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No. of bitstreams: 2 Dissertação - Idayany Araújo Cardoso de Almeida - 2018.pdf: 2489639 bytes, checksum: 752aa43696f1e552f2137e5d94a7df85 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-08-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research is related to conceptions of teaching work in theses and dissertations of the Graduate Programs in Physical Education of Brazil, and is linked to the Study Group and Research Society, Culture and Human Formation, in the line of research Human Formation and Fundamentals of Education. The general objective of this research was to identify and analyze critically the characterization of the teaching work and its theoretical-philosophical foundations in the scientific production of the Postgraduate Programs in Physical Education of Brazil. The specific objectives were: a) to compile and record the theses and dissertations that deal with the teaching work in the Post-Graduation Programs in Physical Education; b) to investigate the scientific production in order to understand the interests of the authors; the topics and problems most treated, geographic and institutional linkage of the area, supervisors, time distribution and financing of this production and main contributions; c) identify and analyze the main reference standards of the authors that base the theoretical reference of the analyzed scientific production; d) to understand the delineations, the mediations and the contradictions that permeate the contemporary teaching work in the University, its articulation with the production of knowledge and the policies of Brazilian Post-Graduation; e) analyze the conception of teaching work in theses and dissertations its possible unfolding. The research problem was thus formulated: how is the teaching work characterized and the theoretical foundations that guide it in the scientific production of theses and dissertations of the Post-Graduation Programs in Physical Education of Brazil? The approach of the research is qualitative, having as methodological procedures the bibliographical/documentary analysis aiming at the identification and critical analysis of the scientific production of 6 theses and 19 dissertations that dealt with the theme of teaching work. From the analysis of the empirical data emerged two categories: the post-critical conceptions of teaching work and the critical conceptions of teaching work. It is concluded that with the rise of neoliberalism, with productive restructuring and with the so-called postmodern tendencies the epistemology of practice emerges in the context of teaching work, and this is manifested in the scientific production of Physical Education, with 19 investigations that are characterized from the movement of the "reflective teacher". On the other hand, there are 6 investigations supported by the critical conception of teaching work in which the development of praxis is sought as a transforming action, articulated to scientific knowledge, in order to consolidate and strengthen the historical sense of educational action. / Esta investigação tem por temática as concepções de trabalho docente nas teses e dissertações dos Programas de Pós-Graduação em Educação Física do Brasil, e está vinculada ao Grupo de Estudos e Pesquisa Sociedade, Cultura e Formação Humana, na linha de pesquisa Formação Humana e Fundamentos da Educação. O objetivo geral dessa pesquisa foi de identificar e analisar criticamente a caracterização do trabalho docente e seus fundamentos teóricos-filosóficos na produção científica dos Programas de Pós-graduação em Educação Física do Brasil. Os objetivos específicos foram: a) levantar, compilar e fichar as teses e dissertações que versam sobre o trabalho docente nos Programas de Pós-Graduação em Educação Física; b) investigar a produção científica com intuito de entender os interesses dos autores; as temáticas e problemáticas mais tratadas, vinculação geográfica e institucional da área, orientadores, distribuição temporal e financiamento dessa produção e principais contribuições; c) identificar e analisar os principais padrões de referência dos autores que fundamentam o referencial teórico da produção científica analisada; d) compreender os delineamentos, as mediações e as contradições que permeiam o trabalho docente contemporâneo na Universidade, sua articulação com a produção do conhecimento e as políticas de Pós-Graduação brasileira; e) analisar a concepção de trabalho docente nas teses e dissertações e seus possíveis desdobramentos. O problema de pesquisa foi assim formulado: como é caracterizado o trabalho docente e os fundamentos teóricos que o orientam na produção científica de teses e dissertações dos Programas de Pós-Graduação em Educação Física do Brasil? A abordagem da pesquisa é qualitativa, tendo como procedimentos metodológicos a análise bibliográfica/documental visando a identificação e análise crítica da produção científica de 6 teses e 19 dissertações que versavam sobre a temática trabalho docente. Da análise dos dados empíricos emergiram duas categorias: as concepções pós-críticas de trabalho docente e as concepções críticas de trabalho docente. Conclui-se que com o levantar do neoliberalismo, com a reestruturação produtiva e com as tendências denominadas pós-modernas surge a epistemologia da prática no contexto do trabalho docente, e isso se manifesta na produção científica da Educação Física, com 19 investigações que se caracterizam a partir do movimento do “professor reflexivo”. Em contrapartida tem-se 6 investigações apoiadas na concepção crítica de trabalho docente em que busca-se o desenvolvimento da práxis enquanto ação transformadora, articulada ao conhecimento científico, a fim de consolidar e fortalecer o sentido histórico da ação educativa.

Esta pesquisa tem como objeto de estudo o discurso político-educacional sobre o ensino de língua estrangeira (LE) no Brasil. Primeiramente examinamos o espaço de memória de ensino de LE no processo educacional brasileiro. Ao constatarmos que a lei que oficializou o ensino das línguas inglesa e francesa no Brasil (Decisão nº 29) havia se dado no início do século XIX (1809), decidimos investigar que discursos suscitaram a criação de políticas linguísticas para o ensino de LE no Brasil no século XIX. Sob a ótica da Análise do Discurso, de linha Pêcheutiana, investigamos os efeitos de sentido construídos a partir do discurso político-educacional sobre o ensino da língua inglesa no Brasil do século XIX, buscando compreender a formulação das políticas linguísticas da época em relação às LE e o estatuto destas naquelas políticas. O corpus foi composto por leis, debates parlamentares e relatórios ministeriais relacionados ao ensino da língua inglesa. A análise da materialidade linguística dos enunciados produzidos pelos sujeitos legisladores mostrou que a Decisão nº 29 instaurou um acontecimento discursivo, rompendo com a memória de não-regulamentação do ensino de LE no Brasil e fundou o sentido de utilidade das LE para a instrução pública no Brasil. Constatamos que a política de ensino de LE ancorava-se em um saber importado. Concluímos que o acontecimento discursivo instaurado pela Decisão nº 29 criou um lugar para as LE e estas também fizeram parte de uma política de produção e circulação de conhecimento. / The aim of this study is the political educational discourse (PED) about foreign language (FL) teaching in Brazil. First we examined the space of memory of FL teaching in the Brazilian educational system. Having noticed that the law which officialized English and French language teaching in Brazil (Decreet n.29) was promulgated in 1809, we decided to investigate the discourses which generated the establishment of language policies for FL teaching in Brazil in the 19th century. Under the light of the Pecheutian Discourse, we investigated the effects of the meanings produced by the PED about FL teaching in Brazil in the 19th century in order to understand the formulation of the FL teaching policies at that time and the status of FL in those policies. The corpus was built from laws, debates in Parliament and ministerial reports related to FL teaching. The analysis of the linguistic materiality of the discourse produced by legislators showed that the Decreet n. 29 established a discourse event, which breaks up with the previous discourse of non-official FL teaching in Brazil and founded the meaning of utility for FL in the public teaching system. We concluded that the FL teaching policy was anchored to an imported knowledge. Also, we concluded that the discourse event caused by the Decreet n. 29 created a place for FL and these were part of a policy for knowledge production and circulation.

Esta dissertação realiza um estudo sobre a formação política de professores de Educação Física. Seu objetivo é analisar como se articulam os elementos que contribuem para a formação política de professores de Educação Física engajados em diferentes instituições onde esta formação acontece. Partiu-se da seguinte questão investigativa: como se dá a formação política de professores de Educação Física engajados em diferentes lutas sociais?, com a hipótese de que a atividade política de professores - de Educação Física e em geral - não predomina em relação à sua atividade pedagógica. A análise abordou o fenômeno da formação de professores a partir dos seguintes elementos: a formação de professores como um processo vital, na perspectiva da formação humana; a expressão desta formação especificamente na área da Educação Física; o aspecto particular da formação política dos professores; e o estudo de casos concretos de professores de Educação Física engajados em diferentes instituições que expressam as lutas sociais. Apoiando-se no materialismo histórico-dialético, a pesquisa seguiu um movimento de apreensão do fenômeno estudado na sua manifestação mais aparente, fazendo uma recuperação crítica da gênese histórica, filosófica e ontológica do complexo da política e retornando ao fenômeno em forma de síntese. Assim, foi realizado um levantamento de referências sobre a formação política de professores e foram feitas entrevistas com seis professoras e professores de Educação Física engajados em diferentes lutas sociais. Também se processou uma crítica às formulações anteriores sobre a formação política do professor de Educação Física, além de situar as discussões mais gerais de diferentes áreas do conhecimento para os interesses da pesquisa. Em conclusão, foi possível indicar que os estudos sobre a formação política de professores de Educação Física necessitam de melhor fundamentação sob o ponto de vista da radicalidade ontológica do que seja a política e do que seja uma formação ou educação política e, com a pesquisa empírica realizada, evidenciou-se que há uma multiplicidade de determinações da formação inicial, das relações familiares e da prática social que se sintetizam e contribuem para a formação política de professores de Educação Física. / This dissertation conducts a study on the political formation of Physical Education teachers. Its goal is to consider how is the articulate of the elements that contribute to the political formation of Physical Education teachers engaged in different institutions where such formation happens. The investigation initiated by the following research question: how happens the political formation of Physical Education teachers engaged in various social struggles?, based on the hypothesis that the political activity of teachers - of Physical Education and in general - is not dominant in relation to its pedagogical activity. The analysis addressed the phenomenon of teachers' formation from the following: the training of teachers as a vital process, in terms of human formation; the specific expression of such formation in the area of Physical Education; the particular aspect of the political formation of teachers; and the study of cases of Physical Education teachers engaged in different institutions which express the social struggles. Drawing on the historical-dialectical materialism, the research followed a movement to seize the phenomena studied in their expression more apparent, making a critical recovery of historical, philosophical and ontological genesis of the complex of politics and returning to the phenomenon as a summary. It was conducted a survey of references on the political formation of Physical Education teachers and were made interviews with six teachers of Physical Education engaged in various social struggles. It also carried a critique of previous formulations of the political formation of Physical Education teachers, and put the more general discussions of various areas of knowledge for the interests of research. In conclusion, it was possible to indicate that studies on the political formation of Physical Education teachers need better justification from the radical ontological point of view of what a political formation or education is, and the empirical research performed showed that there is a multiplicity of determinations of the initial formation, of family relations and of social practices that synthesize and contribute to the political formation of Physical Education teachers. / Esta tesis de maestría realiza un estudio sobre la formación política de los profesores de Educación Física. Su objetivo es analizar como se articulan los elementos que contribuyen para la formación política de profesores de Educación Física empleados en diferentes instituciones adonde esta formación se sucede. La investigación se inició con la siguiente cuestión: ¿cómo se da la formación política de profesores de Educación Física que participan en distintas luchas sociales?, con la hipótesis de que la actividad política de los docentes - de Educación Física y en general - no predomina en relación con su actividad pedagógica. El análisis abordó el fenómeno de la formación de profesores a partir de los siguientes elementos: la formación de los profesores como un proceso vital, en la perspectiva de la formación humana; la expresión de esta formación en específico en el área de Educación Física; el aspecto particular de la formación política de profesores; y el estudio de casos de profesores de Educación Física que participan en diferentes instituciones que expresan las luchas sociales. Sobre la base del materialismo histórico-dialéctico, la pesquisa sigue un movimiento para aprehender los fenómenos estudiados en su expresión más aparente, haciendo una recuperación crítica de la génesis histórica, filosófica y ontológica de lo complejo de la política, regresando al fenómeno en forma de síntesis. Se realizó un levantamiento de referencias acerca de la formación política de profesores y entrevistas con seis profesoras y profesores de Educación Física que participan en diversas luchas sociales. También llevó una crítica de las formulaciones anteriores de la formación política de profesores de Educación Física, y sitúa el debate más general de diversas áreas de conocimiento para los intereses de la investigación. En conclusión, se puede indicar que los estudios sobre la formación política de profesores de Educación Física necesitan una mejor justificación desde el punto de vista de la radicalidad ontológica do que sea la política y lo que es una formación o educación política, y con la investigación empírica realizada mostró que existe una multiplicidad de determinaciones de la formación inicial, de las relaciones sociales familiares y de la práctica social que se sintetizan y contribuyen a la formación política de los profesores de Educación Física.

The focus of this study lies with the Social Service of knowledge production in Brazil, and to analyze productions entered social workers in non-academic areas. Therefore, studies were analyzed submitted / published in the Annals of the Brazilian Congress of Social Workers (CBAS), from 2001 to 2013, from the 10th to the 14th edition of CBAS. The relationships that permeate the production of knowledge and professional practice have the iterativity the Brazilian socio-historical formation, that exceeds the setting condition, it is active and promotes the development of social work that is reflected in the production of the profession knowledge. The historical aspects that outline the movement of the profession in interventional and academic environment impact production of knowledge of Social Work. Starting from this assumption argue are two hypotheses, namely: a) despite established the importance of investigative dimension in the documents-based profession, the professionals involved in non-academic occupational areas need further appropriation for the production of knowledge; b) although with an increase in the number of social workers entered production in these areas, there remains a significant failure of this production. In the development of this research were adopted methodological procedures that characterize it as state of the art, using bibliographic and documentary sources such as subsidies for analysis, which considered the quantitative and qualitative approach and was made in line with the dialectical method. The results show a connection with the literature on the subject in relation to the quantity of production, an increase over the issues. However, to delimit the production of the social worker entered into non-academic spaces sees the little representation of these professionals in this scenario, which strengthens the need for greater ownership of the theoretical and methodological dimension by these professionals to overcome segmentation category between "thinking" and "those who do." / O foco desse estudo recai sobre a produção de conhecimento do Serviço Social no Brasil, tendo como objetivo analisar produções de assistentes sociais inseridos em espaços não acadêmicos. Para tanto, foram analisados trabalhos apresentados/publicados nos Anais do Congresso Brasileiro de Assistentes Sociais (CBAS), no período de 2001 a 2013, da 10ª à 14ª edição do CBAS. As relações que permeiam a produção do conhecimento e o exercício profissional apresentam a iteratividade da formação sócio histórica brasileira, que supera a condição de cenário, pois é ativa e favorece o desenvolvimento do Serviço Social que é refletido na produção do conhecimento da profissão. Os aspectos históricos que delineiam o movimento da profissão, no âmbito interventivo e acadêmico impactam produção do conhecimento do Serviço Social. Partindo-se desse pressuposto defendem-se duas hipóteses, quais sejam: a) apesar de estabelecida a importância da dimensão investigativa nos documentos-base da profissão, os profissionais inseridos em espaços ocupacionais não acadêmicos carecem de melhor apropriação para a produção de conhecimento; b) embora esteja ocorrendo um aumento no número de produções de assistentes sociais inseridos nesses espaços, persiste uma insuficiência significativa dessa produção. No desenvolvimento dessa pesquisa foram adotados procedimentos metodológicos que a caracterizam como estado da arte, utilizando-se de fontes bibliográficas e documentais como subsídios para a análise, que considerou o enfoque quanti-qualitativo e que se fez em consonância com o método dialético. Os resultados encontrados demonstram uma conexão com a literatura sobre o objeto no tocante ao quantitativo de produções, apresentando crescimento ao longo das edições. No entanto, ao delimitar a produção do assistente social inseridos em espaços não acadêmicos vê-se a pouca representatividade desses profissionais nesse cenário, o que fortalece a necessidade de uma maior apropriação da dimensão teórico-metodológica por parte desses profissionais para a superação da segmentação da categoria entre "os que pensam" e "os que fazem".

This study examines the ways in which public participation in the production of scientific knowledge, influences the practices and expertise of the scientists in Galaxy Zoo, an online Big Data citizen science initiative. The need for citizen science in the field of Astronomy arose in response to the challenges of rapid advances in data gathering technologies, which demanded pattern recognition capabilities that were too advanced for existing computer algorithms. To address these challenges, Galaxy Zoo scientists recruited volunteers through their online website, a strategy which proved to be remarkably reliable and efficient. In doing so, they opened up the boundaries of scientific processes to the public. This shift has led to important outcomes in terms of the scientific discovery of new Astronomical objects; the creation and refining of scientific practices; and the development of new forms of expertise among key actors while they continue to pursue their scientific goals. This thesis attempts to answer the over-arching research question: How is citizen science shaping the practices and expertise of Galaxy Zoo scientists? The emergence of new practices and development of the expertise in the domain of managing citizen science projects were observed through following the work of the Galaxy Zoo scientists and in particular the Principal Investigator and the project's Technical Lead, from February 2010 to April 2013. A broadly ethnographic approach was taken, which allowed the study to be sensitive to the uncertainty and unprecedented events that characterised the development of Galaxy Zoo as a pioneering project in the field of data-intensive citizen science. Unstructured interviewing was the major source of data on the work of the PI and TL; while the communication between these participants, the broader Science Team and their inter-institutional collaborators was captured through analyses of the team emailing list, their official blog and their social media posts. The process of data analysis was informed by an initial conceptualisation of Galaxy Zoo as a knowledge production system and the concept of knowledge object (Knorr-Cetina,1999), as an unfolding epistemic entity, became a primary analytical tool. Since the direction and future of Galaxy Zoo involved addressing new challenges, the study demanded periodic recursive analysis of the conceptual framework and the knowledge objects of both Galaxy Zoo and the present examination of its development. The key findings were as follows. The involvement of public volunteers shaped the practices of the Science Team, while they pursued robust scientific outcomes. Changes included: negotiating collaborations; designing the classification tasks for the volunteers; re-examining data reduction methods and data release policies; disseminating results; creating new epistemic communities; and science communication. In addition, new kinds of expertise involved in running Galaxy Zoo were identified. The relational and adaptive aspects of expertise were seen as important. It was therefore proposed that the development of the expertise in running citizen science projects should be recognised as a domain-expertise in its own right. In Galaxy Zoo, the development of the expertise could be attributed to a combined understanding of: the design principles of doing good science; innovation in methods; and creating a dialogic space for scientists and volunteers. The empirical and theoretical implications of this study therefore lie in (i) identifying emergent practices in citizen science while prioritising scientific knowledge production and (ii) a re-examination of expertise for science in the emerging context of data-intensive science.

Magister Educationis - MEd / The study shows the financial impacts on costs per student at academic module level, at departmental level, at faculty level, and at institutional level, thereby showing the effects of cross-subsidisation at all levels of management. The reports were developed in termsof the guidelines compiled in terms of Llewellyn's five levels of theorisation.

Sous un prisme réflexif, cette recherche vise l’appréhension d’un cadre conflictuel (une controverse ou un conflit), à partir de différentes angles de la construction scientifique d’un problème. Elle articule ainsi trois regards méthodologiques, l’ethnographie, la sociologie de la traduction et de l’analyse de discours, pour examiner les aspects techniques, politiques et communicationnels d'une discussion qui dura une dizaine d'années et qui engagea de centaines de scientifiques, experts, politiciens et profanes dans la production de connaissances. Le cas d’étude est le projet hydroélectrique HidroAysén. Il visait la construction de cinq méga-barrages dans la Patagonie chilienne et proposait de fournir un cinquième de toute la production nationale. Les jeux d'acteurs, leurs argumentations et la circulation discursive de leurs productions culturelles sont des problématiques qui s’intègrent à l’attention à l’autre dans un contexte conflictuel, imprégnant la recherche dans tous les niveaux étudiés : situations de communication dans le cadre des entretiens, logiques d’acteurs et analyse de textes médiatiques. / Through a reflexive perspective, this research looks to apprehend a conflictual frame (it may be a sociotechnical controversy or a communicational conflict), regarding different angles of a scientific construction’s problem. We articulate methodological elements from ethnography, translation sociology and discourse analysis to examine the technical, political and communicational aspects of a discussion that lasted for ten years and engaged hundredths of scientists, experts, politicians and lay people in the production of knowledge.Our case study is the hydro electrical project HidroAysén in Chilean Patagonia that proposed to install five mega-dams in this territory in order to produce one fifth of the national production of energy. We integrate the attention to the other in a conflictual frame to stakeholders, its argumentations and the discursive circulation of its cultural productions. Those problématiques impregnate the research in every studied level: communication situations in the interviews, stakeholder’s interactions and media text’s analyses.

This thesis investigates a part of the material culture of higher education through an object biographical case study of Félix Thibert’s moulages. The object biography operates with a diachronic perspective that offers an object-centered historiography of university collections, revealing that the need for collecting and imaging in science consistently remains, even though the role and significance of pathological moulages in research and education have changed over time. The moulages are epistemic things as described by Hans-Jörg Rheinberger. They embody what we do not yet know and they become marginalized when no one expects them to generate new discoveries. Their ontology and function are dependent on the dominating epistemic culture. John V. Pickstone outlines three ways of knowing, which gradually have dominated since the Renaissance: natural history, analysis and experiment. Thibert’s moulages are clearly anchored in analysis as a way of knowing for which the museum is an important arena. The findings of this thesis show that university museums and their collections were of immense importance for the production of knowledge during the 19th century, while today they often fall short of their knowledge-generating potential. There are nevertheless methods that can help them reach their full potential, among them a displaying method proposed by Karin Tybjerg considered in this thesis and the object biography of which this thesis consists. This is a two-year master’s thesis in Museum and Cultural Heritage Studies.

The main theme in this licentiate thesis is the focus on strengthening institutional capacities to promote cooperation within a cluster initiative between public and private sectors in Latin American contexts, especially in Bolivia. The argument is the need to generate spaces for interaction through participatory practices in order to incorporate different points of view, academic and non-academic, which can lead to a more critical production and appropriation of knowledge. In the particular case of Bolivia, the pilot development of cluster initiatives was used as an interaction mechanism between the university, industry and government, which means developing skills in innovation among stakeholders, instead of starting immediately with the search for solutions. This licentiate thesis focuses on practices based on collective and dynamic interactions generated in an emerging cluster based on the Triple Helix framework in the leather productive sector in Bolivia. This as a result of seven years of participatory action research participating in cluster initiatives promoted by a public university, the case of the Universidad Mayor de San Simon - UMSS (trans. San Simon University). In the case of the Leather Cluster Cochabamba experience presented in this licentiate thesis, I found that the introduction of concepts such as cluster development, Triple Helix and knowledge production in Mode 2 as fieldwork by a public university (UMSS), participation is a positive ingredient and contributor to the improvement of democratizing innovation. The generation of collaborative relationships on a participatory and democratic basis is a time-consuming process that needs to begin with reflection and accountability of researchers to their direct involvement in participatory processes and practices.

The following research explores female authority's experiences with gender roles in faith and church and the subsequent handling of gender sensitivity in confirmation work. The qualitative study is conducted based on empirical data to answer the research questions. The chosen feminist standpoint theory assists in identifying the sampling consisting of female authorities as participants who are in charge of the confirmation work. The theory examines resources to create a standpoint through feminist experiences as knowledge, creating feminist solidarity and agency. The constructionist thematic analysis identifies and establishes repeating patterns in combination with the participant's answers and the theory. The lived experiences are gathered through online questionnaires and analyzed and interpreted through the lens of the feminist standpoint theory. The qualitative study shows that women make various experiences based on gender roles in faith and church. Majorly challenging is the normalization of male-dominated structures and concepts. Still, the participants form standpoints concerning the significance of gender-sensitive confirmation work. The study's outcome shows that mainstream knowledge can be opposed by creating feminist knowledge, solidarity, and agency. A broad audience is addressed because the result can be generalized into several fields.