The aim of this study was to explore African high school boys' articulations of masculinity, the meanings they give to their sexuality and risky sexual behaviours in the age of HIV/AIDS. The study focused on finding out what explanations boys offer for engaging in risky and unsafe sexual practices. The study used qualitative research in the form of focus group discussions and individual interviews. Seven African high school boys aged 16 turning 17 were the source of data. The findings show that some boys engage in unprotected sex, while others indicated that unprotected sex is risky. This study argues that the risky sexual behaviours that boys engage in are closely related to their constructions of masculinity. It also found that the meanings boys give to their sexuality are also influenced by external factors whereby they imitate what their peers do in order to gain acknowledgement from them and the society. Alcohol is a key factor promoting unsafe sexual practices, while social networks, such as Facebook and Mixit, are used by boys to share sex videos and pictures, thus exposing them to too much sex. With regards to implications, this study shows that the notion of being a real man is something that most boys want to achieve. Being a real man is tantamount to being courageous enough to engage in risky practices. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

This thesis explored the relationship between community adult education and social action. The study investigated how LEAD (Leadership Education for Action and Development), a non-governmental organisation based in the Western Cape, has empowered women to assume leadership and take social action in their communities.

Several recent studies (e.g., Benson and Chik, 2010; Sockett, 2014) suggest that as a result of changes in technology and the concomitant emergence of a globalized culture, highly effective out-of-class, informal English acquisition is becoming more common. The present study compared high-level, well-motivated Central Brazilian classroom-trained learners (CTLs) with fully autonomous self-instructed learners (FASILs) of similar backgrounds. Using linguistic tests, a questionnaire and a structured interview, the study analysed group differences as well as individual differences in language proficiency, learner histories, behaviour, beliefs, and attitudes. The key research question asked whether there existed, in more than rare circumstances, FASILs who attained levels of proficiency at least as high as highly-motivated, well-trained CTLs? Furthermore, if the knowledge and skills of FASILs were, in some respects, superior to those of CTLs, what variables accounted for the advantage? FASILs significantly outperformed CTLs across a battery of linguistic tests measuring a range of knowledge and skills. Test results indicated that while CTLs tended to plateau at upper intermediate levels, FASILs generally improved through advanced levels, often achieving native-like levels of knowledge and use. The strongest contributing factor to proficiency was found to be self-determined motivation driven by a personalized relationship with English often marked by a transnational identity. The evidence suggests this type of motivation, significantly more associated with FASILs than CTLs, led users to engage deeply with the linguistic details of informal sources. The findings challenge dominant paradigms in several fields of SLA which prioritize expert regulation over independent discovery and controlled, collaborative environments over real-world contexts of use entered into for personal reasons. A hoped for consequence of this study is that SLA research and teaching practice will begin to recognize and promote rather than regulate or dismiss the unique learning arcs that more and more English learners experience in their everyday lives.

This study investigates and expands learning associated with the co-management of fisheries resources to inform extension and training in the fisheries sector in two case study sites in Malawi. The study was located in the field of environmental education with a specific focus on community learning, agency and sustainability practices in co-management of fisheries resources. It focuses on how fisheries stakeholder learning can be mediated through expansive social learning processes to inform extension and training in the Malawi fisheries sector and aims at understanding learning as an emergent, agency centred process of change through social learning models that are said to have power to mobilise community agency for change. The empirical research for the study was conducted in two Malawian fishing communities: in Lake Malombe and the south-east arm of Lake Malawi using qualitative case study research design. The two sites were selected because they were the first sites in Malawi to implement fisheries co-management programmes following the failure of centralised management of fisheries resources. Data was generated through interviews, focus group discussions, document analysis, observations and change laboratory workshops in both sites. The two sites fall under one administrative office based in Mangochi where the two important institutions of the sector – the Fisheries Research Unit of the Department of Fisheries and the Fisheries College (a government institution responsible for the training of extension services) are also based. Both sites have implemented new governance structures named Beach Village Committees which are community-based organisational structures that function in parallel with traditional authorities to manage the fishery. Contextual and literature review work showed that extension services and programmes over the past hundred years, as observed in the fisheries sector in Malawi and in extension services elsewhere, have co-evolved with approaches to natural resources management. Early approaches to natural resources management involved traditional management (associated extension services and programmes were community based); later fisheries governance practices changed to centralised management and associated extension approaches were mainly top-down involving command and control or technology transfer. These early approaches have been problematic as resource users were pushed away from their own resources and were viewed as poachers. This resulted in loss of ownership among resources users. Recently in Malawi, after the change of government to democracy in 1994, fisheries management policy focused on co-management and/or adaptive co-management approaches, an approach that has also been adopted in other African water bodies. This has implications for extension service programmes in the fisheries sector that are not yet well defined. The study’s literature review revealed that co-management approaches assume collaborative learning, or co-learning, also termed social learning, or approaches that promote the engagement of different actors who are working on shared practice. They also assume a new form of agency among co-management stakeholders and extension workers. However, the theoretical foundations for establishing co-learning or social learning approaches in support of co-management policies are not well established in the fisheries co-management sector in Malawi, nor are the practices of how to support co-learning amongst diverse stakeholders in the fisheries co-management in the Lake Malawi context. This study sought to address this gap in knowledge and practice.

Essa dissertação apresenta resultados, reflexões, conclusões e considerações sobre a pesquisa intitulada “Representações sociais sobre educação ambiental e objetivações em práticas pedagógicas no ensino fundamental”. Ela pretendeu tornar conhecida a investigação cujos objetivos foram: conhecer o atual quadro de Educação Ambiental (EA) desenvolvido pelas professoras dos anos iniciais do Ensino Fundamental I do referido município; identificar suas representações sociais sobre EA e os modos pelos quais essas representações são objetivadas em suas práticas pedagógicas. Assim, a metodologia utilizada caracteriza-se pela abordagem qualitativa; cujos instrumentos de coleta de dados foram o Questionário de Evocação Livre (QEV), a entrevista semiestruturada e a pesquisa documental. O QEV é composto por questões de evocação livre e questões dissertativas, cujos dados são quantitativos e qualitativos. Os dados obtidos por esse instrumento foram analisados de acordo com os procedimentos da Abordagem Estrutural da Teoria das Representações Sociais. Por sua vez, a análise dos dados obtidos através da entrevista e da leitura dos documentos seguiu as orientações do método de Análise de Conteúdo. A base teórica e metodológica dessa pesquisa consistiu na Teoria das Representações Sociais e na abordagem crítica de Educação Ambiental. Assim, os resultados obtidos na investigação nos permitiram identificar as representações sociais de EA das participantes; confirmar que tais representações estão sendo objetivadas em suas práticas pedagógicas que se caracterizam como conservadoras. Também confirmam que os documentos pedagógicos da rede pesquisada estão em consonância com os documentos oficiais sobre EA; que as ações de EA desenvolvidas na rede são referenciadas nos documentos pedagógicos da rede e nos documentos oficias de EA e que as práticas de EA das professoras participantes da pesquisa relacionam-se diretamente com suas representações sociais sobre Educação Ambiental. / This work presents results, reflections, conclusions and considerations about the research entitled "Social representations of environmental education and objectivations in teaching practices in elementary school ". She intended to make known research whose objectives were to know the current environmental education framework (EA) developed by the teachers of the early years of elementary school of that city; identify their social representations about EA and the ways in which these representations are objectified in their teaching practices. Thus, the methodology is characterized by the qualitative approach; whose data collection instruments were the Free Evocation Questionnaire (QEV), the semi-structured interviews and documentary research. The QEV consists of free recall questions and essay questions, whose data is quantitative and qualitative. Data from this instrument were analyzed according to the procedures of the Structural Approach to Theory of Social Representations. In turn, the analysis of data obtained through the interview and reading the documents followed the guidelines of the Content Analysis method. The theoretical and methodological basis of this research was the Theory of Social Representations and critical approach to environmental education. Thus, the results obtained in the investigation allowed us to identify the social representations of EA of participants; confirm that such representations are being targeted in their pedagogical practices that are characterized as conservative. Also confirm that the teaching documents of the surveyed network are in line with the official documents on EA; the AE actions developed in the network are referenced in the teaching documents of the network and in the official documents of EA and the EA practices of survey participants teachers relate directly with their social representations on Environmental Education.

A presente dissertação tem como objeto de estudo o desenvolvimento humano de estudantes e tem como objetivo geral analisar como experiências de internacionalização implicam o desenvolvimento humano de estudantes de graduação da UTFPR Câmpus Francisco Beltrão, lócus da pesquisa. Para analisar o desenvolvimento humano, a partir da experiência internacional de estudantes, através do Programa Ciência Sem Fronteiras, fez-se necessário um olhar histórico e social, para compreender a história da universidade e da produção do conhecimento científico e as racionalidades que as permeiam, desde a Idade Média até a Contemporaneidade. Para essa discussão foram utilizados principalmente os conceitos de Boaventura de Sousa Santos (1988; 1989; 2004; 2007) e Edgar Morin (1998; 2011); e Charle e Verger (1996), Hélgio Trindade (1999) e Elisabete Monteiro de Aguiar Pereira (2009). A partir de tais autores, foi possível entender a forma como a Educação Superior foi se configurando ao longo da história e as transformações pelas quais a sociedade foi passando, bem como o desenvolvimento do conhecimento e da ciência, de acordo com o contexto em que esteve inserida. Após essa discussão, o estudo apresenta a história da universidade brasileira e como a Internacionalização da Educação Superior foi se configurando ao longo do tempo, tornando-se um tema emergente da Educação Mundial e suas implicações na universidade e, por consequência, na trajetória acadêmica de estudantes. Para tanto, esta abordagem foi pautada em Ana Waleska Mendonça (2000), Maria de Lourdes Fávero (2006), Alfredo Gomes e Karine Moraes (2012); Jane Knight (2010; 2012; 2014) e Marília Costa Morosini (1997; 2006) e Pablo Kreimer (2009). Ainda, o estudo estabelece um diálogo sobre o processo de desenvolvimento humano (LIEV VIGOTSKI, 1991; 1995; 2012), no que tange a formação das funções psicológicas superiores e mudanças e aprendizagens envolvidas nesse processo. Discute-se também, o papel da escola/ universidade para essas mudanças e aprendizagens (TERESA CRISTINA REGO, 2002; 2003), a partir de experiências internacionais vivenciadas nesse contexto, através do programa Ciência Sem Fronteiras. Este estudo tem como característica metodológica a abordagem qualitativa. Os instrumentos de pesquisa utilizados foram análise documental e entrevista semiestruturada com estudantes. Foram analisados os documentos internacionais “Learning for All: Investing in People‟s Knowledge and Skills to Promote Development” – publicado em 2011 pelo Banco Mundial e “Education Policy Analysis: focus on Higher Education – 2005-2006” - publicado em 2006 pela OCDE e os documentos institucionais da UTFPR: Plano de Desenvolvimento Institucional – PDI 2013 – 2017 e os Projetos Pedagógicos dos Cursos de graduação da UTFPR Câmpus Francisco Beltrão. Para as análises, tanto dos documentos, quanto das entrevistas, utilizou-se os princípios da Análise de Conteúdo (LAURENCE BARDIN, 1977) e neste processo foi possível a identificação de duas categorias: cultura e autonomia. Os principais elementos encontrados, a partir das falas dos alunos, que embasam o conceito de cultura foram: língua, visão de mundo, preconceito, hábitos alimentares e rotina de estudos. Já os elementos encontrados, que deram sentido à categoria autonomia foram: independência, maturidade, responsabilidade, autoconhecimento, coragem, disciplina e foco. A partir disso, as sínteses realizadas dizem respeito à compreensão de que a experiência internacional de morar e estudar fora do Brasil trouxe a cada estudante aprendizagens e mudanças diferentes, de acordo com suas trajetórias percorridas, bem como das relações estabelecidas e os significados dados para cada nova situação vivenciadas. Assim, foi possível concluir que as experiências internacionais pelas quais os estudantes entrevistados passaram, a partir do Programa Ciência Sem Fronteiras, trouxeram a eles diversas implicações, as quais proporcionaram o processo de desenvolvimento humano. / This master‟s dissertation aims to study the human development of students and its general objective is to analyze how internationalization experiences imply the human development of undergraduate students of UTFPR, Francisco Beltrão Campus, the locus of the research. In order to analyze human development, from the international experience of students, through the Science Without Borders Program, a historical and social perspective was necessary to understand the history of the university and the production of scientific knowledge and the rationalities that permeate them, since the Middle Ages to Contemporaneity. For this discussion, it was mainly used the concepts of Boaventura de Sousa Santos (1988, 1989, 2004, 2007) and Edgar Morin (1998; 2011); and Charle and Verger (1996), Hélgio Trindade (1999) and Elisabete Monteiro de Aguiar Pereira (2009). Based on these authors, it was possible to understand how Higher Education was shaped throughout history and the transformations that the society has passed, as well as the development of knowledge and science, according to the context in which it was inserted. After this discussion, the study presents the history of the Brazilian university and how the Internationalization of Higher Education has been configured over time, becoming an emerging theme of World Education and its implications in the university and, consequently, in the students‟ academic trajectory. Therefore, this approach was based on Ana Waleska Mendonça (2000), Maria de Lourdes Fávero (2006), Alfredo Gomes and Karine Moraes (2012); Jane Knight (2010; 2012; 2014) and Marília Costa Morosini (1997; 2006) and Pablo Kreimer (2009). In addition, the study establishes a dialogue about the process of human development (LIEV VIGOTSKI, 1991; 1995; 2012), regarding the formation of superior psychological functions and changes and learning involved in this process. It is also discussed, the role of the school / university for these changes and learning (TERESA CRISTINA REGO, 2002; 2003), based on international experiences in this context, through the Science Without Borders program. This study has as methodological characteristic the qualitative approach. The research instruments used were documental analysis and semistructured interviews with students. It was analyzed the international documents "Learning for All: Investing in People's Knowledge and Skills to Promote Development" - published in 2011 by the World Bank and "Education Policy Analysis: Focus on Higher Education - 2005-2006" - published in 2006 by the OCDC and the institutional documents of UTFPR: Institutional Development Plan - IDP 2013 - 2017 and the Pedagogical Projects of Undergraduate Courses from UTFPR, Francisco Beltrão Campus. For the analysis of both documents and interviews, the principles of Content Analysis (LAURENCE BARDIN, 1977) were used, and in this process, it was possible to identify two categories: culture and autonomy. The main elements found, based on the students' speeches, which are based on the concept of culture were: language, worldview, prejudice, eating habits and study routine. The elements found, which gave sense to the autonomy category were: independence, maturity, responsibility, self-knowledge, courage, discipline and focus. From this, the syntheses carried out are related to the comprehension that the international experience of living and studying outside Brazil has brought to each student different learning experiences and changes, according to their trajectories, as well as the relations established and the meanings given for each new situation experienced. In this way, it was possible to conclude that the international experiences, which the interviewed students passed through, from the Science Without Borders Program, brought them several implications, which provided the process of human development.

Esta pesquisa tem por objetivo descrever as interações sociais que ocorrem em uma rede de produção científica, sob a perspectiva da Teoria Ator-Rede, em um Programa de PósGraduação Interdisciplinar, o Programa de Pós-Graduação em Tecnologia e Sociedade - PPGTE, da Universidade Tecnológica Federal do Paraná - UTFPR. Em termos metodológicos, a pesquisa é de natureza qualitativa e descritiva em relação aos seus objetivos. Faz uso dos procedimentos técnicos de pesquisa bibliográfica, pesquisa documental, análise de conteúdo e levantamento, por meio de entrevistas semiestruturadas. Em relação aos principais resultados, foi possível categorizar os atores na rede, demonstrando que o Professor-Pesquisador-Orientador, principalmente os mais antigos e com maior amplitude de atuação, atuam na rede como mediadores e os alunos-orientandos como intermediários. Foi possível também identificar alguns dos atores mais relevantes para o surgimento da rede do PPGTE e a sua manutenção, estabilização e fortalecimento. A temática da interdisciplinaridade surge na pesquisa como importante singularidade que propicia registrar controvérsias na rede, em seu processo de formação e de manutenção. Ainda, foram constatadas as agências de fomento como actantes presentes na rede, também operando como espaços prescritivos onde é possível identificar políticas de incentivo à interdisciplinaridade, induzindo redes de PPGs como o PPGTE. Para a atuação dos atores humanos as micro-redes, formadas nas linhas e nos grupos de pesquisa, também apareceram como actantes importantes no processo de produção científica acadêmica. Foi demonstrado ainda o papel importante da gestão institucional como intermediária no processo de implantação do PPGTE. / This research aims to describe social interactions that occur in a scientific production network, from the perspective of Actor-Network Theory in a Graduate Interdisciplinary Program, the Graduate Program in Technology and Society – PPGTE of the Federal Technological University of Paraná - UTFPR. In terms of methodology, the research is qualitative and descriptive nature in relation to their goals. It makes use of the technical procedures of bibliographic research, documentary research, content analysis and survey, through semi-structured interviews. On the main results, it was possible to categorize the actors in the network, demonstrating that Professor-Researcher-Advisor, especially the older and with greater range of action, act as mediators in the network and the student-mentees as intermediaries. It was also possible to identify some of the most relevant actors for the emergence of the PPGTE network and its maintenance, stabilization and strengthening. The theme of interdisciplinarity emerges in the research as important singularity that provides registering controversy in the network, in the process of training and maintenance. Still, the development agencies as actants in the network were found, also operating as prescriptive spaces where it is possible to identify policies to encourage interdisciplinarity, inducing PPGs networks like PPGTE. For the actuation of the human actors, micro-networks, formed in lines and research groups also showed how important actants in the academic scientific production process. It was also demonstrated the important role of institutional management as intermediary in PPGTE deployment process.

Esta pesquisa tem por objetivo descrever as interações sociais que ocorrem em uma rede de produção científica, sob a perspectiva da Teoria Ator-Rede, em um Programa de PósGraduação Interdisciplinar, o Programa de Pós-Graduação em Tecnologia e Sociedade - PPGTE, da Universidade Tecnológica Federal do Paraná - UTFPR. Em termos metodológicos, a pesquisa é de natureza qualitativa e descritiva em relação aos seus objetivos. Faz uso dos procedimentos técnicos de pesquisa bibliográfica, pesquisa documental, análise de conteúdo e levantamento, por meio de entrevistas semiestruturadas. Em relação aos principais resultados, foi possível categorizar os atores na rede, demonstrando que o Professor-Pesquisador-Orientador, principalmente os mais antigos e com maior amplitude de atuação, atuam na rede como mediadores e os alunos-orientandos como intermediários. Foi possível também identificar alguns dos atores mais relevantes para o surgimento da rede do PPGTE e a sua manutenção, estabilização e fortalecimento. A temática da interdisciplinaridade surge na pesquisa como importante singularidade que propicia registrar controvérsias na rede, em seu processo de formação e de manutenção. Ainda, foram constatadas as agências de fomento como actantes presentes na rede, também operando como espaços prescritivos onde é possível identificar políticas de incentivo à interdisciplinaridade, induzindo redes de PPGs como o PPGTE. Para a atuação dos atores humanos as micro-redes, formadas nas linhas e nos grupos de pesquisa, também apareceram como actantes importantes no processo de produção científica acadêmica. Foi demonstrado ainda o papel importante da gestão institucional como intermediária no processo de implantação do PPGTE. / This research aims to describe social interactions that occur in a scientific production network, from the perspective of Actor-Network Theory in a Graduate Interdisciplinary Program, the Graduate Program in Technology and Society – PPGTE of the Federal Technological University of Paraná - UTFPR. In terms of methodology, the research is qualitative and descriptive nature in relation to their goals. It makes use of the technical procedures of bibliographic research, documentary research, content analysis and survey, through semi-structured interviews. On the main results, it was possible to categorize the actors in the network, demonstrating that Professor-Researcher-Advisor, especially the older and with greater range of action, act as mediators in the network and the student-mentees as intermediaries. It was also possible to identify some of the most relevant actors for the emergence of the PPGTE network and its maintenance, stabilization and strengthening. The theme of interdisciplinarity emerges in the research as important singularity that provides registering controversy in the network, in the process of training and maintenance. Still, the development agencies as actants in the network were found, also operating as prescriptive spaces where it is possible to identify policies to encourage interdisciplinarity, inducing PPGs networks like PPGTE. For the actuation of the human actors, micro-networks, formed in lines and research groups also showed how important actants in the academic scientific production process. It was also demonstrated the important role of institutional management as intermediary in PPGTE deployment process.

Doctorat en sciences sociales, politiques et économiques / info:eu-repo/semantics/nonPublished

The University of South Africa (Unisa) as comprehensive open distance learning institution (ODL institution) in South Africa is fulfilling a critical social mandate to serve people who would otherwise not have access to education, either for financial reasons, being employed, living in remote areas, or because they cannot access residential universities owing to disability (Unisa, 2008[a]: 15). In facilitating the entrée of the previously identified groups into tertiary education, Unisa has an open admission policy where students mostly have unlimited access to the system. The policy aims to cross the time, geographical, economic, social, educational, and communication distance between students, academics, courseware, and their peers and to accommodate these prospective students from diverse backgrounds (Unisa, 2008: 2). Unisa’s self-evaluation portfolio for the Commonwealth Audit during 2008 mentioned that this policy leads to the revolving door syndrome where students have unlimited access to the system but then often without success (Unisa, 2008[a]: 27). Open access poses a challenge for the training of student social workers within an ODL context. The Department of Social Work at Unisa, currently trains 70% of all social workers in South Africa (Department of Social Work - Unisa, 2008: 5). Coupled with the former, is the fact that Unisa is regarded in the tertiary landscape of South Africa as the most affordable university with the result that it attracts large number of students who have come straight from school (Kilfoil cited in Schenck, 2009: 299). In coping with the large student numbers the Department of Social Work at Unisa is challenged, apart from addressing the theoretical social work programme, to also meet the practical work requirements as set out by the Standard Generating Body of Social Work, in that it needs to provide practical placements for students to conduct their social work practical work training in completion of their Bachelor’s degree in Social Work (BSW) (Lawlor, 2008: 19). The current state of affairs is that the numbers of students requiring practical placements for social work practical work training outnumber the number of practical placements available. In responding to and addressing these challenges, the Bright Site of Sunnyside Service-learning Centre (hereafter called “Bright Site” or the Bright Site”) was established in October 2008 as a strategic project by Unisa’s Department of Social Work. The Bright Site was developed in accordance with the service-learning model proposed by the Council for Higher Education (CHE) with the emphasis on service through learning, and learning through service (Department of Social Work Unisa, 2008:6). / Social Work / M.A. (Social Science)