Syftet med uppsatsen var att undersöka hur en lärare kan arbeta språkutvecklande inom religionsundervisningen, med fokus på undervisning i momentet buddhismen. Undersökningen grundar sig på fem stycken intervjuer med tre religionslärare samt två svensklärare. Resultatet visar att lärarna anpassar det språkutvecklande arbetet till varje elevgrupp. Lärarna kan inte förutsätta att alla elever har samma språkkunskaper. Resultatet visar att religionslärarna med hjälp av olika metoder arbetar språkutvecklande i religionsundervisningen. Resultatet visar också att religionslärarnas undervisning påverkas av Lev Vygotskijs tankar om utveckling, det vill säga teorin om den närmaste utvecklingszonen. Denna teori faller in under det sociokulturella perspektivet och det är denna teori som den här undersökningen förankrar sig i.

<p>Symbolic resources transform in to social power and material resources through the educational system. This entails that all students should have equal access to it.</p><p>The essay compares Swedish didactics in “immigrant” and “white” schools, all situated in socio-economically underprivileged areas, analysing interviews with eight Swedish teachers about their didactics regarding restricted and elaborated language code.</p><p>Understanding teacher’s work in the class room requires attention to the intersections between race and class, and of both to the distribution of symbolic resources in general.</p><p>The essay finds that the practice of the” immigrant” school teachers differs from the “white” school teachers’. The former are active, providing intellectual tools, scaffolding and driving force while the later choose a more passive attitude, letting students decide for themselves what to do and what goals to reach. Consequently “white” schools allow the reproduction of unequal distribution of symbolic resources while practice in immigrant schools aim to compensate for disadvantages.</p><p>Practice seems to win legitimacy by different sets of conceptualisations. Immigrant students are envisaged like persons in need of help with low self-esteem and low drive. “White” students are looked upon as self-sufficient hedonists with a “natural” language competence.</p>

Symbolic resources transform in to social power and material resources through the educational system. This entails that all students should have equal access to it. The essay compares Swedish didactics in “immigrant” and “white” schools, all situated in socio-economically underprivileged areas, analysing interviews with eight Swedish teachers about their didactics regarding restricted and elaborated language code. Understanding teacher’s work in the class room requires attention to the intersections between race and class, and of both to the distribution of symbolic resources in general. The essay finds that the practice of the” immigrant” school teachers differs from the “white” school teachers’. The former are active, providing intellectual tools, scaffolding and driving force while the later choose a more passive attitude, letting students decide for themselves what to do and what goals to reach. Consequently “white” schools allow the reproduction of unequal distribution of symbolic resources while practice in immigrant schools aim to compensate for disadvantages. Practice seems to win legitimacy by different sets of conceptualisations. Immigrant students are envisaged like persons in need of help with low self-esteem and low drive. “White” students are looked upon as self-sufficient hedonists with a “natural” language competence.

Zugl.: Heidelberg, Univ., Diss., 2009

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My dissertation focuses on the notion of “gesture” as a somatic manifestation of psychological experience. This view of movement was elaborated by late 19th-century psychologists, who gave up the metaphysical notion of the soul in favor of neuro-physiological approaches to behavior. My study shows how the new scientific discourse penetrated into a broader cultural sphere, generating wide interest in the question how the body participates in and reflects affective and cognitive processes. I examine the modes of recording, representing and interpreting body movement as “expressive.” Based on archival materials and periodicals, I chart out avenues by which the ideas and methods of physiological psychology reached artists and writers – a task, which involves evaluating institutional practices and cultural-political trends that promoted interdisciplinary engagements. Ultimately, my study demonstrates how scientific discourse transformed techniques of film acting, prompted film industries’ inquiries into spectators’ physical reactions, and spurred literary scholars’ investigations of poets’ intonation and body movement. Yet, rather than positing the direct influence of science, I attend to a variety of ways in which writers and artists reinterpreted, defamiliarized and resisted the positivist outlook brought forward by physiological psychology. In Chapter 1, I show how Viktor Shklovskii drew on William James’s theory of the corporeal experience of emotion and Wilhelm Wundt’s ideas on the gestural origin of language to discuss Russian Futurist poetry as a “ballet for the organs of speech.” Chapter 2 analyzes Boris Eikhenbaum’s essays on poetic declamation by placing them in the context of the Petrograd Institute of the Living Word. In this organization, Russian Formalists worked alongside speech therapists and psychologists, using parlograph records of poetry performances. I compare their methods of registering poetic intonations to similar endeavors by American phoneticians Edward Scripture and R.H. Stetson. Chapter 3 traces the origins of Lev Kuleshov’s system of film actors’ training, arguing that his ideas emerged at the juncture of avant-garde theater, Pavlovian reflexology, and labor efficiency movement. Chapter 4 considers psycho-physiological approaches to film spectatorship, focusing on American and Soviet efforts to assess the emotional responses of filmgoers by photographing their facial reactions and registering changes in their vital signs.

This East-West comparative study can be looked upon as my attempt to better understand people living in two different worlds and societies---the former Communist Russia and Western countries. It is a chance for me to take the best from the two mentalities and concentrate on what unites Eastern and Western scholars in their interpretation of Vygotskian psychology, his theory on education and his ideas on teaching a second language. Ironically, this became possible far away from Russia, the country where I first heard the name of Vygotsky. / I owe my "meeting" Vygotsky in Montreal to my ESL Curriculum Development, Ethnography classes professor and my thesis supervisor Mary Maguire who has helped me to rediscover Vygotsky on Canadian soil. / My thesis is one more attempt to contribute to the existing research on theoretical interpretations of Vygotsky's theory of psychological development. It is one more voice of a teacher and native speaker of Russian, captivated by Vygotsky's ideas and his lifelong search for the universal concepts essential for building the future. That is, raising and teaching children. (Abstract shortened by UMI.)

This study examines what frames the Swedish Lev Upp till Barnkonventionen campaign use, and whether the frames are in accordance to the frames suggested by Keck and Sikkink in their award-winning book Activists Beyond Borders. The Swedish Lev Upp till Barnkonventionen campaign is the only campaign in Sweden that aims to promote the implementation of the United Nations Convention on the Rights of the Child into Swedish law. It started in 2009 as a network driven by 7 organizations, UNICEF, BRIS, World Childhood Foundation, Swedish Save the Children (Rädda Barnen), ECPAT, Plan Sverige and SOS-Barnbyar, together with the Swedish Children‟s Ombudsman (Barnombudsman). An ideational analysis of the texts, that the campaign uses to appeal to society and persuade, shows that four frames are frequently used within the campaign. Two of the frames are in accordance with the proposed frames, being "bodily harm to innocent and vulnerable people" and "legal inequality". The other two frames set the problem to be poverty/economic vulnerability or psychological harm. Although, all four frames identified follow the three parts a frame should include according to Keck and Sikkink – a problem, a cause with a short causal chain and a specific type of action to solve the problem. This study has contributed with another case study to the limited amount of cases that study how international norms are framed in national contexts. Furthermore, this study has discovered that Sweden, although is using other frames too, use the frames that Keck and Sikkink have proposed.

Dissertação (mestrado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2016. / Submitted by Camila Duarte (camiladias@bce.unb.br) on 2016-05-04T18:53:16Z No. of bitstreams: 1 2016_KeilaRossanaChavesCostaToledo.pdf: 2801601 bytes, checksum: 90abb01f31360ffc8364950021329e1c (MD5) / Approved for entry into archive by Raquel Viana(raquelviana@bce.unb.br) on 2017-02-15T20:23:22Z (GMT) No. of bitstreams: 1 2016_KeilaRossanaChavesCostaToledo.pdf: 2801601 bytes, checksum: 90abb01f31360ffc8364950021329e1c (MD5) / Made available in DSpace on 2017-02-15T20:23:22Z (GMT). No. of bitstreams: 1 2016_KeilaRossanaChavesCostaToledo.pdf: 2801601 bytes, checksum: 90abb01f31360ffc8364950021329e1c (MD5) / Este estudo trata de uma pesquisa que teve como objetivo analisar as narrativas audiovisuais (gênero paródia) da série “Cocoricó Conta Clássicos” (TV Cultura) a partir do olhar de crianças. No sentido de compreender como as crianças interagem com essas histórias por meio de suas expressões infantis e como elas relacionam essas narrativas ao seu contexto social. A investigação fundamentou-se nos aportes teóricos do estudioso Propp (1983) no seu método de análise de contos por meio das funções categorizadas. Em Vygotski (1992), em seus estudos que enfocam e analisam a imaginação como uma formação especificamente humana, relacionada à atividade criadora do sujeito. No viés psicanalítico de Bettelheim (1980) que traz considerações sobre os gêneros contos de fadas e como esses se relacionam com as crianças. Nas teorias de Bruner (1987) quanto às várias possibilidades de significados e experiências por meio da narração de crianças. E na escritora e ensaísta Held (1980) que coloca a narrativa como uma boa proposta lúdica, desde que para isso a criança seja motivada. Nesse contexto, o estudo se desenvolveu tendo por objetivo pesquisar, como se dá a interação de crianças de 5 anos de uma instituição pública de educação infantil localizada no Gama/DF em relação aos contos clássicos infantis do programa “Cocoricó”. Para a obtenção dos dados da pesquisa foi utilizado o método de observação participante conjugado a roda de conversa e oficinas de desenhos. Alguns dos resultados obtidos por meio da observação participante foram a relações que as crianças fizeram entre o conteúdo das narrativas e suas experiências de vida e com isso deram os seus significados e sentidos ora por meio da imaginação, ora por meio da sua realidade. / This study results from a study that aimed to analyze the audiovisual narratives (genre parody) of “Cocoricó Conta Clássicos” series (TV Cultura) from the eyes of children. In order to understand how children interact with these stories through their children's expressions and how they relate these stories to their social context. The research was based on the theoretical contributions of the scholar Propp (1983) in its method of analysis of short stories through the categorized functions. In Vygotsky (1992), in their studies that focus on and analyze the imagination as a specifically human, related to the creative activity of the subject. In psychoanalytic bias Bettelheim (1980) that brings considerations about fairy tales genres and how these relate to children. The theories of Bruner (1987) and the various possibilities of meanings and experiences through the narration of children. And the writer and essayist Held (1980) that places the narrative as a good playful proposal, since for this child to be motivated. In this context, the study was developed with the purpose of research, how is the interaction of children 5 years of a public early childhood institution located in Gama / DF in relation to the classic children's tales program "Cocoricó". To obtain the survey data was used the participant observation method combined the conversation wheel and drawing workshops. Some of the results obtained through participant observation were the relationships that children made between the content of the narratives and experiences of life and it gave their meanings and senses now through imagination, sometimes through its reality.

A presente dissertação investiga a mediação do professor no contexto de sala de aula, tomando como ponto de partida sua atuação mediadora-interativa, confrontando-a com as categorias mediadoras estabelecidas pelo psicólogo e educador contemporâneo Reuven Feuerstein. Os pilares teóricos embasadores desta pesquisa estão consolidados nos parâmetros conceituais sócio-históricos de Lev Vygotski, com focalização em seus pressupostos sobre o desenvolvimento humano, entendido como processo de internalização das práticas sócio-culturais; em sua concepção sobre mediação, vista como base do desenvolvimento das funções psicológicas superiores; no conceito de zona de desenvolvimento proximal e sua relação com ensino, aprendizagem e desenvolvimento. A pesquisa, também, encontra fundamentos na proposta teórica de Reuven Feuerstein, especialmente no que concerne à experiência de aprendizagem mediada (EAM), entendida como condição fundamental para mudanças na estrutura cognitiva da pessoa; e nas categorias mediadoras apontadas pelo próprio autor, que se constituem condição básica para caracterizar uma interação mediadora. Esta investigação, que se caracteriza como estudo de caso, foi desenvolvida junto a três professoras, respectivamente da primeira, segunda e terceira séries do Ensino Fundamental, de uma escola particular da cidade de Veranópolis, no Estado do Rio Grande do Sul, no segundo semestre do ano letivo de 2001. Foram realizadas entrevistas semi-estruturadas, observações e filmagens em sala de aula, focalizando o professor em sua ação mediadora. A análise dos resultados revelou que o contexto social da sala de aula é um espaço privilegiado de sistematização do saber, no qual ocorre a mediação do professor. Esta mediação se caracteriza pela presença, na maioria das vezes, não intencional, de critérios de mediação apontados por Feuerstein, com incidência e intensidade variadas.