Orientador: Edilson Moreira de Oliveira / Banca: Maria Denise Guedes / Banca: Celso do Prado Ferraz de Carvalho / Resumo: O objetivo deste estudo é investigar a fundamentação teórica/filósófica presente nos Parâmetros Curriculares Nacionais (BRASIL, 1997). Nesse sentido, tomamos como fenômeno social a ser analisado "a formação para a cidadania", anunciada em tal documento como o eixo norteador da educação escolar. Para a realização da análise proposta, tomamos como ponto de partida as seguintes questões: Quais são os fundamentos teóricos/filosóficos que orientam a reforma curricular da década de 1990, mais especificamente, a formação para a cidadania como eixo norteador da educação escolar nos PCN's? Nossa hipótese, é que a reforma curricular e a eleição da cidadania como eixo norteador da educação escolar, tem como objetivo a busca do consenso social, visando a formação de uma "nova" sociabilidade, que se adapte as condições sociais vigentes, a qual faz parte de um conjunto de reformas estruturais promovidas no capitalismo contemporâneo segundo os princípios do neoliberalismo. Do ponto de vista teórico-metodológico, a pesquisa foi desenvolvida com base nos pressupostos teóricos do materialismo histórico-dialético. Os resultados da pesquisa revelam os fundamentos que orientam a educação escolar e a formação do indivíduo na sociedade atual / Abstract: This study aims to investigate the theoretical and philosophical construct in the National Curricular Parameters (Brasil, 1997). In effect, we took as the focus of our analysis the social phenomenon "the formation to the citizenship". In the document above this is announced as the guiding principle of the schooling. To accomplish this analysis we took as the starting point the following question: What are the theoretical and philosophical constructs that guide the curriculum reform of the decade of 1990, specifically the formation to the citizenship in the National Curricular Parameters? Our hypothesis is that the curriculum reform and the choice of the citizenship as the guiding principle of the schooling aim to discern a social consensus. This fact has as its objective the formation of a "new" sociability that can be adapted to the current social conditions and that is part of a set of structural reform done in the contemporary capitalism according to the principles of neoliberalism. From the theoretical-methodological point of view, this research was developed based on the theoretical assumptions of the historical and dialectical materialism. The outcomes of this research reveal the constructs that guide the schooling and the formation of the individual in the present society / Mestre

Dedicado a investigar o léxico dos moradores do Distrito Nossa Senhora da Guia a partir das lexias bamburro, tacuru e bateia registradas na fala dos idosos na pesquisa desenvolvida em 2007, esta tese busca elementos que contribuam para a identificação e justificativa do movimento da língua na localidade, trazendo subsídios para a verificação de manutenção, mudança e/ou variação semântico-lexical. Para tanto, a pesquisa se utiliza do instrumento da coleta in loco, com aplicação de questionário para as três categorias estabelecidas de sujeitos de pesquisa, constituídas a partir das bases teórico-metodológicas apresentadas pelo Atlas Linguístico do Brasil (ALiB) e dos resultados já obtidos em Bertoldo (2007). Neste estudo, considerando as variáveis sexo, profissão e grau de instrução, são delimitados como sujeitos de pesquisa: 1. Moradores com idade igual ou superior a 60 anos; 2. Moradores na faixa etária de 30 a 59 anos e; 3. Moradores com idade entre 19 e 29 anos. Pretende-se, com os resultados alcançados, acrescentar novos dados às análises e hipóteses levantadas em Bertoldo (2007) e, dessa maneira, contribuir com os trabalhos de campo e estudos que visam determinar as características e isoglossas das variedades do português falado no Brasil. / Dedicated to investigate the lexicon of the residents of Nossa Senhora da Guia District from the bamburro, tacuru and bateia lexias registered in the speech of the elderly in research conducted in 2007, this thesis aims elements that contribute to the identification and justification of the movement of the language in that locality, providing subsidies for the maintenance check, change and /or lexical-semantic variation. To this end, the research uses the collection in loco instrument with a questionnaire for the three established categories of research subjects, constituted from the theoretical and methodological basis presented by Linguistic Atlas of Brazil (ALiB) and from the results already obtained in Berthold (2007). In this study, considering the sex, occupation and education level variables, are defined as research subjects: 1. Residents aged 60 years or over, 2. Residents aged from 30 to 59 years and 3. People aged from 19 to 29 years. It is intended, with the reached results, add new data to the analyzes and hypotheses collected in Bertoldo (2007) and, thus, contribute to the fieldwork and studies aimed at determining the characteristics and isoglosses of varieties of Portuguese spoken in Brazil.

O ensino de biologia requer ferramentas adequadas para a aprendizagem dos alunos. Argumenta-se que os conflitos diários vivenciados na sala de aula podem ser minimizados ou até mesmo resolvidos através do envolvimento de técnicas de aprendizagem significativas. Para apoiar a aprendizagem significativa surge o mapa conceitual (MC) desenvolvido por Joseph Novak como uma ferramenta para organizar e representar o conhecimento. Há também o círculo hermenêutico-dialético (CHD) que é um método interativo e dinâmico realizado em grupo que permite captar a realidade em estudo, através de uma análise que se configura em um consenso entre os grupos pesquisados. O ambiente cultural, em conjunto com a metodologia de ensino escolhida, pode influenciar a forma como os alunos aprendem. Hofstede apresentou um método de identificação de dimensões culturais: índice de distância hierárquica (PDI), individualismo versus coletivismo (IDV), masculinidade versus feminilidade (MAS), índice de aversão à incerteza (UAI) e orientação de longo prazo versus orientação normativa de curto prazo (LTO). Neste trabalho, estudou-se a construção de mapas conceituais (CM) em associação com uma sequencia didática interativa (SDI) envolvendo a aplicação do círculo hermenêutico-dialético (CHD). Além disso, as dimensões culturais de Hofstede foram verificadas para os estudantes. Os resultados mostraram que as características das dimensões culturais de Hofstede, como o baixo índice de distância hierárquica (-11 pontos) associado a um baixo índice de individualismo (5 pontos) indicaram que os estudantes foram participativos e gostaram de realizar atividades em conjunto. Além disso, os alunos apresentaram índices moderadamente elevados de masculinidade (68 pontos) e orientação de longo prazo (51 pontos), contribuindo para um grupo competitivo e comprometido. Foi proporcionado um ambiente estruturado e motivador em função do elevado nível de incerteza (88 pontos) dos estudantes. Os alunos ensinados usando o método de mapeamento conceitual associado ao círculo hermenêutico-dialético (MC-CHD) obtiveram melhores resultados do que quando construíram os mapas conceituais individualmente. A construção de mapas conceituais associada ao CHD foi estruturalmente mais complexa do que os mapas construídos individualmente. A aplicação do CHD devido à sua própria funcionalidade proporcionou um diálogo motivacional/interativo entre os alunos e professor favorecendo a aprendizagem significativa usando os mapas conceituais. De acordo com a escala de Hake esta proposta mostrou um ganho de aprendizagem a um nível médio. Este trabalho gerou um material complementar ao manual do professor da rede pública do Estado de São Paulo enriquecido com a construção de mapas conceituais e discussões no CHD. Além disso, usando as dimensões culturais de Hofestede. Esta proposta traz uma perspectiva inovadora para o uso do CHD e poderá contribuir para futuros estudos na área de ensino e aprendizagem. / Teaching biology requires appropriate tools for student learning. It is argued that everyday conflicts experienced in the classroom can be minimized or even solved through the involvement of meaningful learning techniques. To support meaningful learning emerges the conceptual map (CM) developed by Joseph Novak as a tool to organize and represent knowledge. There is also the hermeneutic-dialectic circle (HDC) that is an interactive and dynamic method carried out in a group that allows capturing the reality under study, through an analysis that is configured in a consensus among the groups surveyed. The cultural environment, together with the chosen teaching methodology, can influence the way students learn. Hofstede presented a method to identify cultural dimensions as power distance index- PDI, individualism versus collectivism-IDV, masculinity versus femininity-MAS, uncertainty avoidance index-UAI and long term orientation versus short term normative orientation-LTO. In this work, the construction of conceptual maps (CM) in association with an interactive didactic sequence (IDS) involving the application of the hermeneutic-dialectic circle (HDC) was studied. In addition, the Hofstede cultural dimensions were verified for the students. The results showed that the characteristics of the cultural dimensions of Hofstede, such as the low hierarchical distance index (-11 points) associated with a low individualism index (5 points) indicated that the students was participative and enjoyed doing activities together. In addition, students had moderately high rates of masculinity (68 points) and long-term orientation (51 points), contributing to a competitive and compromised group. A structured and motivating environment was provided due to the students\' high level of uncertainty (88 points). Students taught using the conceptual mapping method associated with the hermeneutic-dialectical circle (CM-HDC) obtained better results than when constructing the conceptual mapping individually. The construction of conceptual maps associated with the HDC was structurally more complex than the maps constructed individually. The application of HDC due to its own functionality provided a motivational/interactive dialogue between students and teacher favoring meaningful learning by using concept maps. According to the Hake scale, this proposal showed a learning gain at an average level. This work generated a complementary material to the teacher\'s manual of the public network of the State of São Paulo enriched with the construction of conceptual maps and discussions in HDC. In addition, the Hofstede cultural dimensions were used. This proposal brings an innovative perspective to the use of CHD and could contribute to future studies in the area of teaching and learning.

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Made available in DSpace on 2016-04-29T13:30:54Z (GMT). No. of bitstreams: 1 Poliana da Paz Bonfim.pdf: 592415 bytes, checksum: 708f5c64ff431e2de82c6f856221e191 (MD5) Previous issue date: 2011-12-13 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The present study has how I aim to understand the senses of the work for young students of the city of Carapicuíba. The relevance of the subject expands to the discussion on the social unequality and education in the collective and individual extent, while bringing the period of development of the capacities of autonomy and freedom to be stimulated in the school environment, however, before the condition of young persons of low income subjected to the work is limited and substituted by other experiences out of the school. For such an objective, this study took the Psychology as a reference Partner Historical and, from her, the categories of sense: adolescence, work and the dialectic process of exclusion and social inclusion. Interviews were carried out with young students of the Secondary education of state, what public schools they were analysed from the theory of Vigotski. During the analysis, there were identified categories that revealed several forms of demonstration of the perverse inclusion and of the devaluation of the education that appear in the speeches of the young persons and in the routine of the schools, since this one is harmless, it does not affect them, but for the physical tiredness. His positivity is in the possibility while making friends and reaching the university and the work it is seen as the only possibility of pleasure linked to the consumption / O presente estudo tem como objetivo compreender os sentidos do trabalho para jovens estudantes da cidade de Carapicuíba. A relevância do tema se expande à discussão sobre a desigualdade social e educação no âmbito coletivo e individual, ao trazer o período de desenvolvimento das capacidades de autonomia e liberdade a serem potencializados no ambiente escolar, no entanto, diante da condição de jovens de baixa renda submetidos ao trabalho é limitada e substituída por outras experiências fora da escola. Para tal objetivo, este estudo teve como referência a Psicologia Sócio Histórica e, a partir dela, as categorias de sentido: adolescência, trabalho e o processo dialético de exclusão e inclusão social. Foram realizadas entrevistas com jovens estudantes do Ensino Médio de escolas públicas estaduais, as quais foram analisadas a partir da teoria de Vigotski. Durante a análise, foram identificadas categorias que revelaram diversas formas de manifestação da inclusão perversa e da desvalorização da educação que aparecem nos discursos dos jovens e na rotina das escolas, pois esta é inócua, não os afeta, a não ser pelo cansaço físico. Sua positividade está na possibilidade ao fazer amizades e alcançar a universidade e o trabalho é visto como a única possibilidade de prazer vinculado ao consumo

Dedicado a investigar o léxico dos moradores do Distrito Nossa Senhora da Guia a partir das lexias bamburro, tacuru e bateia registradas na fala dos idosos na pesquisa desenvolvida em 2007, esta tese busca elementos que contribuam para a identificação e justificativa do movimento da língua na localidade, trazendo subsídios para a verificação de manutenção, mudança e/ou variação semântico-lexical. Para tanto, a pesquisa se utiliza do instrumento da coleta in loco, com aplicação de questionário para as três categorias estabelecidas de sujeitos de pesquisa, constituídas a partir das bases teórico-metodológicas apresentadas pelo Atlas Linguístico do Brasil (ALiB) e dos resultados já obtidos em Bertoldo (2007). Neste estudo, considerando as variáveis sexo, profissão e grau de instrução, são delimitados como sujeitos de pesquisa: 1. Moradores com idade igual ou superior a 60 anos; 2. Moradores na faixa etária de 30 a 59 anos e; 3. Moradores com idade entre 19 e 29 anos. Pretende-se, com os resultados alcançados, acrescentar novos dados às análises e hipóteses levantadas em Bertoldo (2007) e, dessa maneira, contribuir com os trabalhos de campo e estudos que visam determinar as características e isoglossas das variedades do português falado no Brasil. / Dedicated to investigate the lexicon of the residents of Nossa Senhora da Guia District from the bamburro, tacuru and bateia lexias registered in the speech of the elderly in research conducted in 2007, this thesis aims elements that contribute to the identification and justification of the movement of the language in that locality, providing subsidies for the maintenance check, change and /or lexical-semantic variation. To this end, the research uses the collection in loco instrument with a questionnaire for the three established categories of research subjects, constituted from the theoretical and methodological basis presented by Linguistic Atlas of Brazil (ALiB) and from the results already obtained in Berthold (2007). In this study, considering the sex, occupation and education level variables, are defined as research subjects: 1. Residents aged 60 years or over, 2. Residents aged from 30 to 59 years and 3. People aged from 19 to 29 years. It is intended, with the reached results, add new data to the analyzes and hypotheses collected in Bertoldo (2007) and, thus, contribute to the fieldwork and studies aimed at determining the characteristics and isoglosses of varieties of Portuguese spoken in Brazil.

The aim of the current research program was to investigate the social context of escalation in response to continued pushy behaviour in the workplace. In doing so, this research program contributes to the development of communication skills by investigating the entire context of skills required for effective communication in managing everyday conflict in the workplace. The response class, Responding to continued pushy or dominating behaviour in the workplace, was selected as a vehicle for examining the context of escalation for two reasons. Firstly, this response class, by the very nature of pushy behaviour, embodies a continued interaction. In the past, assertive communication research has focused on one off responses rather than a continued interaction. Secondly, this response class has been identified in previous research as being of interest to assertiveness trainees (Cooley, 1979, Lefevre & West, 1984, Wilson & Gallios, 1993). The theoretical premise of the current research program resides in the application of Social Rules Theory to the difficult face-to-face communication situation, or response class, of responding to continued pushy behaviour in the workplace. In doing so, this approach also takes into account dialectical theory, conflict resolution theory, and the concept of response components that can be selected and/or combined in order to meet the requirements, or rules, of a specific situation. In adopting the Social Rules approach, the current research program addresses the key criticisms of the traditional approach to assertion and assertion training, namely that people behaving assertively are sometimes negatively evaluated for assertive behaviour (Wilson & Gallois, 1993); and that assertion traditionally focused on the expressiveness of a response at the unintended cost of social or contextual appropriateness (Crawford, 1988); that finding a response is assertive does not delineate which aspects of the response are producing which types of effects (Galassi, 1978; Mullinix & Galassi, 1981). Most importantly, the current research contributes to the field by examining the negative response class in terms of a response sequence of escalation, rather than a one-off response. This is new research and contributes to the field theoretically and to the conceptualisation of assertion and communication. In order to meet the goals of the current research program, the response class Responding to continued pushy behaviour in the workplace, was defined precisely in terms of the situational context. This response class implies a workplace relationship of an ongoing nature. Four other variables were involved in defining and investigating the situation. These were status, gender of message sender, gender of message receiver, and response level (initial response, first escalation or second escalation). The current program of research was carried out in a series of three related studies, and these four variables were examined in each of the three studies. The purpose of the first study was to elicit social rules and goals for interpersonally effective and appropriate escalation strategies in response to pushy dominating communication in the workplace. This study was conducted in two parts, a qualitative questionnaire completed by 20 females and 20 males, and two focus groups, one for females and one for males. Content analysis revealed a set of rules for an escalation sequence for each combination of status and gender. These rules were then operationalized, filmed and analysed in the second study. One hundred and twenty-three participants (64 females and 59 males) with work experience watched the operationalized responses and rated them on a series of seven scales. These scales were effectiveness in stopping the pushy behaviour (task effectiveness), effectiveness in maintaining the relationship (maintenance effectives), social appropriateness, interpersonal skill required, risk involved, personal difficulty in making the response, and likelihood of making the response. Analyses included descriptive statistics, which indicated that the operationalized responses were perceived to be effective and socially appropriate. Multivariate Analysis of Variance (MANOVA) were also conducted and revealed a number of significant interactions for each status level (manager, colleague, subordinate). The third and final study in this research program adopted a qualitative approach to examine continued pushy or dominating communication in the workplace. Eighty-two (45 female and 37 male) participants completed a qualitative questionnaire utilizing an open-ended approach. This questionnaire was designed for the purpose of the third study to elicit the typical behaviours, emotions and cognitions participants have in response to continued pushy behaviour in the workplace. Also, a data analysis process was designed specifically for the third study to provide an analytical procedure that was as systematically rigorous and replicable as possible. This process is explained in detail in Study 3. The results of the third study revealed differences between actual behaviour and rule based behaviour in response to continued pushy behaviour, namely that actual responses are more public and direct in nature, and more likely to promote destructive conflict escalation. This finding implies that typical responses are not as effective as rule based responses, highlighting the benefits of applying social rules to manage difficult face to face communication situations. In summary, the current research project utilized a multi-method approach in a series of three studies to reveal the nature of Social Rules based responses and typical responses. The results of this research program have implications for both the theory and practice of effective communication and effective communication training. Evaluation of both social rules based and typical responses have implications for communication trainees who wish to make informed choice based on a consideration of functionally effective behaviour and personal satisfaction. For example, social rules for escalation in response to continued pushy behaviour from a male manager may indicate that it is most effective for a female subordinate to acquiesce. However, the female subordinate may choose to violate social rules and risk being perceived as inappropriate and damaging the relationship, to achieve a super-ordinate goal or for personal satisfaction. Conversely, the social rules and responses developed in the current research program have implications for professional effectiveness in the workplace by providing guidelines for dealing with dominating behaviour.

Laura Linney has an extensive education and experience in performance, which has influenced her to create a well-defined methodology when she approaches new roles. She uses a dialectical approach to performance. This approach has two parts as she outlined in a personal interview: phase one is her research, education, understanding of the script, and previous experiences working together to create a character, while phase two is her release of control over the character and the opportunity for the text (film or otherwise) and role to take on their own distinct personalities. This means that Linney eventually gives up agency over her characters in order for them to be effective and successful in the whole of a film. In effect, her characters are created by numerous influences within and outside her range of control. My intentions in this article are to prove that this dialectical methodology is prominent within all aspects of Laura Linney?s performances. In fact, I suggest that her utilization of this technique is what makes her a dynamic, effective, and unique actress. The dialectical nature of her performance techniques can be observed most effectively in specific breakthrough moments within her films. These moments exist most prominently in Linney?s films that are rooted in close character analysis like You Can Count On Me, The Savages, and the HBO mini-series John Adams. Close textual analyses of these scenes show a dramatic hiatus from the standard performance that she has used to help build a character. They show distinct differences between characters, which reinforces my point that each role is not only mandated by Linney?s creative power over her acting, but also a complete release of this control. They highlight how Linney allows herself to be directed and molded to develop deep, complex characters that work organically within the greater text of the film.

La tesis doctoral que nos ocupa se enmarca dentro de la Psicología Clínica. Esta tesis tiene como objetivo principal realizar un estudio controlado con el fin de probar la eficacia de un programa de tratamiento (Terapia Dialéctica Comportamental, DBT) para la comorbilidad entre el trastorno límite de la personalidad y los trastornos de la conducta alimentaria (anorexia y bulimia nerviosas). Estas patologías, cuando se presentan de forma comórbida constituyen una problemática de muy difícil manejo. Por ello, son necesarios estudios para mejorar las intervenciones para estos problemas. La tesis se estructura en un marco teórico y un marco experimental. El marco teórico revisa y expone con claridad los estudios sobre el tema de la tesis doctoral. La estructura del marco experimental sigue el proceso del método científico: formulación de los objetivos e hipótesis, diseño del estudio experimental, recogida y análisis de los datos, interpretación y discusión de los resultados y obtención de las conclusiones. Las conclusiones de esta tesis doctoral constituyen una contribución al tratamiento de la comorbilidad entre el trastorno límite de la personalidad y trastornos alimentarios. Los datos señalan que el protocolo de tratamiento DBT fue más eficaz que el tratamiento estándar, indicando por tanto que la DBT es una intervención eficaz para pacientes con esta patología.

In recent years, a sense of community has declined throughout the United States. Common Point Community Church has responded to this trend by prioritizing "community" as an organizational metaphor. The present study explores how this metaphor is co-constructed through the communication practices of current organizational leaders and members. I begin this process, first, by positioning the study within existing literature on institutional theory, institutional legitimacy, community, community of practice, social construction of race, sensemaking, organizational metaphor, tension-centered approach, and dialectic theory. Building upon more than three years of ethnographic field work, I then outline the study's context and methodology. Next, I discuss (a) specific ways in which "community" is understood by the organization's racially diverse leaders and members, (b) potential limitations that result from this metaphor, and (c) ways in which dialectical tensions are managed in order to maintain the organizational metaphor of community. I then offer three theoretical implications - collectively referred to as the diversity paradox - as well as three practical implications: (a) Common Point "Voices," (b) Congregational Videos, and (c) Creative Arts Team. I conclude by reflecting on the research process itself.