Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2014-12-01T19:56:04Z No. of bitstreams: 2 Dissertação - Ione Mendes Silva Ferreira - 2013.pdf: 1587959 bytes, checksum: c983359a2632d6f3741ad664ba14fb2b (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2014-12-04T14:36:51Z (GMT) No. of bitstreams: 2 Dissertação - Ione Mendes Silva Ferreira - 2013.pdf: 1587959 bytes, checksum: c983359a2632d6f3741ad664ba14fb2b (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-12-04T14:36:51Z (GMT). No. of bitstreams: 2 Dissertação - Ione Mendes Silva Ferreira - 2013.pdf: 1587959 bytes, checksum: c983359a2632d6f3741ad664ba14fb2b (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-09-29 / This study is linked to the Formation, Teacher Professionalization and Educational Practice line of research in the Postgraduate Program in Education, at the Federal University of Goiás and also to the Network of Researchers on Teachers of the Brazilian Midwest (REDECENTRO). This paper analyzes the research on preschool teachers carried out in the Brazilian Midwest between 1999 and 2007. The underlying theoretical methodological framework is a materialistic historical dialectical one (MHD). It was assumed that analyzes based on this theoretical framework could point towards certain transformations for the field of childhood, early childhood education and the formation of teachers for this field. Using the materialistic historical dialectical method, a documentary research and a literature review were drawn up which set out to understand the concrete and contradictory movement of our object in its socio-historic totality. A critical analysis was undertaken of possible contributions for the field of childhood, early childhood education and the formation of teachers in the field offered by research on Midwestern preschool teachers. When the inherent potential of this theoretical framework for clarifying what is real and for proposing a new transforming synthesis was considered, it was found that the research on Midwestern preschool teachers indicated the need to think out proposals for the formation of teachers involved with this educational phase with a view to overcoming the historical reductionism and determinism still included in the understanding of the child, childhood and early childhood education in this region. / Este trabalho está vinculado à Linha de Pesquisa Formação, Profissionalização Docente e Práticas Educativas do Programa de Pós-graduação em Educação da Universidade Federal de Goiás e também à Rede de Pesquisadores sobre Professores da Região Centro-oeste/Brasil (REDECENTRO). Neste trabalho, investigamos as pesquisas sobre os professores de educação infantil desenvolvidas no Centro-oeste brasileiro entre os anos de 1999 e 2007 que pautaram suas análises pelo referencial teórico metodológico materiarista histórico dialético (MHD). Assuminos a premissa de que as análises pautadas por esse referencial teórico podem apontar transformações no campo da infância, da educação infantil e da formação de seus professores. Com base no método materialista histórico dialético, desenvolvemos uma pesquisa bibliográfica e documental na qual buscamos apreender o movimento concreto e contraditório de nosso objeto em sua totalidade sócio-histórica. Empreendemos uma análise crítica das possíveis contribuições para o campo da infância, da educação infantil e da formação de seus professores oferecidas pelas pesquisas sobre os professores de educação infantil da Região Centro-oeste. Considerando o potencial inerente a esse referencial teórico de explicitação do real e de proposição de uma nova síntese transformadora, verificou-se que as pesquisas sobre os professores de educação infantil do Centro-oeste indicam a necessidade de se pensarem propostas de formação de professores para essa etapa da educação comprometidas com a superação dos reducionismos e determinismos históricos que ainda acompanham o entendimento sobre a criança, a infância e a educação infantil em nossa região.

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.

Orientador: Maria Eliza Brefere Arnoni / Resumo: A intencionalidade desta pesquisa é investigar a organização didático-pedagógica de atividades que objetivam o desenvolvimento do conceito de gêneros textuais nos anos iniciais do Ensino Fundamental. Selecionamos como objeto de análise o conceito educativo, ou seja, a organização metodológica do conceito científico de gênero textual no processo educativo, tendo a mediação dialética como categoria de análise, segundo a “Teoria Pedagógica da Metodologia da Mediação Dialética M.M.D.” que fundamenta a perspectiva ontológica da atividade educativa (ARNONI, 2014, 2016, 2017, 2018). Elegemos como objetivos: estudar os fundamentos ontológicos da linguagem, em especial, sua natureza social que reflete as relações sociais e veiculam o efeito das lutas sociais, numa sociedade organizada em classes sociais; compreender a linguagem das crianças como diversificação de gêneros textuais que expressam a natureza social de seu cotidiano; analisar a apresentação de gênero textual no livro didático (LD). Em relação aos gêneros textuais, apontamos os limites dos exercícios do LD, os quais dificultam e cerceiam a compreensão conceitual das crianças e apresentamos a proposição teórico-metodológica da M.M.D. como possibilidade do professor estudar e desenvolver o conceito científico de gênero textual, resgatando as ideias iniciais que os alunos trazem deste conceito, via linguagem cotidiana, valorizando-a (RESGATANDO), para, então, elaborar a questão problematizadora, pautada no conceito científico ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The intent of this research is to investigate the didactic-pedagogical organization of activities that aim the development of the concept of textual genres in the early years of elementary school. We selected as an object of analysis the educational concept, ie the methodological organization of the scientific concept of textual genre in the educational process, with dialectical mediation as a category of analysis, according to the “Pedagogical Theory of the Methodology of Dialectic Mediation MMD” that underlies the perspective. ontological analysis of educational activity (ARNONI, 2014, 2016, 2017, 2018). We chose as objectives: to study the ontological foundations of language, especially its social nature that reflects social relations and convey the effect of social struggles in a society organized into social classes; understand children's language as a diversification of textual genres that express the social nature of their daily lives; analyze the presentation of textual genre in the textbook (LD). Regarding the textual genres, we point out the limits of the exercises of LD, which hinder and limit the conceptual understanding of children and present the theoretical-methodological proposition of M.M.D. as a possibility for the teacher to study and develop the scientific concept of textual genre, rescuing the initial ideas that students bring from this concept, through everyday language, valuing it (RETURNING), to then elaborate the problematizing question, based on the ... (Complete abstract click electronic access below) / Mestre

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This study examined stepparents' privacy boundary management when engaging in communicative interactions with stepchildren. I utilized Petronio's communication privacy management theory to investigate stepparents' motivations of disclosing or concealing from stepchildren as well as how stepparents' gender influences such motivations. Moreover, present research also explored types of privacy dilemma within stepfamily households from stepparent perspectives. Fifteen stepfathers and 15 stepmothers received in-depth interviews about their self-disclosing and concealment experiences with stepchildren. I identified confidant dilemma and accidental dilemma in stepfamily households from stepparents' perspectives, as well as stepparents' gender differences in self-disclosing and concealing motivations. Findings also suggest that stepparents reveal and conceal from stepchildren out of same motivations: establishing good relationships, viewing stepchildren as own children, helping stepchildren with problems resulting from the divorce and viewing stepchildren as "others." The result also indicates that stepparents experienced dialectical tensions between closedness and openness during the decision of revealing or concealing from stepchildren.

Bakgrund: Komplexiteten i vård och behandling av personer med substansbrukssyndrom (SUD) är omfattande. Dialektisk beteendeterapi (DBT) syftade initialt till att minska självskadandebeteende hos personer med borderline personlighetssyndrom (BPD) men har på senare år anpassats till andra typer av problem som exempelvis SUD. I Sverige har kommuner och regioner i dagsläget ett delat ansvar i att tillgodose vård och behandling för personer med SUD vilket kan försämra kvaliteten på vård och behandling. Ett nytt förslag att Regionen ska äga huvudmannaskapet ligger idag hos regeringen där en kompetensökning kommer att krävas inom regional verksamhet rörande behandling vid SUD. Som ett led i den kompetensökningen blir syftet med denna examensuppsats att undersöka DBT-terapeuters erfarenheter rörande DBT vid SUD. Metod: Sju DBT-terapeuter rekryterades till studien. Deltagarna intervjuades digitalt med hjälp av en semistrukturerad intervjuguide. Som metod användes reflexiv tematisk analys. Resultat: Upplägg av behandlingen varierade mellan de olika verksamheterna. Viktigt för patientgruppen med SUD var noggrann kartläggning initialt i behandling. Alla DBT-terapeuter var eniga i att DBT var effektiv för patienter med bristande känsloreglering och impulskontroll. Utmaningar att bedriva behandlingen var omgivande faktorer och grupprocesser som kunde ta fokus från behandlingen. Alla DBT-terapeuter var eniga i att det behövdes ett helhetstänk i behandling vid SUD. Samtliga DBT-terapeuter upplevde DBT som hjälpsamt för patientgruppen och majoriteten såg en minskning av återfall och användande av substanser. Slutsats: Författarna drar slutsatsen att DBT och DBT-skill training (DBT-ST) kan vara en bra metod för patienter med SUD. Ett skifte i huvudmannaskap blir viktigt för en mer patientsäker vård. Vidare forskning rekommenderas dock. Nyckelord: Substansbrukssyndrom, Dialektiskt beteendeterapi, erfarenheter, behandling.

Drug addiction is a chronically relapsing disorder that has been characterized by the compulsive use of addictive substances despite adverse consequences to the individual and society. Research has shown various social-psychological factors (e.g., positive affect, self-efficacy, behavioral intentions, beliefs held by others, and ones' perceptions of a behavior) to be essential determinants in recovery. Research has also demonstrated Entrepreneurial Education Programs (EEPs) to improve specific and global self-efficacy and autonomy in adolescent populations. The following study is the first to examine the impact of a therapeutically oriented EEP on entrepreneurial intentions and its antecedents in a population of adolescent males being treated for substance use disorder(s). Findings from the between-subjects analyses show that when compared to those who did not participate in the EEP, program participation increased entrepreneurial intention and its antecedents, entrepreneurial knowledge, emotion regulation, self-efficacy, positive affect, and interest in attending college. When compared to those who did not participate in the EEP, program participation also led to significant reductions in negative affect, anxiety, and stress. Findings from the within-subjects analyses show that participation led to significant increases from time 1 to time 2 in entrepreneurial intention and its antecedents, entrepreneurial knowledge, emotion regulation, self-efficacy, positive affect, and interest in attending college. When compared to time 1 scores, participation led to significant reductions in anxiety and stress. This study identifies the great potential of this therapeutic EEP to reduce behaviors involved in relapse and increase one's engagement with and commitment to antecedents of successful rehabilitation.

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Purpose: The aim of this essay and its contribution to research is to identify the opportunities, pitfalls, and dilemmas that can arise when inclusive education is organized with regard to students with ASC. In order to create more understanding of the situation for students with ASC in schools, the study focus on school leadership. Sub-studies: The essay consists of two studies. In the first study (1) the aim was to identify, describe, and analyze different research approaches to inclusive education and social participation for students with ASC, by performing a systematic research review. In the second study (2) principals of Swedish schools were interviewed, data collection was divided into three sets of interviews based on and using two models as tools in the analysis process. The models are the Index of Inclusion (Ainscow &amp; Booth 2002) and three key concepts for inclusive school leadership (European Agency of Special Needs and Inclusive Education 2018; Óskarsdottir et al. 2020). Theory: A dialectical approach (Clark, Dyson &amp; Millward 1995; 1998) or the dilemma perspective (Nilholm 2003) have been used as a theoretical lens. This approach aims to provide a dynamic and abductive reasoning for the overall analysis in the essay, since inclusive education appears to create dilemmas when societal cultures and norms, bureaucracy, and structures meet. The analysis demonstrates that inclusive processes appear as dilemma-creating at different levels in the system and addresses democracy in terms of social justice. Method: Crystallization is a term that relates to the practice of using multiple data sources and results, research approaches and lenses (Ellingson 2008; Tracy 2010), which leads to a more complex understanding being opened up in the overall analysis. Knowledge contribution: Inclusion is mainly interpreted as the students’ experience of being socially accepted and having access to academic education and the curriculum. Principals’ feeling of loneliness in relation to their superiors—they need to fight for their students and their staff against decisionmakers higher up in the education system hierarchy. At the same time, it is noted that principals have agreat deal of freedom in their practice, but the issue of communication needs to be raised and support for principals is important. A discussion is needed about whose perspective is the prevailing one in decisionmaking processes in schools and in the school system. Limitations: The data collection of the second study (2) took place via virtual meetings due to the pandemic. Virtual meetings are limited by the lack of being able to observe the interviewee's body language and nonverbal communication, as well as a small sample of respondents. These limitations affect the essay in general and thus to some extent reduce the possibility of generalizing the results. Practical implications: This essay can contribute to a more comprehensive understanding of the inclusion concept in relation to students with ASC. It can potentially initiate forums for further discussions on the working conditions of principals in relation to their responsibilities and the expectations placed upon them. In addition, to conduct a continuous discussion about the importance of authenticity and accountability for all professionals in the school and its stakeholders. Development and improvement of structures that facilitate the inclusion of the student voice in decision-making processes are also seen as important. / <p>Incorrect ISBN in publication: 987-91-7877-319-0 (print), 987-91-7877-320-6 (pdf)  </p>