Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-21T12:20:24Z No. of bitstreams: 2 Kelley_Stepanha2017.pdf: 2662952 bytes, checksum: 63b00cf9dbe890c2acf11b18a68d3f09 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-21T12:20:24Z (GMT). No. of bitstreams: 2 Kelley_Stepanha2017.pdf: 2662952 bytes, checksum: 63b00cf9dbe890c2acf11b18a68d3f09 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-07-21 / This work is the result of a field research carried out in the Municipal Public Network of Teaching in Cascavel-PR, and aimed to seek theoretical subsidies that help in the reflection about the importance of pedagogical mediation for the learning and development of students with Autism Spectrum Disorder/ASD, as well as to understand the relationship between the teaching appropriation of the concept of Autism and the pedagogical process aiming the development of higher psychological functions. This subject is not considered as the product of a biological causality, but in its totality, as it is, in L. S. Vygotsky's (1896-1934) conception. This perspective allows an educational practice that contributes to the appropriation of culture by people, with or without disabilities, that is, of the systematized knowledge offered in the school. Other authors were invited to the debate, contributing to ratify the possibility of a teaching for all, without restrictions or additions to this or that social group. Through contact with the Municipal Department of Education and the schools of the municipal public network, 43 students with ASD enrolled in the initial years of Elementary School I, were found. For the field research, the teachers of the schools with the highest number of students were interviewed individually, with a total of 31 participants, corresponding to the 16 Teachers of Pedagogical Support (TPS) and the 15 teachers who attend these students in regular classes of teaching. The objective was to investigate how these teachers conceptualize the ASD and to reflect on the pedagogical process involving these students, contributing to deepen questions to be worked on teacher training. The analysis of the researches involving the students' learning process with ASD, developed between 2006-2016, in the Scielo and BDTD databases, is presented, synthesizing and classifying them according to their epistemological roots. Most of them are based on the behaviorist approach (22), three of them from the perspective of historical-cultural theory and one from the Piagetian perspective. We also present a brief synthesis of the conceptions of learning in these psychological currents, reaffirming the educational commitment backed by cultural historical theory. Posteriorly, the concept of ASD is presented and the conceptions of development and learning are taken from the perspective of historical-cultural psychology, which is used to analyze the data collected using Content Analysis (BARDIN, 2011). It was found that about 70% of the main teachers and 33% of the TPS´s teachers present difficulties in understanding the ASD, what hinders them from identifying the limits and the learning possibilities of these students. It is important that the teaching process enables students with and without ASD to appropriate scientific knowledge. To achieve this goal, among other demands, students need to be truly "seen". Otherwise, there is a risk of not meeting their educational needs, generating gaps in the schooling process due to the absence of adequate methodologies for the student to appropriate scientific knowledge for which the school is responsible. / Este trabalho é resultado de uma pesquisa de campo, realizada nas escolas da Rede Pública Municipal de Ensino de Cascavel–PR, e teve como objetivo buscar subsídios teóricos que auxiliem na reflexão acerca da importância da mediação pedagógica para a aprendizagem e o desenvolvimento de alunos com Transtorno do Espectro Autista/TEA, bem como compreender a relação existente entre a apropriação docente do conceito de Autismo e o processo pedagógico objetivando o desenvolvimento das funções psicológicas superiores. Considera-se esse sujeito, não como produto de uma causalidade biológica, mas em sua totalidade, tal como o é, na concepção de L. S. Vygotski (1896-1934). Essa perspectiva corrobora para que a prática educativa se desenvolva de forma que as pessoas, com ou sem deficiência, se apropriem do legado cultural, a saber, do conhecimento sistematizado ofertado na escola. Outros autores contribuíram para ratificar a possibilidade de um ensino para todos, sem restrições ou acréscimos para este ou aquele grupo social. Por meio do contato com a Secretaria Municipal de Educação e as escolas da rede pública municipal, constatou-se 43 alunos com TEA matriculados nos anos iniciais do Ensino Fundamental I. Para a pesquisa de campo, entrevistaram-se individualmente os professores das escolas com maior número de alunos nessas condições, totalizando 31 participantes, que correspondem aos 16 Professores de Apoio Pedagógico (PAP) e aos 15 professores regentes que atendem esses alunos em classe regular de ensino. Objetivou-se investigar como esses professores conceituam o TEA e refletir o processo pedagógico envolvendo esses alunos, contribuindo para aprofundar questões a serem trabalhadas na formação docente. Apresenta-se, inicialmente, a análise das pesquisas envolvendo o processo de escolarização dos alunos com TEA, desenvolvidas entre 2006-2016, nas bases de dados Scielo e BDTD, sintetizando-as e classificando-as conforme suas raízes epistemológicas. Constatou-se que, em sua maioria, fundamentam-se na abordagem behaviorista (22), sendo três na perspectiva da teoria histórico-cultural e uma na perspectiva piagetiana. Apresenta-se, ainda, breve síntese das concepções de aprendizagem nessas correntes psicológicas, reafirmando o compromisso educacional respaldado na teoria Histórico Cultural. Posteriormente apresenta-se o conceito de TEA e retomam-se as concepções de desenvolvimento e aprendizagem, na perspectiva da Psicologia histórico-cultural, referencial para análise dos dados coletados, utilizando a Análise de Conteúdo (BARDIN, 2011). Constatou-se que, cerca de 70% dos professores regentes e 33% dos PAP, apresentam dificuldades em compreender o TEA, o que lhes prejudica identificar os limites e as possibilidades de aprendizagem desses alunos. É importante que o processo de ensino possibilite aos alunos com e sem TEA, a apropriação do conhecimento científico. Para atingir esse objetivo, entre outras demandas, os alunos precisam ser realmente “vistos”. Caso contrário, corre-se o risco de não atender às suas necessidades educacionais especiais, gerando lacunas no processo de escolarização pela ausência de metodologias adequadas para que o aluno se aproprie dos conhecimentos científicos, por cuja aprendizagem a escola é responsável.

Na presente pesquisa foram contempladas intersecções entre os discursos de dois pares de gêmeos, seus responsáveis e dois de seus professores sobre os modos desses gêmeos agirem, pensarem e se comportarem no mundo. Procurou-se identificar se a construção das narrativas dos gêmeos sobre os significados que atribuem à vida familiar, à vida escolar, a si próprios e à relação com seu co-gêmeo é permeada pelos discursos e práticas educativas dos pais e professores e se as práticas educativas nas quais os gêmeos se inserem e os discursos que eles escutam a respeito de si próprios podem se configurar como profecias auto-realizadoras. O discurso a respeito dos processos de desenvolvimento humano, especialmente do desenvolvimento de gêmeos, costuma seguir forte tradição determinista. A fim de romper com tradições deterministas forjadas por pressupostos endógenos ou exógenos, utilizou-se referencial teórico bakhtiniano (BAKTHIN, 2003, 2009), da psicologia histórico-cultural de Vygotsky (1984, 1993, 1997, 2000, 2004) e de autores que seguem essa linha teórica - como Oliveira (1990, 1993, 1997, 2002), Pino (2000, 2005), Rossetti-Ferreira et al. (2004, 2008, 2010), Smolka (1993, 2002, 2004), Rego (1994, 1996, 1998, 2004) - além de estabelecer debates com autores da sociologia (LAHIRE, 1997, 2002; ELIAS, 1994). O referencial teórico adotado privilegia as relações situadas social e historicamente, as significações que o indivíduo faz de si próprio e de seu mundo e a noção de sujeito discursivo e da importância das narrativas. Esta investigação visa compreender o lugar do outro nas narrativas e nas versões que os gêmeos construíram sobre si. Conhecer as expectativas de importantes agentes do processo educativo e as maneiras de apropriação desses discursos pelos gêmeos pode ajudar a reorientar modos de agir e de educar essa parcela da população. Apesar de a pesquisa ser feita especificamente com gêmeos, sua contribuição se dá também num campo mais amplo, do desenvolvimento em geral. Isso ocorre porque gêmeos são tratados como casos emblemáticos do estudo do desenvolvimento ao evidenciarem o caráter de construção da subjetividade, possibilitando o estudo de questões que acabam sendo postas para todos os indivíduos. Num âmbito maior, a pesquisa possibilita entender como as pessoas constroem versões de si próprias atravessadas pelos discursos que os outros constroem a respeito delas. A análise aponta para a importância de práticas sócio-discursivas dos outros para a constituição das versões que as pessoas fazem sobre si. A conclusão também incide sobre a necessária reflexão, por parte de pais e de professores, a respeito de seus papéis como mediadores entre seus filhos/alunos e o mundo cultural e simbólico que eles vivem, uma vez que as práticas discursivas e educativas utilizadas por eles são internalizadas por seus filhos/alunos. Constata-se, também, que os gêmeos fazem uma atualização dos lugares e dos significados sociais estabelecidos pelos pais e professores sobre seus modos de ser, de agir e de pensar e que as práticas sócio-discursivas podem, portanto, se configurar, muitas vezes, como fortes circunscritores dos processos de desenvolvimento desses jovens. / In the present study were covered intersections between discourses of two pairs of twins, their parents and two of their teachers about the ways these twins act, think and behave in the world. We sought to identify whether the construction of narratives of the twins on the meanings they attach to family life, school life, themselves and the relationship with their cotwin is permeated by the discourses and educational practices of parents and teachers and practices education in which the twins are in and the discourses they hear about themselves can be configured as self-fulfilling prophecies. Speaking about the processes of human development and especially the twin development typically follows a strong tradition of determinism. In order to break with tradition forged by deterministic assumptions endogenous or exogenous, we used theoretical Bakhtinian (BAKTHIN, 2003, 2009) and cultural-historical psychology of Vygotsky (1984, 1993, 1997, 2000, 2004) and authors who follow this theoretical line, as Oliveira (1990, 1993, 1997, 2002), Pino (2000, 2005), Rossetti-Ferreira et al. (2004, 2008, 2010), Smolka (1993, 2002, 2004), Rego (1994, 1996, 1998, 2004) and to establish discussions with authors in sociology (LAHIRE, 1997, 2002; ELIAS, 1994) theoretical framework capable of focusing on links situated socially and historically, the meanings that the individual makes of himself and his world and the notion of subject and the importance of discursive narratives. This research aims to understand the other\'s place in the narratives and versions built on the twins themselves. Knowing the expectations of important stakeholders in the educational process and ways of appropriation of these discourses by the twins can help to reorient ways and to educate this segment of the population. Although the research was done specifically with twins, its contribution is made also in a broader field of development in general. This is because twins are treated as emblematic cases of the development study which show the character of subjectivity construction, allowing the study of questions that are put to all individuals. On a wider scale, the research allows to understand how people construct versions of themselves traversed by the speeches that others built about them. The analysis points to the importance of socio-discursive practices of others to the formation of the versions that people have about themselves. The conclusion also relates to the necessary reflection of parents and teachers about their roles as mediators between their children / students and the cultural and symbolic world that they live, as the discursive practices and practices used by them are internalized by their children / students. There is relevant that the twins make an update of the \"places\" and social meanings established by parents and teachers about their ways of being, acting and thinking and that the sociodiscursive practices can therefore be set often as strong constraints of development processes of these young people.

Orientador: Renata Cristina Geromel Meneghetti / Resumo: Esta pesquisa foi realizada com o objetivo de investigar o desenvolvimento da autonomia de cinco professoras dos anos iniciais do Ensino Fundamental para o trabalho com a Matemática, partindo das propostas do grupo de estudos e formação continuada com respaldo na Pedagogia Histórico-Crítica e na Psicologia Histórico-Cultural, tanto para o planejamento das atividades da sala de aula quanto para a reflexão sobre a realidade educacional e sobre o trabalho educativo. A investigação direcionou especial atenção à construção da identidade docente e como esta se constitui mediante os processos de estudo, discussão e reflexão do grupo, culminando na apresentação da Pedagogia Histórico-Crítica como uma proposta teórica e metodológica para pensar a própria formação e a prática pedagógica. A intenção foi oferecer indicativos de ampliação da autonomia docente pelo domínio teórico, prático e pela constante problematização da realidade, para os professores e, também, para os cursos de formação continuada, visando trabalhar o desenvolvimento da autonomia das professoras que atuam nos anos iniciais do Ensino Fundamental, para que possam buscar a construção de uma identidade docente crítica e transformadora. Para tanto, utilizamos os elementos da análise do discurso para interpretação das entrevistas semiestruturadas e questões pontuais evidenciadas no grupo de estudos. Buscamos, por meio desta pesquisa, caracterizar a identidade e autonomia das docentes, antes e depois das intervenções do gru... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research was conducted with the objective of investigating the development of the autonomy of five teachers from the early years of elementary school to work with mathematics, based on the proposals of the study group and continuing education supported by the Historical-Critical Pedagogy and Historical-Cultural Psychology, both for the planning of classroom activities and for reflection on educational reality and educational work. The research focused special attention on the construction of the teaching identity and how it is constituted through the group's study, discussion and reflection processes, culminating in the presentation of the Historical-Critical Pedagogy as a theoretical and methodological proposal to think about their own formation and pedagogical practice. The intention was to offer indications for the expansion of teacher autonomy through the theoretical, practical domain and constant problematization of reality, for teachers and, also, for continuing education courses, aiming to work on the development of the autonomy of teachers who work in the early years of elementary school, so that they can seek the construction of a critical and transforming teaching identity. For this, we used the elements of discourse analysis to interpret the semi-structured interviews and specific issues highlighted in the study group. We seek, through this research, to characterize the identity and autonomy of teachers, before and after the study group interventions, with a c... (Complete abstract click electronic access below) / Doutor

Orientador: Juliana Campregher Pasqualini / Resumo: A presente pesquisa promove o encontro de dois grandes autores, Heleieth Saffioti e Daniil Elkonin, uma socióloga brasileira e um psicólogo soviético, tecendo diálogos em torno da necessidade da incorporação da crítica feminista marxista pela psicologia histórico-cultural. Tal teoria psicológica desde sua origem se constituiu como uma ciência marxista – porque não desconsiderou as contradições das classes sociais e a exploração de uma sobre a outra no regime capitalista. Além disso, se propôs a análise materialista histórico e dialética dos indivíduos a fim de atingir o complexo fenômeno do desenvolvimento psicológico a partir da concreticidade da vida em sociedade. O mote desse estudo foi a perspectiva de que essa ciência explicitamente herdeira da tradição marxista possa também reivindicar-se – e constituir-se como – ciência feminista, abrangendo, em suas análises e formulações, a organização de gênero (e de raça) na sociedade patriarcal-capitalista, que descreve uma relação social concreta de dominaçãoexploração entre homens e mulheres. O objetivo geral que guiou a investigação foi explorar possibilidades de aproximação entre a psicologia histórico-cultural do desenvolvimento e o feminismo marxista de Heleieth Saffioti, focalizando a teorização de Daniil Elkonin sobre a idade pré-escolar. Para tanto, foram delineados como objetivos específicos: i) identificar implicações do feminismo marxista para o estudo do desenvolvimento infantil na idade préescolar; ii) identificar co... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research promotes the meeting of two great authors, Heleieth Saffioti and Daniil Elkonin, a Brazilian sociologist and a Soviet psychologist, weaving dialogues around the need to incorporate Marxist feminist criticism into historical-cultural psychology. Such a psychological theory since its origin was constituted as a Marxist science – because it did not disregard the contradictions of the social classes and the exploitation of one over the other in the capitalist regime. In addition, a historical and dialectical materialistic analysis of individuals was proposed in order to achieve the complex phenomenon of psychological development based on the concreteness of life in society. The motto of this study was the perspective that this science explicitly heir to the Marxist tradition can also claim – and constitute itself – feminist science, encompassing, in its analyzes and formulations, the organization of gender (and race) in society patriarchal-capitalist, which describes a concrete social relationship of domination-exploitation between men and women. The general objective that guided the investigation was to explore possibilities of approximation between the historical-cultural developmental psychology and the Marxist feminism of Heleieth Saffioti, focusing on Daniil Elkonin's theorization about preschool age. Therefore, the following objectives were outlined: i) to identify implications of Marxist feminism for the study of child development in pre-school age; ii) to id... (Complete abstract click electronic access below) / Resumen: Esta investigación promueve el encuentro de dos grandes autores, Heleieth Saffioti y Daniil Elkonin, una socióloga brasileña y uno psicólogo soviético, tejiendo diálogos en torno a la necesidad de incorporar la crítica feminista marxista en la psicología histórico-cultural. Tal teoría psicológica desde su origen se constituyó como una ciencia marxista, porque no ignoraste las contradicciones de las clases sociales y la explotación de una sobre la otra en el régimen capitalista. Además, se propuso un análisis materialista histórico y dialéctico de los individuos para lograr el complejo fenómeno del desarrollo psicológico basado en la concreción de la vida en sociedad. El lema de este estudio fue la perspectiva de que esta ciencia explícitamente heredera de la tradición marxista también puede reclamar, y constituirse a sí misma, como ciencia feminista, que abarca, en sus análisis y formulaciones, la organización del género (y la raza) en la sociedad patriarcal-capitalista, que describe una relación social concreta de dominación-explotación entre hombres y mujeres. El objetivo general que guió la investigación fue explorar las posibilidades de aproximación entre la psicología del desarrollo históricocultural y el feminismo marxista de Heleieth Saffioti, centrándose en la teorización de Daniil Elkonin sobre la edad preescolar. Por lo tanto, se delinearon los siguientes objetivos: i) identificar las implicaciones del feminismo marxista para el estudio del desarrollo infantil en la... (Resumen completo clicar acceso eletrônico abajo) / Mestre

Made available in DSpace on 2016-04-04T18:33:08Z (GMT). No. of bitstreams: 1 Adriana Zampieri Martinati.pdf: 4869657 bytes, checksum: acf4ce5f7119bf55d063cea6eefd9b99 (MD5) Previous issue date: 2012-12-12 / The transition from Childhood Education (Educa??o Infantil EI) to Elementary School (Ensino Fundamental EF) is the topic of this study, which presents as main objective to analyze this passage from the perspective of their main characters, the children and teachers. The Brazilian Law number 11.274/06 has broadened the duration of EF to 9 years, having children entering at 6 years old; and the official documents prescribe that the transition from EI to EF shall not happen in an abrupt way, because it is a potential moment of breaches and crises which may interfere on the child s bio-psychological development. Such moment shall be lived in the most productive way possible. In this sense, the issue on this research has been formulated in the following way: How has the process of school transaction from EI to the nine-year EF taken place in both schools segment?. The specific objects are: (i) analyzing the children s interpretation on their experiences in EI and EF, (ii) identifying the teachers actions regarding the passage from EI to EF; and (iii) identifying the teachers conceptions on the mandatory entrance of six-year-old children in EF. The method, of qualitative nature, is based on the school transition process, which happens in two moments: Phase I, completed with a group of 10 children between 5 and 6 years old in a Childhood Education Municipal School (Escola Municipal de Educa??o Infantil EMEI); Phase II, completed with 4 children who were part of the previous EI group, but who now are in the 1st year of EF in an Elementary Municipal School (Escola Municipal de Ensino Fundamental EMEF), aged between 6 and 7 years old. The research instruments have been: (i) documental analysis (of the pedagogical projects in EMEI and EMEF), (ii) questionnaire for the parents, (iii), participative observation, (iv) semi-structured interview with teachers in EMEI and EMEF, (v) (reflexive and narrative) interview with the children; and (vi) drawing. The empirical material has been recorded in video and there was a daily field registration, besides, the drawings produced by the children have been kept. The results of the research indicate the absence of reciprocal references about the school transaction in both school units, which do not exist on the pedagogical projects and on the school day-by-day. There is not a systematic work on the children s future lives in EMEI; their entrance on the EMEFs is only mentioned when the children show curiosity about their new school. They know the new school will be different, and they want to change, most likely because the elementary school is socially valued. Also, in EMEF, there are few references on the children s previous lives, and it is as if a new child was born, who must adjust to the new reality through silence and body control. In this scenario, the playing, which, in the Historical-cultural theory, is the main activity of the child, is cramped. Because of the breach, the lack of articulation and of continuity in the pedagogical work, some children have signed suffering in the process of adaptation; and others, subverting the established order, have presented frequent small playful episodes during classes, somehow attenuating the loss of playing. EI and EF children give a great importance to playing; and a systematic work on the school transaction would cause relevant contributions, moreover in EF, where there is the diminution of playful activities. Therefore there is an urgent need of articulating actions between EI and EF and investing on the initial and ongoing formation of teachers, mainly regarding playful activities from the Historical-cultural theory point of view, especially when these activities are considered to be the instrument for developing superior psychological functions. The problems noticed on the implementation of the new nine-year EF are also a consequence of how the public agencies prescribe, as in laws and regulations, but do not provide, which indicates the need for debates on what our education project for childhood really is. / A transi??o da Educa??o Infantil (EI) para o Ensino Fundamental (EF) foi o tema deste trabalho, que apresentou como principal objetivo analisar essa passagem na perspectiva de seus protagonistas, as crian?as e os professores. A Lei n? 11.274/06 ampliou a dura??o do EF para 9 anos com ingresso da crian?a aos seis anos de idade e os documentos oficiais prescrevem que a transi??o da EI para o EF n?o ocorra de maneira abrupta, pois ? um momento potencial de rupturas e crises que incidem sobre o desenvolvimento biopsicol?gico da crian?a, devendo ser vivenciada de maneira mais produtiva poss?vel. Assim, o problema da presente pesquisa foi formulado da seguinte maneira: Como se tem constitu?do o processo de transi??o escolar da EI para o EF de nove anos em institui??es de ambos segmentos? . Os objetivos espec?ficos foram: (i) analisar as interpreta??es das crian?as sobre suas experi?ncias na EI e no EF, (ii) identificar as a??es das professoras relativas ? passagem da EI para o EF e (iii) identificar as concep??es das professoras sobre a obrigatoriedade do ingresso da crian?a de seis anos no EF. O m?todo, de natureza qualitativa, foi constitu?do no processo de transi??o escolar, ocorrida em dois momentos: Fase I, realizada com um grupo de 10 crian?as de 5 e 6 anos de idade de uma Escola Municipal de Educa??o Infantil (EMEI); Fase II, feita com 4 crian?as do grupo da EI, mas, agora, ingressantes do 1? ano do EF de uma Escola Municipal de Ensino Fundamental (EMEF), com idades entre 6 e 7 anos. Os instrumentos de pesquisa foram: (i) an?lise documental (projetos pedag?gicos da EMEI e da EMEF), (ii) question?rio com os pais, (iii), observa??o participante, (iv) entrevista semiestruturada com as professoras da EMEI e da EMEF, (v) entrevista com as crian?as (reflexiva e narrativa) e (vi) produ??o de desenhos. O material emp?rico foi videogravado e houve o registro em di?rio de campo e tamb?m de desenhos produzidos pelas crian?as. Os resultados da pesquisa indicaram aus?ncias de refer?ncias rec?procas sobre a transi??o escolar em ambas as institui??es de ensino, inexistentes nos projetos pedag?gicos e no cotidiano escolar. N?o h? um trabalho sistem?tico sobre a vida futura das crian?as na EMEI; men??es quanto ao seu ingresso em EMEFs s?o feitas apenas quando elas manifestam curiosidade sobre a nova escola. As crian?as sabem que a nova escola ser? diferente e querem mudar, muito provavelmente porque a escola de ensino fundamental ? socialmente valorizada. Tamb?m na EMEF, h? poucas refer?ncias ? vida pregressa das crian?as, pois ? como se nascesse uma nova crian?a, que tem que se ajustar ? nova realidade por meio do sil?ncio e do controle corporal. Nesse cen?rio, tolhe-se o brincar, que dentro da Teoria Hist?rico-Cultural, ? a principal atividade da crian?a. Em fun??o da ruptura, da desarticula??o e descontinuidade do trabalho pedag?gico, algumas crian?as sinalizaram sofrimento no processo de adapta??o e outras, subvertendo a ordem estabelecida, realizaram frequentes microepis?dios l?dicos em sala de aula, de certo modo, atenuando a perda do brincar. As crian?as da EI e do EF atribuem grande import?ncia ao brincar e um trabalho sistem?tico sobre a transi??o escolar traria contribui??es relevantes, sobretudo no EF, onde h? o esmaecimento da atividade l?dica. Portanto, urge a necessidade de a??es articuladoras entre a EI e o EF e o investimento na forma??o inicial e continuada de docentes, principalmente no que diz respeito ? atividade l?dica ? luz da Teoria Hist?rico-Cultural, sobretudo, quando se considera esta atividade como instrumento do desenvolvimento das fun??es psicol?gicas superiores. Os problemas evidenciados sobre a implanta??o do novo EF s?o tamb?m consequ?ncia da forma pela qual o poder p?blico prescreve, como em leis e normas, mas n?o prov?, indicando a necessidade de debates sobre qual ?, de fato, nosso projeto para a educa??o da inf?ncia.

Made available in DSpace on 2016-04-28T18:22:24Z (GMT). No. of bitstreams: 1 Leticia Reina Goncalves.pdf: 1189558 bytes, checksum: 49f4be0d2c3b4b5fdb386675ff878be1 (MD5) Previous issue date: 2011-10-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation aims to develop a collaborative-critical work with a teacher of Science in order to understand and to transform the work with production of written summaries of expository texts which were read by the students. Specifically, this research aims to understand critically the meanings brought by the participants and how they share new meanings on the summary of expository texts as a tool for teaching-learning in Science classes. The research is organized through two socialhistorical activities (Reflexive Session and Class) that are related, in part, by the object summary production and the participants researcher and teacher , that enable the learning concepts to be understood, questioned and shared, like a creative chain (Liberali, 2011) and that contextualize the critical formation for the research participants. It is supported by Social-Historical-Cultural Activity Theory (TASHC), which conceives the man's work activity as a way for transforming society and the man himself. It s also supported by Bakhtin/Volochinov s discussions about the ways the subject is constituted as a social being, inserted in a particular context of communication and implicated in oral and written productions, in these specific situations. The discussions through TASCH provide an understanding of contexts of teacher formation in which the language enables the construction of ZPDs (Zones of Proximal Development) for the participants understanding and sharing of meanings. The contributions given by Dolz & Schneuwly (2004) will assist in understanding language organization in social practices with the genre summary , as a tool of teaching-learning in reading and writing texts. The Collaborative Critical Research, as discussed by Magalhães (2007; 2009; 2010) e Magalhães & Oliveira (2011) supports the methodological choices in close relationship within the theoretical base and the research contents. The analyzed data were produced during Reflexive Sessions with a teacher of Natural Science and through observing some of her classes. The results show the complexity of the collaborative-critical work and the transformation in some concepts on written production of summaries as an instrument of teaching-learning Science / Esta dissertação tem como objetivo geral desenvolver um trabalho colaborativo-crítico com uma professora de Ciências para compreensão e transformação do trabalho com produção de resumos de textos expositivos lidos pelos alunos. Mais especificamente, é objetivo desta pesquisa compreender criticamente os sentidos das participantes e o compartilhamento de significados sobre resumo de textos expositivos como instrumento de ensino-aprendizagem em aulas de Ciências. A pesquisa está organizada por meio de duas Atividades sócio-histórico-culturais (Sessão Reflexiva e Aula) relacionadas, parcialmente, pelo objeto produção de resumo , e pelos participantes pesquisadora e professora , o que possibilita que os conceitos trabalhados sejam compreendidos, questionados e compartilhados, como uma cadeia criativa (Liberali, 2011) e contextualizem a formação crítica das participantes da pesquisa. Está apoiada na Teoria da Atividade Sócio-Histórico-Cultural, que concebe a atividade de trabalho do homem como transformadora da sociedade e do próprio homem. E ainda, nas discussões de Bakhtin/Volochinov (1929) sobre os modos como o sujeito se constitui como um ser social, inserido em um contexto particular de comunicação e implicado em produções orais e escritas, nessas situações específicas. As discussões da TASCH proporcionam a compreensão de contextos de formação em que a linguagem possibilita a construção de ZDPs para a compreensão dos sentidos das participantes e do compartilhamento de significados. As contribuições de Schneuwly & Dolz (2004) auxiliarão na compreensão das organizações da linguagem nas práticas sociais com o gênero resumo, como instrumento de ensino-aprendizagem na leitura e escrita de textos. A Pesquisa Crítica de Colaboração, como discutida por Magalhães (2007; 2009; 2010) e Magalhães & Oliveira (2011) embasa as escolhas metodológicas em estreita relação com a teoria de base e o conteúdo da pesquisa. Os dados analisados foram produzidos em Sessões Reflexivas com a professora de Ciências Naturais e em observações da sala de aula. Os resultados apontam para a complexidade do trabalho colaborativo-crítico e para a transformação de alguns conceitos sobre a produção escrita de resumos como instrumento de ensino-aprendizagem em Ciências

Die Entwicklung und Bewahrung der historischen Städte ist zu einer großen Herausforderung aktueller Stadtentwicklung in Russland geworden. In diesem Prozess kommt der Stadterneuerung von historischen Stadtteilen eine zentrale Bedeutung zu. In der vorliegenden Forschungsarbeit wurden die Übertragungsmöglichkeiten von deutschen Planungs- und Entscheidungsverfahren, Rechtsinstrumenten und Fördermöglichkeiten zum Erhalt und Weiterentwicklung historischer Bausubstanz auf die Situation in Russland diskutiert. Dabei wurden nicht nur einzelne denkmalpflegerische Aspekte, sondern eine Integration von Aspekten der Stadtsanierung, der Stadtentwicklungsplanung, der Stadtbaugeschichte sowie des Planungs- und Denkmalschutzrechts in einer interdisziplinären Arbeitsweise betrachtet. Städtebauliche, rechtliche, administrative und auch kulturwissenschaftliche Aspekte wurden anhand der Städte Dresden und Irkutsk als „Laborsituationen“ untersucht. Geprägt durch den geschichtlichen Verlust von wertvoller Bausubstanz stellte und stellt sich noch immer in beiden Städten die Hauptfrage: Wie können einerseits historische Gebäude und Ensembles, als Träger und Symbol von Stadtgeschichte und kulturellen Werten erhalten, und andererseits neue funktionale Anforderungen auf angemessene Art und Weise bei der Entwicklung der Stadt berücksichtigt werden? Dabei sind die Gründe zum Verlust der historischen Ortsteile in der Geschichte unterschiedlich. In Dresden wurde historische Bausubstanz durch den zweiten Weltkrieg und in Irkutsk werden aktuell die Quartiere durch Modernisierungsdruck zerstört. Die neu erarbeitete wissenschaftliche Grundlage zum weiteren Diskurs stellt eine übersichtliche Gegenüberstellung deutscher und russischer Planungssysteme mit Berücksichtigung von Unterschieden und Gemeinsamkeiten in Bezug auf Begriffe und angewendete Rechts- und Planungsinstrumente zum Erhalt und Weiterentwicklung der historischen Bausubstanz dar. Dabei werden einige Ansätze zur Übertragung der deutschen Methoden auf die Situation in russischen historischen Städten in Bezug auf die Erfassung der historischen Quartiere und für die Erarbeitung von geeigneten Rechts- und Planungsinstrumenten am Beispiel von Irkutsk präsentiert. Sie können als Modelle für andere russische Städte benutzt werden. Wichtiges Ergebnis der Forschungsarbeit ist die Herausarbeitung, Überprüfung und Bestätigung der These, dass in Russland im Vergleich zu Deutschland der städtische Raum an sich nicht als eigenständiges Element des baukulturellen Erbes geschützt wird. Demzufolge wird eine zu geringe Erfassung der großflächigen historischen Territorien wie Ensembles und Stadtquartiere in Bezug auf Plätze, Straßen, Blickbezüge oder Stadtsilhouette durchgeführt. Die Ergebnisse der Forschungsarbeit sind auf die wissenschaftlichen und praktischen Arbeitsfelder der Architekten, der Juristen, der Denkmalpfleger und der Kulturwissenschaftler, sowie der kommunalen Gesetzgebung und der Bau- und Planungsbehörden der historischen Städte ausgerichtet. / The development and preservation of historical cities has become a major challenge for the current urban-planning development in Russia. In this process, the urban regeneration of historic districts is of crucial importance. In this research work, the possibilities of transferring German urban-planning tools for historical areas, as well as decision-making procedures, legal instruments and funding possibilities for the preservation and further development of historical urban heritage to the situation in Russia were/are discussed. Not only individual aspects of the preservation of monuments, but also the integration of aspects of urban regeneration, urban development planning, urban history as well as planning and monument protection law were taken into account in an interdisciplinary approach. Urban, legal, administrative and also cultural-scientific aspects were examined as "laboratory situations" using the examples of the cities of Dresden and Irkutsk. Characterized by the historical loss of valuable urban heritage, the main question for both cities was and still is: How can historical buildings and ensembles be preserved, as a bearer and symbol of urban history and cultural values, and on the other hand, appropriate new functional requirements for the modern urban development of the city be fulfilled/taken into consideration? The reasons for the loss of the historical districts in history of the cities are different. In Dresden, historical urban fabric was destroyed by the Second World War and in Irkutsk the quarters are currently being destroyed by modernization. The newly developed scientific thesis for further discourse represents a clear comparison of German and Russian planning systems considering differences and similarities regarding concepts and applied legal and planning instruments for the preservation and further development of historical urban heritage. Various approaches in the practice use of German methods regarding the urban regeneration of historical quarters and the development of appropriate legal and planning instruments, as exemplified by Irkutsk are presented. They can be used as models for other Russian cities. The important result of the research work is the identification, verification and confirmation of the thesis that urban space in Russia is not itself regarded as an independent element of the historical urban heritage deserving preservation as it is in Germany. As a result of this, too few surveys of large-scale historical territories, such as ensembles and city quarters taking into account squares, streets, views, or city skylines are carried out. The results of this research work are orientated towards the scientific and practical fields of work of architects, lawyers, conservationists and cultural scientists as well as municipal legislation and the construction and planning authorities of historical cities. / В диссертационном исследовании проведен анализ немецкого опыта градостроительного регулирования, способствующего сохранению ценной историко-архитектурной градостроительной среды. Сформулированы возможности использования и практической реализации изученных правовых и градостроительных инструментов в исторических городах России. На примере городов Дрездена и Иркутска создана система практических рекомендаций, направленная на оценку, сохранение, развитие и управление ценной историко-архитектурной градостроительной средой. На основе немецкого опыта расширено понятие историко-архитектурной градостроительной среды с классификацией особо ценных пространств и объектов без статуса памятника. Обоснована научная идея, которая ставит в центр всей системы, пространство, как объект, подлежащий охране. / Dans cette thèse est analysée l'expérience de la régulation urbaine allemande, qui permet la préservation du précieux environnement historique et architectural urbain. Ici sont formulés les possibilités d'utilisation et de mise en œuvre pratique, pour les villes russes historiques, des instruments juridiques et urbains étudiés dans cette thèse. Les villes de Dresde et d’Irkoutsk sont pris comme exemples pour la création d’un système pratique visant à l'évaluation, la conservation, le développement et la gestion du précieux environnement urbain historique et architectural. Sur la base de l'expérience allemande, est élargi le concept de l'environnement urbain historique et architectural avec la classification des espaces les plus importants et les bâtiments non-classifiés comme monuments historiques. Comme résultat de l'étude est la mise en place du concept scientifique qui place au centre du système l'espace qui englobe le bâtiment comme un objet à protéger.

Die Entwicklung und Bewahrung der historischen Städte ist zu einer großen Herausforderung aktueller Stadtentwicklung in Russland geworden. In diesem Prozess kommt der Stadterneuerung von historischen Stadtteilen eine zentrale Bedeutung zu. In der vorliegenden Forschungsarbeit wurden die Übertragungsmöglichkeiten von deutschen Planungs- und Entscheidungsverfahren, Rechtsinstrumenten und Fördermöglichkeiten zum Erhalt und Weiterentwicklung historischer Bausubstanz auf die Situation in Russland diskutiert. Dabei wurden nicht nur einzelne denkmalpflegerische Aspekte, sondern eine Integration von Aspekten der Stadtsanierung, der Stadtentwicklungsplanung, der Stadtbaugeschichte sowie des Planungs- und Denkmalschutzrechts in einer interdisziplinären Arbeitsweise betrachtet. Städtebauliche, rechtliche, administrative und auch kulturwissenschaftliche Aspekte wurden anhand der Städte Dresden und Irkutsk als „Laborsituationen“ untersucht. Geprägt durch den geschichtlichen Verlust von wertvoller Bausubstanz stellte und stellt sich noch immer in beiden Städten die Hauptfrage: Wie können einerseits historische Gebäude und Ensembles, als Träger und Symbol von Stadtgeschichte und kulturellen Werten erhalten, und andererseits neue funktionale Anforderungen auf angemessene Art und Weise bei der Entwicklung der Stadt berücksichtigt werden? Dabei sind die Gründe zum Verlust der historischen Ortsteile in der Geschichte unterschiedlich. In Dresden wurde historische Bausubstanz durch den zweiten Weltkrieg und in Irkutsk werden aktuell die Quartiere durch Modernisierungsdruck zerstört. Die neu erarbeitete wissenschaftliche Grundlage zum weiteren Diskurs stellt eine übersichtliche Gegenüberstellung deutscher und russischer Planungssysteme mit Berücksichtigung von Unterschieden und Gemeinsamkeiten in Bezug auf Begriffe und angewendete Rechts- und Planungsinstrumente zum Erhalt und Weiterentwicklung der historischen Bausubstanz dar. Dabei werden einige Ansätze zur Übertragung der deutschen Methoden auf die Situation in russischen historischen Städten in Bezug auf die Erfassung der historischen Quartiere und für die Erarbeitung von geeigneten Rechts- und Planungsinstrumenten am Beispiel von Irkutsk präsentiert. Sie können als Modelle für andere russische Städte benutzt werden. Wichtiges Ergebnis der Forschungsarbeit ist die Herausarbeitung, Überprüfung und Bestätigung der These, dass in Russland im Vergleich zu Deutschland der städtische Raum an sich nicht als eigenständiges Element des baukulturellen Erbes geschützt wird. Demzufolge wird eine zu geringe Erfassung der großflächigen historischen Territorien wie Ensembles und Stadtquartiere in Bezug auf Plätze, Straßen, Blickbezüge oder Stadtsilhouette durchgeführt. Die Ergebnisse der Forschungsarbeit sind auf die wissenschaftlichen und praktischen Arbeitsfelder der Architekten, der Juristen, der Denkmalpfleger und der Kulturwissenschaftler, sowie der kommunalen Gesetzgebung und der Bau- und Planungsbehörden der historischen Städte ausgerichtet. / The development and preservation of historical cities has become a major challenge for the current urban-planning development in Russia. In this process, the urban regeneration of historic districts is of crucial importance. In this research work, the possibilities of transferring German urban-planning tools for historical areas, as well as decision-making procedures, legal instruments and funding possibilities for the preservation and further development of historical urban heritage to the situation in Russia were/are discussed. Not only individual aspects of the preservation of monuments, but also the integration of aspects of urban regeneration, urban development planning, urban history as well as planning and monument protection law were taken into account in an interdisciplinary approach. Urban, legal, administrative and also cultural-scientific aspects were examined as "laboratory situations" using the examples of the cities of Dresden and Irkutsk. Characterized by the historical loss of valuable urban heritage, the main question for both cities was and still is: How can historical buildings and ensembles be preserved, as a bearer and symbol of urban history and cultural values, and on the other hand, appropriate new functional requirements for the modern urban development of the city be fulfilled/taken into consideration? The reasons for the loss of the historical districts in history of the cities are different. In Dresden, historical urban fabric was destroyed by the Second World War and in Irkutsk the quarters are currently being destroyed by modernization. The newly developed scientific thesis for further discourse represents a clear comparison of German and Russian planning systems considering differences and similarities regarding concepts and applied legal and planning instruments for the preservation and further development of historical urban heritage. Various approaches in the practice use of German methods regarding the urban regeneration of historical quarters and the development of appropriate legal and planning instruments, as exemplified by Irkutsk are presented. They can be used as models for other Russian cities. The important result of the research work is the identification, verification and confirmation of the thesis that urban space in Russia is not itself regarded as an independent element of the historical urban heritage deserving preservation as it is in Germany. As a result of this, too few surveys of large-scale historical territories, such as ensembles and city quarters taking into account squares, streets, views, or city skylines are carried out. The results of this research work are orientated towards the scientific and practical fields of work of architects, lawyers, conservationists and cultural scientists as well as municipal legislation and the construction and planning authorities of historical cities. / В диссертационном исследовании проведен анализ немецкого опыта градостроительного регулирования, способствующего сохранению ценной историко-архитектурной градостроительной среды. Сформулированы возможности использования и практической реализации изученных правовых и градостроительных инструментов в исторических городах России. На примере городов Дрездена и Иркутска создана система практических рекомендаций, направленная на оценку, сохранение, развитие и управление ценной историко-архитектурной градостроительной средой. На основе немецкого опыта расширено понятие историко-архитектурной градостроительной среды с классификацией особо ценных пространств и объектов без статуса памятника. Обоснована научная идея, которая ставит в центр всей системы, пространство, как объект, подлежащий охране. / Dans cette thèse est analysée l'expérience de la régulation urbaine allemande, qui permet la préservation du précieux environnement historique et architectural urbain. Ici sont formulés les possibilités d'utilisation et de mise en œuvre pratique, pour les villes russes historiques, des instruments juridiques et urbains étudiés dans cette thèse. Les villes de Dresde et d’Irkoutsk sont pris comme exemples pour la création d’un système pratique visant à l'évaluation, la conservation, le développement et la gestion du précieux environnement urbain historique et architectural. Sur la base de l'expérience allemande, est élargi le concept de l'environnement urbain historique et architectural avec la classification des espaces les plus importants et les bâtiments non-classifiés comme monuments historiques. Comme résultat de l'étude est la mise en place du concept scientifique qui place au centre du système l'espace qui englobe le bâtiment comme un objet à protéger.