This thesis has three main aims. First, I will propose and explain a genre ascription for the sayings in Prov 10:1-22:16 – the ‘didactic proverb’. Second, I will analyse ‘openness’ as a textual feature, and show its contribution to the functions of this genre. Third, I will demonstrate how reading this way may influence our understanding of some key issues in Proverbs’ scholarship. Part 1 tackles the first and second aims. In ch. 1, I suggest that the sayings in Prov 10:1-22:16 have something of a hybrid genre, displaying features akin to both ‘didactic’ texts and ‘proverbs’. This can be seen from their: generically related texts, probable social settings, media, self-presentation, and literary forms. As ‘didactic’ texts, the sayings shape the worldview, character and intellect of their students. As ‘proverbs’, they apply to specific situations with specific purposes. In ch. 2, I explain three manifestations of literary ‘openness’: polysemy can give a text multiple meanings; parallelism makes the relationship between lines unclear; imagery opens up worlds for exploration. Ch. 3 begins to show how this ‘openness’ enhances the sayings’ ‘didactic’ and ‘proverbial’ functions. Here I move beyond openness in interpretation to openness in application, and draw on the field of ‘paremiology’ (the technical study of the ‘proverb’ as a genre), which has been somewhat neglected in Proverbs’ scholarship. In Part 2, I turn to the text, drawing out the openness of key verses, and showing how they function ‘didactically’ and ‘as proverbs’. This proves to have implications for certain classic debates in Proverbs’ scholarship (my third aim). Ch. 4 considers ‘character’ terms (e.g. wise/foolish, righteous/wicked). I use cognitive linguistic theories to examine the terms as open categories with ‘prototype structure’. Viewed this way, the terms are not (as some have argued) abstract and cut off from the world, but profoundly useful for life. Ch. 5 considers the apparent ‘act-consequence connection’ in Proverbs. The connection is predictable but not inviolable, may come about through a number of agencies, and has strong motivational potential. Ch. 6 looks at proverbs about the king. These do not necessitate an actual court context, for the ‘king’ figure may encapsulate wider principles, and function as a teaching tool. Even when he appears to be glorified, his role may be subverted, requiring students to exercise their minds. In ch. 7, I consider the way wisdom is acquired in the ‘didactic proverb’ genre, and suggest a principle for gaining it: students must ‘trust and scrutinise’. They are thereby empowered in their quest for wisdom, whilst also becoming aware of their limitations. Throughout Part 2, I find ‘openness’ to be an important facilitator for didactic and proverbial goals. Prov 10:1-22:16 presents its readers with a panoply of fascinating texts. By exploring them as ‘open’, ‘didactic’, and ‘proverbial’, this thesis offers a fruitful reading strategy; new insights into functions and meanings; and some fresh perspectives on old debates.

The work will focus on the issue of the Czech literary canon and the literary legacy as a national wealth, while the work will focus especially the reception of this legacy in pupils at the elementary school. For this purpose, two authors were chosen - Karel Hynek Mácha and Božena Němcová. They are canonical authors their works were in many ways pioneering and determined for the subsequent development of Czech literature. The thesis is asking the extent to which importance is attached to these writers in the eyes of elementary school pupils. The work highlights the different perceptions of key authors in the past and in today's context. The work will also try to find out what didactic procedures and strategies are chosen by teachers in the teaching of chosen authors. Another objective of the thesis is to find out whether teachers use their own innovative methods in teaching about the mentioned authors, or compare the applied forms with other possible procedures, which could contribute by their attractive nature to the positive acceptance of students and also to the subsequent deepening of the understanding of the given issue.

Submitted by Jean Medeiros (jeanletras@uepb.edu.br) on 2017-10-23T12:19:05Z No. of bitstreams: 2 PDF - Maria José Rodrigues de Farias.pdf: 30990356 bytes, checksum: aed3e85c69dc8a0fe57e36b28747f5ed (MD5) PDF - Maria José Rodrigues de Farias - Produto.pdf: 2741371 bytes, checksum: c43d3cfd17fde9ad98ef2f721432d6ff (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2017-10-26T16:55:01Z (GMT) No. of bitstreams: 2 PDF - Maria José Rodrigues de Farias.pdf: 30990356 bytes, checksum: aed3e85c69dc8a0fe57e36b28747f5ed (MD5) PDF - Maria José Rodrigues de Farias - Produto.pdf: 2741371 bytes, checksum: c43d3cfd17fde9ad98ef2f721432d6ff (MD5) / Made available in DSpace on 2017-10-26T16:55:01Z (GMT). No. of bitstreams: 2 PDF - Maria José Rodrigues de Farias.pdf: 30990356 bytes, checksum: aed3e85c69dc8a0fe57e36b28747f5ed (MD5) PDF - Maria José Rodrigues de Farias - Produto.pdf: 2741371 bytes, checksum: c43d3cfd17fde9ad98ef2f721432d6ff (MD5) Previous issue date: 2017-07-05 / The research carried out constituted a case study that‟s purpose was to analyze the didactic strategies developed in the teaching of Biology in PROEMI classes of a public school, and sought to evaluate the applicability of such strategies. To construct the data, questionnaires were used, as well as observations; and for the treatment of these a qualitative approach was used through the content analysis proposed by Bardin (2011). The participants of the research were 41 students from two classes of the 2nd Grade of Inovador High School and 01 Biology professor. During the research, a didactic intervention was developed that had as its guiding axis the reconnection of knowledge seeking contextualization, according to the contributions of Morin (2001). As for the objectives of the research, the types of activities developed were identifie d, a didactic sequence was applied having as a guiding axis the reconnection of knowledge, comparing the students' achievement (before and after the didactic intervention) and, finally, an e-book was produced that Contains guidelines that can support the teaching work based on the reconnection of knowledge. From the observations, the predominance of traditional classes can be highlighted, in which acquired knowledge has the main characteristic of segmentation. Regarding the didactic sequence, it was discovered that after the intervention, there was a change in the form of acquired knowledge, since the students presented, in most cases, correct answers, when considering the ability to articulate Biology knowledge with other areas and the context, such improvements can be highlighted in learning from the new categories of analysis from the students' responses to the post-test questionnaire: "Typical foods from the regional menu", "Organic substances", "Diseases and Bad Habits” , “Problems related to food and external factors" , "Incorrect food and lack of financial resources" , "Culture" and "Social aid ". / A pesquisa realizada constitui um estudo de caso que teve a finalidade de analisar as estratégias didáticas desenvolvidas no ensino de Biologia em turmas PROEMI de uma escola pública, e buscou avaliar a aplicabilidade de tais estratégias. Para construção dos dados foram utilizados questionários, além de observações; e para tratamento dos mesmos fizemos uso de uma abordagem qualitativa através da análise de conteúdo proposta por Bardin (2011). Os participantes da pesquisa foram 41 educandos de duas turmas da 2ª Série do Ensino Médio Inovador e 01 professor de Biologia. Durante a pesquisa, foi desenvolvida uma intervenção didática que teve como eixo norteador a religação de saberes buscando a contextualização, segundo as contribuições de Morin (2001). Quanto aos objetivos da pesquisa alcançados, identificamos os tipos de atividades desenvolvidas, aplicamos uma sequência didática tendo como eixo norteador a religação de saberes, comparamos o aproveitamento dos educandos (antes e depois da intervenção didática) e por fim, produzimos um e-book que contem orientações que podem subsidiar o trabalho docente baseado na religação de saberes. Como resultado de nossas observações, podemos destacar a predominância de aulas tradicionais, nas quais o conhecimento adquirido possui como principal característica a segmentação. Com relação à sequência didática desenvolvida, constatamos que após a realização da intervenção houve mudança na forma do conhecimento adquirido, pois os educandos apresentaram, na maioria das vezes, respostas corretas, quando considerada a capacidade de articulação de conhecimentos da Biologia com outras áreas e o contexto , podemos evidenciar tal melhoria na aprendizagem a partir das novas categorias de análise provenientes das respostas dos educandos referentes ao questionário pós-teste, são elas: “Alimentos típicos do cardápio regional”, “Substâncias orgânicas”, “Doenças e maus hábitos”, “Problemas relacionados à alimentação e a fatores externos”, “Alimentação incorreta e falta de recursos financeiros”, “Cultura” e “Ajuda social”.

The aim of this study is to find out which didactic strategies teachers use in grades 1-3 when they are working with current social issues in a social science classroom. Previous research in the field of social science is poorly studied and especially studies on how it is in the classroom. There are no studies for grades 1-3. In order to achieve the goal in this investigation, I have used interviews and observations as a method. The observation is done in three classes, one class for each grade. After the observations I have conducted interviews with the teachers of the classes. In order to analyse the subject matter, I have used Odenstad’s three profiles. The profiles are: orientation, analysis and discussion. With these three profiles I have categorized the content of the lessons. The result shows that there are both similarities and differences between the three teacher strategies and lessons. All teachers’ work is more or less between the orientation- and the discussion profile. Strategies that all three teachers use are to describe and explain to show association in the matter. One teacher has a strategy of using the subject of history to make associations. She also relates to the students' previous knowledge and impressions. Another teacher seems to have the strategy that the lesson about current social issues should give the students new concepts. Another strategy is to use a map of the world to make association in the matter. The last teacher also uses a world map to increase understanding and when she does it she take the opportunity to repeat the continents and countries. She also seems to have a strategy of using the social science lesson to train students to a suitable behaviour. Previous research shows, among other things, that social science is an invisible subject and that it works as a support to the other socially oriented subjects. In my study, I can see parts of that invisibility, but I can also see that social science is it’s own subject and a very living one.

Innehållet i förskolans läroplan medför att de som arbetar med den behöver kunskaper inom många olika ämnesområden. Syftet med studien var därför att få mer kunskap om pedagogers egenupplevda ämnes- och ämnesdidaktiska kunskaper, utifrån angivna mål och riktlinjer i Läroplan för förskolan. Till det användes webbenkät som metod. Efter bearbetning omfattade studiens material 160 webbenkätsvar. Ämnet som då skattades högst var språk/kommunikation och ämnet som skattades lägst var fysik. I tillägg till det framkom att drygt 50 av respondenterna, vid planerade pedagogiska aktiviteter, använde sig av olika didaktiska strategier beroende på hur de skattade sin ämneskunskap. Till skillnad från högt skattade ämnen tenderade de nämligen att, vid arbete med lågt skattade ämnen, förbise samspel och att ha barns intresse/behov som utgångspunkter i verksamheten.

L’objectif de l’étude est de mettre en valeur les fonctions de l’enseignant remplies dans les interactions en classe du FLE et de trouver des pistes didactiques optimisant au maximum les résultats de l’enseignement en classe de FLE en Corée du Sud. Nous avons recueilli les corpus oraux des enseignants coréens et des enseignants français en classe avec les apprenants coréens pour comparer leurs techniques et apercevoir comment les objectifs pédagogiques et la compréhension des apprenants s’accomplissent. Les classes observées, enregistrées ont été analysées pour observer la méthode de constitution du scénario didactique et les stratégies didactiques que chaque enseignant choisit selon ses propres expériences et sa culture, et leurs effets didactiques. L’analyse des interactions en classe est accompagnée des entretiens avec les enseignants effectuées avant/après le cours ; la planification et l’auto-évaluation de chaque enseignant nous permettent de comprendre leurs choix en matière de méthodologies didactiques. Cette étude nous amène enfin à réfléchir sur le type d’enseignement contextualisé au public coréen ; des interviews et une enquête effectuées auprès des apprenants sont présentés afin de cerner leurs envies et besoins, et discutés ensuite en rapport avec le travail de l’enseignant. L’étude vise à établir les différents rôles de l’enseignant adaptés à un public coréen. / The objective of the study is to highlight the functions of the teacher in FLE classroom interactions and to discover teaching methods that can lead to optimal teaching results of FLE in South Korea. We collected the oral corpus of both Korean and French teachers in class with Korean learners to compare their techniques and to identify how the learning objectives and learners' understanding are accomplished. The observed, recorded classes were analyzed in order to observe the method of constitution of the didactic scenario and the didactic strategies that each teacher chooses according to his own experiences and culture and their didactic effects. Interaction analysis in the classroom is accompanied by interviews with teachers before/ after the class ; The planning and the self-evaluation of each teacher enables us to understand their didactic choices. This study finally leads us to reflect on the type of teaching contextualized for Koreans; Interviews and a survey of learners are presented to identify their wants and needs and then discussed in relation to the work of the teacher. The study aims to establish the different roles of the teacher adapted to the Korean public.

Trata-se de estudo de natureza empírica, com inspiração etnográfica e que tencionou analisar as trajetórias de nove explicadoras, ou melhor, professoras que lecionavam nas suas próprias residências em locais como: salas de jantar, varandas e quintais, para turmas multisseriadas compostas por alunos que estudavam, na sua maioria, da classe de alfabetização à oitava série. Três questões nucleares compuseram o eixo central investigativo do estudo: a) O que eram as explicadoras? Como se deram seus processos de socialização na direção do magistério e, posteriormente, do magistério doméstico? e b) Como atuavam nos seus espaços de trabalho? Procedeu-se no início do estudo a uma revisão dos trabalhos do campo da História da Profissão Docente com o intuito de situá-lo como tal e, por conseguinte, defini-lo como um estudo de um tipo de exercício da docência. Em seguida, a pesquisa apresentou, com riqueza de detalhes, os principais dados colhidos no decorrer das entrevistas exploratórias, das observações participantes e das entrevistas semi-estruturadas. Todos esses, instrumentos metodológicos acionados na condução do trabalho de campo. Os processos de socialização das nove professoras, inicialmente, na direção do magistério e, posteriormente, na direção do trabalho como explicadoras foram analisados à luz dos conceitos de habitus e estratégia elaborados por Pierre Bourdieu e interpretados na pesquisa por Nogueira, Lelis e Perrenoud. Os resultados sugerem que, dentro das condições materiais de existência das nove explicadoras, o magistério se configurou como saída possível para suas aspirações profissionais, enquanto que, o ofício de explicadora, reunia, para elas, condições práticas ideais na medida que garantia proventos mensais sem nenhum tipo de desconto e, principalmente, a possibilidade de exercer um ofício podendo administrar o lar e acompanhar de perto os filhos. Com relação à terceira questão da pesquisa, sete eixos temáticos foram forjados a partir da potência dos dados oriundos da empiria. Foram eles: As estratégias didáticas utilizadas pelas explicadoras; as rotinas criadas por elas para darem conta das demandas diárias dos alunos; os recursos que as explicadoras acionavam para conseguirem atender as variadas solicitações oriundas da pluralidade de seus atendimentos; as relações travadas por elas com as famílias, escolas e alunos; a visão que cada uma explicadora tina sobre escola, família e aluno; as diferenças que marcavam o êxito de suas intervenções junto aos alunos se comparadas às escolas e, por último, os sonhos e desejos alimentados por todas elas como mulheres e professoras. Todos apontando para o perfil de uma modalidade de exercício da docência e para a singularidade de experiências vividas a partir das histórias individuais de nove mulheres. Cabe ressaltar que o estudo teve condições de detectar um certo esgotamento das possibilidades das famílias em acompanharem a demanda de tarefas propostas pelas escolas para os alunos. / It is a study of an empiric nature, with an ethnographic inspiration, which aims to analyze the careers of nine \'explainers\', that is, teachers that taught in their own houses in dining rooms, balconies, verandas and backyards to multi seriated classes of students learning how to read and write to high school levels. Three central questions composed the investigative central axis of the study : a) What were the \'explainers\'? How did the processes of socialization and teaching come to be and, later, becoming house teachers? And b) How did they perform in their work places? At the beginning of the study, a review of the fieldwork in the history of formal Teaching was made, with the intention of stating it as what it was and consequently defining it as a study of a type of exercise. Then the research presented in rich details the main data obtained during the exploratory interviews, the participating observations and semi-structured interviews. All of them methodological instruments put to use throughout the fieldwork. The processes of socialization of the nine teachers, first towards teaching and then towards becoming house teachers (\'explainers\'), were analyzed under the light of the concepts of habitus e estratégia conceived by Pierre Bordieu and interpreted in research by Nogueira, Lelis and Perrenaud. The results suggest that, within the material life conditions of the nine teachers, teaching showed to be the possible way to their professional aspirations and, more than that, the job as an \'explainer\' gathered all the ideal practical conditions, since it guaranteed a monthly income without any taxes or discounts as well as the possibility of working and managing their homes and children at the same time. In relation to the third aspect of the research, seven theme axis were built from the potencies of the data from the empiric. They were: Didactic strategies used by the \'explainers\', the daily routines created by them to take care of the students\' daily school demands, the resources used by the \'explainers\' to fulfill the various solicitations due to the plurality of their demands; their relationships with the students, their families and schools; their individual view on school, student and family; the difference between them and the schools regarding their successful effectiveness with the students in comparison to schools, and, at last, their dreams and desires as women and teachers. All of them pointing to a profile of a modality of exercise of formal teaching and to the singularities of the experiences lived by nine teachers in their individual stories. It is important to point out that the study was able to detect a certain depletion of the families\' possibilities of meeting the demands made by the schools to the students.

Trata-se de estudo de natureza empírica, com inspiração etnográfica e que tencionou analisar as trajetórias de nove explicadoras, ou melhor, professoras que lecionavam nas suas próprias residências em locais como: salas de jantar, varandas e quintais, para turmas multisseriadas compostas por alunos que estudavam, na sua maioria, da classe de alfabetização à oitava série. Três questões nucleares compuseram o eixo central investigativo do estudo: a) O que eram as explicadoras? Como se deram seus processos de socialização na direção do magistério e, posteriormente, do magistério doméstico? e b) Como atuavam nos seus espaços de trabalho? Procedeu-se no início do estudo a uma revisão dos trabalhos do campo da História da Profissão Docente com o intuito de situá-lo como tal e, por conseguinte, defini-lo como um estudo de um tipo de exercício da docência. Em seguida, a pesquisa apresentou, com riqueza de detalhes, os principais dados colhidos no decorrer das entrevistas exploratórias, das observações participantes e das entrevistas semi-estruturadas. Todos esses, instrumentos metodológicos acionados na condução do trabalho de campo. Os processos de socialização das nove professoras, inicialmente, na direção do magistério e, posteriormente, na direção do trabalho como explicadoras foram analisados à luz dos conceitos de habitus e estratégia elaborados por Pierre Bourdieu e interpretados na pesquisa por Nogueira, Lelis e Perrenoud. Os resultados sugerem que, dentro das condições materiais de existência das nove explicadoras, o magistério se configurou como saída possível para suas aspirações profissionais, enquanto que, o ofício de explicadora, reunia, para elas, condições práticas ideais na medida que garantia proventos mensais sem nenhum tipo de desconto e, principalmente, a possibilidade de exercer um ofício podendo administrar o lar e acompanhar de perto os filhos. Com relação à terceira questão da pesquisa, sete eixos temáticos foram forjados a partir da potência dos dados oriundos da empiria. Foram eles: As estratégias didáticas utilizadas pelas explicadoras; as rotinas criadas por elas para darem conta das demandas diárias dos alunos; os recursos que as explicadoras acionavam para conseguirem atender as variadas solicitações oriundas da pluralidade de seus atendimentos; as relações travadas por elas com as famílias, escolas e alunos; a visão que cada uma explicadora tina sobre escola, família e aluno; as diferenças que marcavam o êxito de suas intervenções junto aos alunos se comparadas às escolas e, por último, os sonhos e desejos alimentados por todas elas como mulheres e professoras. Todos apontando para o perfil de uma modalidade de exercício da docência e para a singularidade de experiências vividas a partir das histórias individuais de nove mulheres. Cabe ressaltar que o estudo teve condições de detectar um certo esgotamento das possibilidades das famílias em acompanharem a demanda de tarefas propostas pelas escolas para os alunos. / It is a study of an empiric nature, with an ethnographic inspiration, which aims to analyze the careers of nine \'explainers\', that is, teachers that taught in their own houses in dining rooms, balconies, verandas and backyards to multi seriated classes of students learning how to read and write to high school levels. Three central questions composed the investigative central axis of the study : a) What were the \'explainers\'? How did the processes of socialization and teaching come to be and, later, becoming house teachers? And b) How did they perform in their work places? At the beginning of the study, a review of the fieldwork in the history of formal Teaching was made, with the intention of stating it as what it was and consequently defining it as a study of a type of exercise. Then the research presented in rich details the main data obtained during the exploratory interviews, the participating observations and semi-structured interviews. All of them methodological instruments put to use throughout the fieldwork. The processes of socialization of the nine teachers, first towards teaching and then towards becoming house teachers (\'explainers\'), were analyzed under the light of the concepts of habitus e estratégia conceived by Pierre Bordieu and interpreted in research by Nogueira, Lelis and Perrenaud. The results suggest that, within the material life conditions of the nine teachers, teaching showed to be the possible way to their professional aspirations and, more than that, the job as an \'explainer\' gathered all the ideal practical conditions, since it guaranteed a monthly income without any taxes or discounts as well as the possibility of working and managing their homes and children at the same time. In relation to the third aspect of the research, seven theme axis were built from the potencies of the data from the empiric. They were: Didactic strategies used by the \'explainers\', the daily routines created by them to take care of the students\' daily school demands, the resources used by the \'explainers\' to fulfill the various solicitations due to the plurality of their demands; their relationships with the students, their families and schools; their individual view on school, student and family; the difference between them and the schools regarding their successful effectiveness with the students in comparison to schools, and, at last, their dreams and desires as women and teachers. All of them pointing to a profile of a modality of exercise of formal teaching and to the singularities of the experiences lived by nine teachers in their individual stories. It is important to point out that the study was able to detect a certain depletion of the families\' possibilities of meeting the demands made by the schools to the students.

This research paper stemmed from a personal interest on the task of teachers regarding the development of their students’ cultural identity. The main purpose was to analyze the didactic strategies, planned by the elementary education teachers of an educational institution in San José de Moro – La Libertad (Peru), for the development of their students’ Mochica cultural identity from three planning elements: selection of contents, selection of educational materials, and schedule of activities. This research is exploratory and has a qualitative approach, based on a case study methodology. Among the most important results of the study, it is concluded that teachers indeed plan strategies that encourage the development of the Mochica cultural identity of their students in the areas of Personal and Social Education, Science and Environment, and Art. Nevertheless, the strategies planned to a greater extent are the ones which encourage knowledge acquisition and development of cognitive abilities. / El presente trabajo de investigación, surgió por una inquietud personal respecto a la labor del docente en el desarrollo de la identidad cultural de sus alumnos y alumnas. El objetivo principal fue analizar las estrategias didácticas para el desarrollo de la identidad cultural mochica de los alumnos, previstas por los docentes del nivel primario de una institución educativa ubicada en San José de Moro – La Libertad (Perú), desde tres elementos de su planificación: la selección de contenidos; la selección de materiales educativos; y desde la programación desus actividades. La investigación es cualitativa de nivel exploratorio, basada en la metodología del estudio de casos. Entre los resultados más importantes del estudio, se concluye que los docentes sí planifican estrategias que promueven el desarrollo de la identidad cultural mochica de sus alumnos en las áreas de Personal Social, Ciencia y Ambiente y Arte; sin embargo, las estrategias previstas en mayormedida son las que facilitan la adquisición del conocimiento y el desarrollo de habilidades cognitivas principalmente. / O presente trabalho surgiu duma preocupação pessoal com o trabalho docente no desenvolvimento da identidade cultural dos alunos. O principal objetivo foi analisar as estratégias de ensino para o desenvolvimento da identida de cultural Mochica dos estudantes, apresentadas por professores no Ensino Fundamental duma instituição de ensino localizada em San José de Moro - La Libertad (Peru), a partir dos três elementos apresentado a saber; Seleção de conteúdos, a seleção de materiais educativos, e da programação das atividades [CU1]. A pesquisa équalitativa de cunho vertical, com base na metodologia de estudo de caso. Entre os resultados mais importantes do estudo concluíram que os professores realmente fazem planejamento de estratégias onde promovem o desenvolvimento da identidade cultural Mochica de seus alunos nas áreas de Estudos Sociais, Meio Ambiente e suas Transversalidades, incluído a Educação Artística; não obstante estratégias que mais fornecem são aquelas que facilitam a aquisição de conhecimentos e o amplio desenvolvimento das habilidades cognitivas.