher authors material, namely: thanks, disagreement with the proposal made, host of suggestions and concern to make the material clearer. The analyzes allowed achieving the main objective of the research, since it could demonstrate that the review activity investigated is a social practice and discourse, which can be considered an act of collaborative construction of speeches designed to promote the formation of the end user, the student of the DL FURG. In short, it was noted that the work done by the Core Review DLS occurs within an extensive network of inter-relationships, direct and indirect, between different stakeholders (teachers, students, reviewers, etc..), And this joint work and cooperative, even when there are conflicts and disagreements. This is the minimum requirement for satisfactory end result, ie, for the provision of textbooks that are developed collaboratively, through a constant process of 11 interaction and dialogue between teachers and reviewers in order to provide students DL / FURG texts teaching more clearly, cohesive and coherent as possible, even if that result is always subject to improvements / O presente estudo tem por objetivo analisar facetas da atividade de Revisão Linguística desenvolvida no contexto da Secretaria de Educação a Distância (SEaD) da Universidade Federal do Rio Grande FURG em termos de suas características laborais e enunciativas. Tal estudo busca verificar seo trabalho de revisão realizado na SEaD/FURG pode ser considerado um agir colaborativo de construção de discursos, no caso específico, de textos didáticos. O corpus da pesquisa é constituído por interações acerca de textos em revisão, estabelecidas via e-mail entre o Núcleo de Revisão Linguística da SEaD/FURG e docentes que nela atuaram durante o ano de 2010, e por um questionário aplicado a dois revisores do Núcleo mencionado sobre suas percepções das ações e inter-relações que constituem sua atividade. O referencial teórico que embasa esta dissertação ancora-se na compreensão bakhtiniana de língua/linguagem, em postulados sobre o trabalho, advindos da Ergologia e da Clínica da Atividade (CLOT; FAÏTA, 2000), bem como nos estudos de Oliveira (2010) e Soares (2009), a respeito das atividades de revisão e produção textual, e de Sobral (2008) acerca do trabalho de tradução como um trabalho com discursos. Esta pesquisa está inserida em um campo de investigação qualitativa, nos termos de Bogdan e Biklen (1994), o que se reflete nos critérios de seleção e geração dos dados analisados, posto que o enfoque da pesquisa centra-se no processo de produção de material na EaD na FURG, e não exclusivamente no seu produto, isto é, no material didático concluído. Ademais, para que tal processo fosse vislumbrado, partiu-se de princípios teóricos de estudo de práticas discursivas e da atividade para então se chegar à definição das categorias propostas para designar os atos de linguagem realizados na correspondência entre o setor de revisão e professores autores de material, a saber: agradecimento, discordância da proposta feita, acolhimento de sugestões e preocupação em tornar o material mais claro. As análises realizadas permitiram alcançar o objetivo principal da pesquisa, uma vez que se pôde demonstrar que a atividade de revisão pesquisada é uma prática social e discursiva, passível de ser considerada um agir colaborativo de construção de discursos voltados para promover a formação do usuário final, o aluno de EaD na FURG. Em suma, observou-se que o trabalho realizado pelo Núcleo de Revisão da SEaD ocorre no âmbito de uma extensa rede de inter-relações, diretas e indiretas, entre diversos interlocutores (professores, alunos, revisores, etc.), sendo esse trabalho conjunto e 9 cooperativo, mesmo quando há conflitos e divergências. Isto constitui o requisito mínimo para um resultado final satisfatório, ou seja, para a disponibilização de textos didáticos que são elaborados colaborativamente, através de um processo constante de interação e diálogo entre professores e revisores, no intuito de proporcionar aos alunos de EaD/FURG textos didáticos de modo mais claro, coeso e coerente possível, ainda que tal resultado esteja sempre sujeito a aprimoramentos

Made available in DSpace on 2016-12-08T16:35:09Z (GMT). No. of bitstreams: 1 RafaelGue.pdf: 4213248 bytes, checksum: 24514250de69b70a577875867aaac08d (MD5) Previous issue date: 2009-06-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Using action research methodology, a qualitative case study was conducted, where the relationships between communication and education existing in the Associação Ambientalista Comunitária Espiritualista Patriarca São José (ACEPSJ) web site construction process are the object of study. The raised problem is: can a web site be identified as a educommunication gadget? Following this question, as the investigation methodology adopted dictates, the research major objectives were divided in two categories: one of action and the other of knowledge . The action goals are related to the ACEPSJ s web site project organization and educommunication strategies analysis and development to the site. Knowledge objectives are related to the understanding of education and communication interface in the analyzed process. Data were gathered in the researcher s field diary, collected from volunteers memberships and ACEPSJ s archives. In addition, 12 intentional semistructured interviews with key informers were conducted. Paulo Freire s (1988) dialogic theory is the theoretical framework, allied to Mario Kaplún s (1996) popular communication experiences, that arises in current discussion about a new interface between education and communication that may be named educommunication, according to investigator Ismar Oliveira Soares perspective (2006). The document analysis used as association specific supplementary action research method is the diagnosis, analysis and intervention device posed by Eduardo Vizer (2003). The results confirm the relevance of ducommunication management in integrating education and communication in associations communicative ecosystems. In this context, the web site may be considered as a educommunication gadget / Utilizando a metodologia da Pesquisa-ação (PA), foi realizado um estudo de caso qualitativo, cujo objeto de estudo são as relações entre educação e comunicação presentes no processo de construção do web site da Associação Ambientalista Comunitária Espiritualista Patriarca São José (ACEPSJ). O problema levantado foi: pode um website ser identificado como um dispositivo de educomunicação? No caminho deste questionamento, conforme preconiza a metodologia de investigação adotada, os principais objetivos da pesquisa foram divididos em duas categorias: da ação e de conhecimento . Os objetivos de ação dizem respeito à organização do projeto do web site da ACEPSJ, análise e desenvolvimento de estratégias de educomunicação para o site. Os objetivos de conhecimento estão relacionados à compreensão da interface entre educação e comunicação no processo estudado. Os dados foram reunidos no diário de campo do pesquisador, coletados junto aos sócios voluntários e nos arquivos da ACEPSJ. Foram realizadas, também, 12 entrevistas intencionais semi-estruturadas com informantes-chave. O referencial teórico é o da Teoria Dialógica de Paulo Freire (1988), aliada às experiências de comunicação popular de Mario Kaplún (1996), que hoje despontam na discussão sobre um novo campo de interface entre Educação/comunicação, que pode ser nomeado educomunicação, na perspectiva do pesquisador Ismar de Oliveira Soares (2006). A análise documental utilizou como método complementar de PA, específico para associações, o dispositivo de diagnóstico, análise e intervenção sistematizado por Eduardo Vizer (2003). Os resultados confirmam a relevância da gestão da educomunicação na integração da educação e da comunicação nos ecossistemas comunicativos de associações. Neste contexto o web site pode ser considerado um dispositivo de educomunicação