Submitted by Haroudo Xavier Filho (haroudo.xavierfo@ufpe.br) on 2016-03-08T18:44:52Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE Cinthya Tavares.pdf: 2117674 bytes, checksum: acd6263825c4c8ec96beb679304dd0e2 (MD5) / Made available in DSpace on 2016-03-08T18:44:52Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE Cinthya Tavares.pdf: 2117674 bytes, checksum: acd6263825c4c8ec96beb679304dd0e2 (MD5) Previous issue date: 2016-06-26 / O baixo letramento de nossa população gerou críticas através de um discurso em prol de mudanças na formação dos professores, defendido por duas formações discursivas: uma advinda do próprio campo educacional e outra do campo da produção econômica. No entanto, identificamos que o campo econômico usa o termo mudança apenas como substituto do termo inovações, já que anuncia modificações superficiais para a formação docente. O que é compreensível por ser o discurso da inovação atrelado ao campo produtivo, que não deseja mudanças na ordem política e econômica da sociedade, mas se valer das instituições de ensino para dar continuidade ao projeto de globalização gerado pelos ideais neoliberais das nações desenvolvidas, pois desde que o mundo da produção tornou-se complexo, ter o domínio cada vez maior da linguagem escrita equivale a executar com mais qualidade e competência as tarefas profissionais na chamada Sociedade do Conhecimento. Diante deste contexto, escolhemos como objeto de estudo a profissionalidade docente, ou seja, o conjunto de atributos capaz de caracterizar uma pessoa como membro de uma dita categoria profissional, para responder, se, em nossa contemporaneidade, o discurso em prol de mudança produzido pela cultura da inovação advinda do campo produtivo vem influenciando ou não na construção da imagem de profissionalidade dos docentes universitários dos cursos de Letras e consequentemente no exercício dessa profissão. Por isso o nosso sujeito é o docente dos cursos de licenciatura em Letras com habilitação em língua portuguesa de duas universidades públicas federais de Pernambuco, cujos discursos foram analisados, tendo como embasamento teórico a Análise de Discurso. Dezoito docentes permitiram a observação de suas aulas e 11 deles preencheram questionários sobre o objeto em estudo. Além da análise desse material, pesquisamos também documentos produzidos por agências multilaterais sobre o ensino superior, a saber, um relatório do Banco Mundial e uma declaração da UNESCO para compararmos o discurso presente nestes documentos, enquanto representativos do discurso em prol de inovações no mundo educacional com os resultados encontrados no discurso docente. Comprovamos assim que a influência do discurso dessas agências se faz presente categoricamente no discurso oficial produzido pelo MEC e parcialmente nos documentos institucionais (Projeto Político Pedagógico dos Departamentos de Letras investigados) também averiguados, mas não está presente no discurso docente dos nossos investigados, cuja imagem de profissionalidade é distinta da produzida pelo discurso transnacional. Em vista de que no discurso dos nossos investigados prevalece é a defesa de um profissional que tenta deixar para trás a imagem do docente transmissor de conhecimentos especializados, construído pela modernidade, para incorporar a figura do profissional do ensino pronto a ensinar a ensinar os futuros professores da educação básica as habilidades da linguagem escrita necessária à promoção de uma vida mais plena para a nossa população, o que é apontado como a mudança de fato a ser realizada. Se tal caminho ainda não se consolidou, é porque não é fácil apagar as formações imaginárias que alimentam a figura do docente universitário desde a criação das universidades. De forma que em seus discursos, os docentes se opõem a coadunar com o discurso de inovação do mundo econômico, e a tentativa de manutenção da ordem existente. E mesmo que ainda não tenham construído inteiramente aquela que será a nova imagem de profissionalidade do docente do ensino superior, já há a consciência de que a mudança é imprescindível. / Low literacy of our population has drawn criticism through a speech in favor of changes in teacher training, defended by two discursive formations: one arising from the own educational field and another field of economic production. However, we identified that the economic field uses the term change only as a replacement of the term innovation because heralding surface modifications for teacher training. This is understandable because it is the discourse of innovation linked to the productive field, you do not want changes in the political and economic order of society, but to avail of educational institutions to continue the globalization project generated by the neoliberal ideal of developed nations because since the world of production has become complex, have increased the area of written language is equivalent to running over quality and competence in professional tasks called Knowledge Society. Given this context, we chose as object of study the teaching profession, ie the set of attributes able to characterize a person as a member of a so-called professional category, to respond, if, in our times, the discourse in favor of change produced by culture of innovation arising from the productive field has influenced or not the professionalism of image construction of university faculty members of Language courses and consequently in the exercise of his profession. So our subject is the teaching of degree courses in Literature with specialization in Portuguese two public federal universities of Pernambuco, whose speeches were analyzed, with the theoretical background to Discourse Analysis. Eighteen teachers allowed the observation of their classes and 11 of them filled out questionnaires about the object under study. In addition to this material, also researched documents produced by multilateral agencies on higher education, namely, a World Bank report and a UNESCO statement to compare the present discourse in these documents, as representative of the speech in favor of innovations in the educational world with results found in teaching speech. We proved so that the influence of speech of these agencies is present categorically official discourse produced by the MEC and partially in institutional documents (Pedagogical Political Project of the Department investigated Letters) also investigated, but is not present in teaching speech of our investigation, whose image of professionalism is distinct from that produced by transnational discourse. Given that in the discourse of our investigated prevails is the defense of a professional trying to leave behind the teacher's image transmitter of expertise, built by modernity, to incorporate vocational education figure ready to teach to teach future teachers basic education of written language skills needed to promote a fuller life for our population, which is touted as the change actually being performed. If such a path is not yet consolidated, it is because it is not easy to erase the imaginary formations that feed the figure of university professors from the creation of universities. So that in his speeches, teachers oppose consistent with the innovation discourse of the economic world, and trying to maintain the existing order. And even if they have not yet built entirely what will be the new image professionalism of teachers in higher education, since there is the awareness that change is essential.

[pt] O ponto central a partir do qual se desdobra a análise objeto da presente tese é a transformação dos processos de trabalho que acompanha as inovações tecnológicas das últimas décadas e sua força transformadora da sociedade e da economia política internacional. O que se pretende é estabelecer um nexo entre a dinâmica mutuamente transformadora do trabalho, a organização social e a tendência expansiva da economia política capitalista, agora em novo estágio ou modo de acumulação identificada nesta tese como o capitalismo cognitivo. A característica desta nova feição do modo de acumulação capitalista é a flexibilidade permitida pela participação crescente do capital fixo contra a diminuição em proporções ainda maiores da participação do trabalho vivo na distribuição de resultados da atividade produtiva. Essa característica se combina com uma disputa entre, de um lado, um processo de materialização dos bens intangíveis por meio da privatização do trabalho intelectual reificado em conhecimento e transformado em capital fixo e, de outro, uma forte tendência à desmaterialização do resultado da atividade produtiva que acompanha as inovações tecnológicas recentes. Identificamos este como o dilema central do capitalismo cognitivo. A desmaterialização a que nos referimos é representada pela falta de obstáculos à reprodução infinita de conhecimento transformado em mercadoria/dados aplicado amplamente em toda a atividade produtiva. Sendo assim, o processo de desmaterialização possibilita a oferta infinita do bem em torno do qual se desenvolve o capitalismo cognitivo, dando fim à escassez e consequentemente banalizando o valor e produzindo uma crise para o sistema conceitual usado para explicar a maneira como as sociedades organizam sua atividade produtiva visando à acumulação de riqueza. Da mesma forma, a tendência à desmaterialização se apresenta na criação de novas redes de poder social, cuja fonte de alimentação e vias de difusão são viabilizadas pelas novas tecnologias, promovendo, consequentemente uma crise para o sistema conceitual usado para explicar a produção de recursos de poder que determina a distribuição no sistema internacional de resultados da atividade produtiva e das vantagens das inovações tecnológicas. / [en] The core problem from which the analysis object of this thesis unfolds its main claims is the transformation of the work process provoked by the technological innovation of the latest decades and its potential of changing the society and the International Political Economy. Its aim is to set a link between the mutually transforming dynamics of work, social organization and the expansive trend of the capitalist political economy, now in a new stage or mode of accumulation, here called the cognitive capitalism. The character of this new face of the capitalist mode of accumulation is the flexibility permitted by the increasing participation of fix capital against the decrease in higher proportions of the participation of labour force on the distribution of the results of the productive activity in general. This character combines itself with a dispute between, in one side, a materialization process of intangible goods through the privatization of intellectual work reified in knowledge transformed in fix capital and, in the other side, a strong tendency towards dematerialization of the productive activity following the recent technological innovation. We identify this combination as the central dilemma of cognitive capitalism. The dematerialization we refer to is represented by the absence of obstacles to the endless reproduction of knowledge transformed in commodity/data widely applied in any and all productive activity. Therefore, the dematerialization process allows the endless offer of the good around which cognitive capitalism develops, putting and end in the scarcity problem and consequently banalizing the value and producing a crises in the conceptual system used to explain the way through each societies organize its productive activities with the purpose of wealth accumulation. The dematerialization tendency presents itself also through the construction of new networks of social power, with its sources and via of diffusion created and reinforced by the new technologies, promoting, consequently, a crises in the conceptual system used to explain the production of power resources which determine the distribution in the International system of the productive activity results and technological innovation advantages.

The aim of this study explicates both the dynamics in theoretical and practical perspectives of novice and experienced practitioners on the effects of a Postgraduate Certificate in Higher Education. This programme is designed and developed with the dual purposes to empower higher education, training, and development practitioners to facilitate learning in an innovative way and to ensure transfer of learning. Following the global critique on the lack of training of novice practitioners, the lack of training of experienced practitioners; quality teaching and learning in higher education, improvement and reform of teaching in higher education, and transfer as “an ultimate goal that has thus far proved elusive” (Pedersen&Liu 2003:313), the enquiry exposed key results and insights into the programme, transfer, and higher education. Quantitative data from seven case studies enhanced holistic understanding sprouting from internal and external influences on learners in comparrison to the teoretical paradigm and outcomes set by the programme. This paradigm nutures factors driving transfer, innovative teaching strategies and approaces employed by the programme and South African educational system. The study substantiated transferred professional and personal development and ideological change attributing to competence as three major findings. This study therefore suggests that it is possible to attribute current competence, knowledge, facilitating skills, attitudes, and values to the programme as initial learning provider. The greatest inhibitor to transfer appeared to be a deification of traditional forms of education agains the modern paradigm as well as insificient cencern with a substantial knowledge base and facilitating skills. Recommendations includes modelling of principles of approaches to teaching and learning regarding OBE, learner-centrered, adult learning, the accomodation of learning style and integration of “multiple layers of meaning and experience rather than defining human possibilities narrowly” (Miller 2003). The findings and recommendations constitute greater attention to the facilitators of learning’s ways of knowing in the classroom as critical to supporting adult learning and growth. The study employed a lens through which learning and teaching experiences are and could be filtered, given developmentally appropriate supports and challenges to enhance facilitating skills and competencies to meet the demands of the changing nature of work and learning. Therefore, turning to a specific alternative (and surely not flawless) application of the messages carried by interpretation of theory transferred to the art of teaching and training practices, this study portrays the broader concept of symbolic inversion and transgression. The study becomes the variety of facts and figures, of form and future in the wholeness and limitations of being, belonging and seeing in higher education. The interior translation of the inputs and process of a Postgraduate Certificate in Higher Education by the facilitators of learning who participated in this programme hold the multiple ways of more sustained and more profound effect in their teaching practice, translating learning into the real and living world. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2007. / Curriculum Studies / PhD / unrestricted

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2016-09-07T00:24:01Z No. of bitstreams: 1 JOSE EDUARDO FERNANDES_Dissertacao_Entrega_V03.pdf: 311747 bytes, checksum: f65e3b64bc734b62978265900cce2bb8 (MD5) / Made available in DSpace on 2016-09-07T00:24:01Z (GMT). No. of bitstreams: 1 JOSE EDUARDO FERNANDES_Dissertacao_Entrega_V03.pdf: 311747 bytes, checksum: f65e3b64bc734b62978265900cce2bb8 (MD5) Previous issue date: 2015-08-27 / This thesis is attached to the research 1 – Educational Institution: Organization and Management, from the Master’s Program in Education of the Oeste Paulista University (UNOESTE – Presidente Prudente – SP), and analised that the society is situated in a paradigm which the information spreads quickly and this is happening due to the fact of the using of range of technologies which allows the available as well as this information exchanged through spread people all over the world. Thus this technologies allow people who are connected through a extended network which, paradoxically, keep them so close and so distant at the same time, characterized virtual interaction spaces. This analysis came from official documents from UNESCO and Banco Mundial in comparison of guidelines designed by this institutions to the countries in development which includes Brazil. Factors like globalization, opening and expanding transnational economies are also determinants in this new information paradigm as well as in educational process through the consequences of this transnationality of the information and knowledge; their impacts and perspectives from the results gotten with the existent educational politics. Thus its objective concentrated in understand the Higher Education, its demands and perspectives within called “Information and Knowledge” Society in the globalization context, in UNESCO and Banco Mundial perspective as well as Brazil’s position in front of these two proposes. Within this context the option made was work with the bibliographic research and documentation to reflect about Higher Education, its demands and perpectives within called “Information and Knowledge” Society. / A presente dissertação está vinculada à linha de pesquisa 1 – Instituição Educacional: Organização e Gestão, do Programa Mestrado em Educação da Universidade do Oeste Paulista (UNOESTE – Presidente Prudente – SP), e analisou que a sociedade situa-se em um paradigma em que a informação se propaga velozmente, e isso está acontecendo devido ao fato da utilização de uma gama de tecnologias informacionais que permitem a disponibilização, bem como a troca dessa informação por pessoas dispersas em todas as partes do mundo. Assim, essas tecnologias permitem que os sujeitos estejam conectados por meio de uma grande rede que, paradoxalmente, os mantém, ao mesmo tempo, tão próximos e tão distantes, caracterizando espaços de interação virtuais. Essa análise partiu de documentos oficiais da Unesco e Banco Mundial, na comparação das diretrizes por estas instituições desenhadas para os países em desenvolvimento, incluindo-se entre eles o Brasil. Fatores como globalização, abertura e expansão de economias transnacionais também são fatores determinantes nesse novo paradigma da informação, como também nos processos educacionais, pelas consequências dessa transnacionalidade da informação e do conhecimento; seus impactos e perspectivas a partir dos resultados obtidos com as políticas educacionais existentes. Assim, seu objetivo geral concentrou-se em compreender o Ensino Superior, suas demandas e perspectivas na chamada sociedade da informação e do conhecimento no contexto da globalização, na perspectiva da UNESCO e do Banco Mundial, bem como a posição do Brasil diante das duas propostas. Nesse contexto, fez-se a opção por trabalhar com a pesquisa de levantamento bibliográfico e documental a fim de refletir sobre o Ensino Superior, suas demandas e perspectivas na chamada Sociedade da Informação e do Conhecimento.

Vortrag anlässlich des Doktoranden-Kolloquiums des UNESCO-Lehrstuhls für Internationale Beziehungen am 23. Juli 2012 im Lingnerschloss Dresden. Die westliche Gesellschaft befindet sich im Übergang von der Industrie- zur Wissensgesellschaft – so lautet eine der bekanntesten Thesen der aktuellen Gesellschaftstheorie. Dabei ist es in erster Linie der Umgang mit Wissen, der die Grundlage für die Bearbeitung aktueller Herausforderungen auf nationaler wie internationaler Ebene darstellt.

What are Swedish museums talking about, when they are talking about knowledge? Museums are often referred to as knowledge- or memory institutions, and at the core of most museums are the collections. Museum objects are documents or information carriers in their own right, but what is equally important, if not more important, is the knowledge and information about the objects and collections. This kind of knowledge may even expand over time as new knowledge might be added, for example through research. The fact that museum objects can be exhibited in different ways over time, and can be made to tell many different stories, is in a sense also adding to the accumulated knowledge connected to a specific object or collection. Evaluating existing knowledge, developing new knowledge and making that knowledge available both to employees, researchers and the public, is an important part of what a museum does. The Swedish museum act SFS 2017:563 also emphasizes the importance of knowledge in many of its paragraphs. From an information science perspective it is therefore of interest to look more closely at what Swedish museums talk about, when they talk about knowledge. Even though knowledge is a common word, being able to define it is a first step towards being able to organize and manage it more efficiently. Something that seems to be increasingly important in the context of the so called knowledge society, where knowledge is seen as a central asset for organizations, and instant access to knowledge is expected by the public. A questionnaire was used to gather information about the concept of knowledge in the context of Swedish museums and the answers gives insight into what the museums are talking about when they are talking about knowledge. New museum theory and knowledge management acts as a theoretical framework and as a tool for analysing the answers from the questionnaire and to give context to the research. One thing the analysis shows is that most museums don’t have a definition of the word knowledge to guide them in their work.

Cette enquête prend pour point de départ l'adoption en 2000 d'indicateurs et de cibles chiffrées par l'Union Européenne pour comparer et stimuler les performances des systèmes éducatifs de ses États-membres. Elle suit, étape par étape, la chaîne de fabrication et de diffusion de cette information statistique. Ces outils de gouvernement se développent au sein d'institutions internationales créées après la Seconde Guerre Mondiale (UNESCO et OCDE) et visent à concilier harmonie sociale et prospérité matérielle par une plus grande adaptation de l'école aux exigences du monde industriel. Cette politique par les chiffres repose désormais sur un vaste appareillage qui s'étend sous l'effet de la multiplication des données qu'il génère. Son essor connaît une accélération avec le développement des technologies numériques qui facilitent la saisie de nouvelles informations quantifiables directement auprès des écoles et dans les classes. Assurant une plus grande traçabilité des trajectoires scolaires et une évaluation plus régulière des établissements et des individus, elles sont utilisées à la fois par les administrations et par les experts en sciences humaines, pour améliorer l'éducation et sa gestion. Promues comme instruments pédagogiques, elles doivent rendre la pratique des enseignants plus efficace en leur permettant d'évaluer, classer et hiérarchiser leurs élèves et leurs difficultés. Entendue comme activité de mise en chiffres de réalités qui ne l'étaient pas auparavant, la quantification est ici appréhendée dans sa triple dimension administrative, scientifique et industrielle, afin de comprendre les origines de cette avalanche de nombres et ses effets sur nos démocraties. / The starting point of this study is the adoption by the European Union in 2000 of numerical indicators and benchmarks to compare and stimulate the performance of the education systems of Member States. It looks closely at the processing of this statistical information during both fabrication and diffusion. These tools for government have been developed within the international institutions created after the Second World War (UNESCO, OECD) in an attempt to combine material well being and social harmony by shaping education to meet the challenges of the industrial world. This policy of reliance on numbers has created an increasingly voluminous structure, in permanent expansion as it generates new data. Its growth has been fuelled by digital technologies that facilitate the direct collection of data in schools and classrooms. Because they increase the traceability of school careers and allow for more regular evaluation of schools and students, these tools are used by both management and social science researchers to improve education and administration. Presented as teaching aids, they are designed to improve teachers' performance by allowing them to evaluate, classify and grade both their students and their difficulties. The phenomenon of quantification, by which we mean the activity of giving numerical expression to realities not previously expressed in this way, is considered here from three points of view - administrative, scientific and industrial - in order to provide an understanding of the origins of the avalanche of numbers and its effects on the vitality of our democracies and their inhabitants.

Avhandlingen behandlar införande av varsin dator till elever och lärare, här kallat en-till-en. Syftet är att bidra med kunskap om hur en-till-en påverkar lärande. Särskilt fokus ligger på kunskapsproduktionens karaktär och kvalitet och på förhållanden i den svenska skolan. En ytterligare ambition är att väcka reflektioner kring och bilda kunskap om hur en-till-en, som en produkt av kunskapssamhället, påverkar såväl kunskapssynen som kunskapsbildningens kvalitet och villkor. Därtill är också ambitionen också att, mot bakgrund av kunskapssamhällets särskilda villkor, bidra till nya insikter kring kunskapsbegreppets utvecklingsmöjligheter i relation till en-till-en. Utgångspunkten tas i kunskapssamhället och villkoren för kunskapsproduktion och i hur Sverige har valt att fokusera på behovet av att ge eleverna digital kompetens. Den teoretiska ansatsen ligger i fenomenologi som ontologiskt ställningstagande och i fenomenografi gällande perspektiv på lärande. Avhandlingen bygger på fyra studier: en narrativ forskningsöversikt med fokus på vad forskning berättar om elever respektive lärare i en-till-en projekt. Vidare ingår en teoretisk artikel med fokus på att utveckla en alternativ förståelse för villkoren för kunskapsbildning på den sociala webben med utgångspunkt från Martin Heideggers fenomenologi. En intervjustudie kring elevers upplevelser av sitt lärande i en-till en ingår också samt en fenomenografisk analys av inlämnade kunskapsuppgifter med fokus på kritiska dimensioner och kunskapsdjup. Resultaten diskuterar huruvida det starka färdighetsfokus som uppstår vid kunskapsbildning i en-till-en är samstämmigt med den performativa kunskap som i kunskapssamhället antas vara av vikt och hur det påverkar kvalitet och karaktär på bildad kunskap. Avhandlingen diskuterar också hur en-till-en påverkar elevers sätt att uppleva sitt lärande i en situation som präglas av flexibilitet och ständigt nya förutsättningar för lärande. Slutligen diskuteras också ett möjligt sätt att utveckla kunskapsbegreppet mot bakgrund av de resultat som framträtt i avhandlingens fyra studier genom att formulera begreppet ”stretchad kunskap”. / The thesis deals with the introduction of computers to each student and teacher in school, called one-to-one. The aim is to contribute with knowledge about how one-to-one affects learning. Particular focus is on the quality and character of knowledge formation in the Swedish school. A further aim is to bring reflections and create knowledge about how one-to-one, as a product of the knowledge society, affect the conditions for learning. In addition, in the light of the special conditions of the knowledge society, the goal is to bring insights on the developmental possibilities for the term knowledge in relation to one-to-one. The basis for the thesis is the knowledge society and the conditions of knowledge production, and in how Sweden has chosen to focus on the need to provide students with digital skills. The theoretical approach is in phenomenology as ontological stance, and in phenomenography in terms of perspective on learning. The thesis is based on four studies: a narrative research review focusing on what research tells us about pupils respective teachers in one-to-one projects. Further included is a theoretical article with a focus on developing an alternative understanding of the conditions for the formation of knowledge on the social web, based on Martin Heideggers’ phenomenology. An interview study about the students’ perceptions of their learning in one-to-one is also included as well as a phenomenographic analysis of a knowledge task focusing on critical dimensions and knowledge depth. The results are discussing whether the strong focus on digital skills arising from the knowledge formation in one-to-one is consistent with the performative knowledge that is assumed to be of importance in the knowledge society. The thesis also discusses how one-to-one affects students’ ways of experiencing their learning in a one-to-one setting, and the effects upon quality and character of knowledge. Finally the thesis also discusses a possible way to develop the concept of knowledge in the light of the results presented in the four studies by formulating the concept of “stretched knowledge.”

No description available.

<p>One of the problems challenging the knowledge society is to understand the chang-ing prerequisites for publicly governed knowledge production. Several attempts have been made amongst which perhaps the most debated is the concept of changing mo-des of knowledge production proposed by Gibbons et al. The aim of this thesis is to empirically explore whether this concept can be used to identify and explain research policy developments during the period 1980–2000. A two-layered comparative study was undertaken, in which Swedish research poli-cy developments were studied in depth. The main result from the in-depth study was that there is insufficient evidence to fully support Gibbons et al.’s claims. In analysing this result from a comparative perspective the main conclusion was that neither the changing modes of knowledge production nor the two-track concept that was deri-ved from the in-depth study could explain the developments in research policy. The research policy developments in Sweden, the United Kingdom, the Netherlands and Finland were re-examined from an institutional perspective, in which the major ide-as that had influenced the policy process during the period 1980–2000 were used to identify and explain developments in these countries. The main conclusion of this thesis is that all the countries studied are using the public research system as a source of strategic opportunity. However, the analysis also shows that both embedded ideas of how public knowledge should be produced, and the nature of the policy process contribute to explaining the different strategies employed the governments of these countries to make publicly funded research a tool for economic and societal development.</p>