Esta tese objetiva compreender os modos pelos quais jovens soropositivos/as (des)aprendem a tornar-se pessoas que vivem com HIV/aids. Especificamente, esta tese visa a entender como estes/as jovens organizam e planejam suas vidas a partir do diagnóstico soropositivo e como lidam com os efeitos da soropositividade em seus corpos. Os campos teóricos que fundamentam a pesquisa – estudos de gênero e sexualidade, educação em saúde, estudos foucaultianos e estudos culturais pós-estruturalistas, com ênfase em trabalhos voltados para as discussões sobre juventudes – oferecem ferramentas para refletir sobre as formas pelas quais jovens que vivem com HIV aprendem a lidar com os atravessamentos da soropositividade nas suas vidas. O material empírico analisado na tese foi produzido a partir de entrevistas narrativas on-line, realizadas em programas de comunicação instantânea via internet, com 16 jovens soropositivos/as. O material empírico foi organizado e dividido em três eixos de análise: a soropositividade como processo educativo; corpo; e projetos de vida. Tal movimento analítico possibilita descrever e problematizar alguns dos efeitos da soropositividade na vida desses/as jovens: adesão ao tratamento; mudanças corporais; revelação do diagnóstico para familiares, amigos/as e parceiros/as sexuais e afetivos/as; necessidade de usar preservativo em todas as relações sexuais; prescrições clínicas de diversas ordens; planejamentos e projetos de vida e de futuro. Argumenta-se na tese que os/as jovens que vivem com HIV/aids são interpelados/as por diversas instâncias – entre as quais estão os serviços de saúde, as famílias e as escolas – a cuidarem de si e a se responsabilizarem por si mesmos e por seus parceiros e parceiras; por essa razão, desenvolvem diversas estratégias para aderir e resistir a essas instâncias, aprendendo, assim, a tornar-se pessoas que vivem com HIV/aids. / This thesis aims to understand how young seropositive people (un)learn to become people living with HIV/aids. Specifically, this thesis aims to understand how these young people organize and plan their lives after the HIV/aids diagnosis and how they deal with the effects of seropositivity on their bodies. The theoretical fields on which the thesis is based - gender and sexuality studies, health education, foucaultian studies and post-structuralist cultural studies, with emphasis on research about youths - offer tools to reflect on the way young seropositive people learn to deal with the circumstances of seropositivity in their lives. The empirical material analyzed in the thesis was produced from online narrative interviews conducted through instant messaging programs with 16 seropositive young people. The empirical material was organized and divided into three analytical categories: seropositivity as an educational process; body; and life projects. The analytical categories permit a description and discussion of the effects of seropositivity on the lives of these people including: treatment adherence; body changes; diagnosis disclosure to relatives, friends, affective and sexual partners; the necessity of using condoms in every sexual relation; clinical prescriptions of many kinds; plannings and life and future projects. It is argued that young seropositive people are challenged by several social institutions - such as health services, family and school - to take care of and be responsible for themselves and their partners. It further argues that, within this context, they develop several strategies to adhere and resist these institutions, thereby learning to become people living with HIV/aids.

Esta tese objetiva compreender os modos pelos quais jovens soropositivos/as (des)aprendem a tornar-se pessoas que vivem com HIV/aids. Especificamente, esta tese visa a entender como estes/as jovens organizam e planejam suas vidas a partir do diagnóstico soropositivo e como lidam com os efeitos da soropositividade em seus corpos. Os campos teóricos que fundamentam a pesquisa – estudos de gênero e sexualidade, educação em saúde, estudos foucaultianos e estudos culturais pós-estruturalistas, com ênfase em trabalhos voltados para as discussões sobre juventudes – oferecem ferramentas para refletir sobre as formas pelas quais jovens que vivem com HIV aprendem a lidar com os atravessamentos da soropositividade nas suas vidas. O material empírico analisado na tese foi produzido a partir de entrevistas narrativas on-line, realizadas em programas de comunicação instantânea via internet, com 16 jovens soropositivos/as. O material empírico foi organizado e dividido em três eixos de análise: a soropositividade como processo educativo; corpo; e projetos de vida. Tal movimento analítico possibilita descrever e problematizar alguns dos efeitos da soropositividade na vida desses/as jovens: adesão ao tratamento; mudanças corporais; revelação do diagnóstico para familiares, amigos/as e parceiros/as sexuais e afetivos/as; necessidade de usar preservativo em todas as relações sexuais; prescrições clínicas de diversas ordens; planejamentos e projetos de vida e de futuro. Argumenta-se na tese que os/as jovens que vivem com HIV/aids são interpelados/as por diversas instâncias – entre as quais estão os serviços de saúde, as famílias e as escolas – a cuidarem de si e a se responsabilizarem por si mesmos e por seus parceiros e parceiras; por essa razão, desenvolvem diversas estratégias para aderir e resistir a essas instâncias, aprendendo, assim, a tornar-se pessoas que vivem com HIV/aids. / This thesis aims to understand how young seropositive people (un)learn to become people living with HIV/aids. Specifically, this thesis aims to understand how these young people organize and plan their lives after the HIV/aids diagnosis and how they deal with the effects of seropositivity on their bodies. The theoretical fields on which the thesis is based - gender and sexuality studies, health education, foucaultian studies and post-structuralist cultural studies, with emphasis on research about youths - offer tools to reflect on the way young seropositive people learn to deal with the circumstances of seropositivity in their lives. The empirical material analyzed in the thesis was produced from online narrative interviews conducted through instant messaging programs with 16 seropositive young people. The empirical material was organized and divided into three analytical categories: seropositivity as an educational process; body; and life projects. The analytical categories permit a description and discussion of the effects of seropositivity on the lives of these people including: treatment adherence; body changes; diagnosis disclosure to relatives, friends, affective and sexual partners; the necessity of using condoms in every sexual relation; clinical prescriptions of many kinds; plannings and life and future projects. It is argued that young seropositive people are challenged by several social institutions - such as health services, family and school - to take care of and be responsible for themselves and their partners. It further argues that, within this context, they develop several strategies to adhere and resist these institutions, thereby learning to become people living with HIV/aids.

Esta tese objetiva compreender os modos pelos quais jovens soropositivos/as (des)aprendem a tornar-se pessoas que vivem com HIV/aids. Especificamente, esta tese visa a entender como estes/as jovens organizam e planejam suas vidas a partir do diagnóstico soropositivo e como lidam com os efeitos da soropositividade em seus corpos. Os campos teóricos que fundamentam a pesquisa – estudos de gênero e sexualidade, educação em saúde, estudos foucaultianos e estudos culturais pós-estruturalistas, com ênfase em trabalhos voltados para as discussões sobre juventudes – oferecem ferramentas para refletir sobre as formas pelas quais jovens que vivem com HIV aprendem a lidar com os atravessamentos da soropositividade nas suas vidas. O material empírico analisado na tese foi produzido a partir de entrevistas narrativas on-line, realizadas em programas de comunicação instantânea via internet, com 16 jovens soropositivos/as. O material empírico foi organizado e dividido em três eixos de análise: a soropositividade como processo educativo; corpo; e projetos de vida. Tal movimento analítico possibilita descrever e problematizar alguns dos efeitos da soropositividade na vida desses/as jovens: adesão ao tratamento; mudanças corporais; revelação do diagnóstico para familiares, amigos/as e parceiros/as sexuais e afetivos/as; necessidade de usar preservativo em todas as relações sexuais; prescrições clínicas de diversas ordens; planejamentos e projetos de vida e de futuro. Argumenta-se na tese que os/as jovens que vivem com HIV/aids são interpelados/as por diversas instâncias – entre as quais estão os serviços de saúde, as famílias e as escolas – a cuidarem de si e a se responsabilizarem por si mesmos e por seus parceiros e parceiras; por essa razão, desenvolvem diversas estratégias para aderir e resistir a essas instâncias, aprendendo, assim, a tornar-se pessoas que vivem com HIV/aids. / This thesis aims to understand how young seropositive people (un)learn to become people living with HIV/aids. Specifically, this thesis aims to understand how these young people organize and plan their lives after the HIV/aids diagnosis and how they deal with the effects of seropositivity on their bodies. The theoretical fields on which the thesis is based - gender and sexuality studies, health education, foucaultian studies and post-structuralist cultural studies, with emphasis on research about youths - offer tools to reflect on the way young seropositive people learn to deal with the circumstances of seropositivity in their lives. The empirical material analyzed in the thesis was produced from online narrative interviews conducted through instant messaging programs with 16 seropositive young people. The empirical material was organized and divided into three analytical categories: seropositivity as an educational process; body; and life projects. The analytical categories permit a description and discussion of the effects of seropositivity on the lives of these people including: treatment adherence; body changes; diagnosis disclosure to relatives, friends, affective and sexual partners; the necessity of using condoms in every sexual relation; clinical prescriptions of many kinds; plannings and life and future projects. It is argued that young seropositive people are challenged by several social institutions - such as health services, family and school - to take care of and be responsible for themselves and their partners. It further argues that, within this context, they develop several strategies to adhere and resist these institutions, thereby learning to become people living with HIV/aids.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2017-02-06T14:00:58Z No. of bitstreams: 2 Tese - Tamiris Vaz - 2017.pdf: 14100729 bytes, checksum: c2d01ce93ae18b823f4bc6fd16abb753 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-02-08T10:25:43Z (GMT) No. of bitstreams: 2 Tese - Tamiris Vaz - 2017.pdf: 14100729 bytes, checksum: c2d01ce93ae18b823f4bc6fd16abb753 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-02-08T10:25:43Z (GMT). No. of bitstreams: 2 Tese - Tamiris Vaz - 2017.pdf: 14100729 bytes, checksum: c2d01ce93ae18b823f4bc6fd16abb753 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-01-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research explores becoming’s of learning in quotidian paths done in and around a neighborhood of the city of Goiânia (GO). Through relations between the researcher’s daily life, urban visualities and meetings with other inhabitants of the neighborhood in which she resided during her doctorate, she produces learning narratives in which image and text dialog and complement themselves. Mobilizing percepts by the action of photographing, some visualities surpass the author’s singularities, becoming Excesses that provoke new thoughts. As a recently arrived outsider, she learns by these excesses at every moment that she turns to see, to think, to listen, to speak and to write about the images/narratives she produces. Between urban interventions and talks with the inhabitants, triggered affects provoke other glances about the city and about researching, configuring multiple paths of learning that are always in process. / Esta pesquisa explora aprendizagens em devir de percursos cotidianos realizados no entorno de um bairro da cidade de Goiânia (GO). A partir das relações entre o cotidiano da pesquisadora, visualidades urbanas e encontros com outros moradores no entorno do bairro onde ela residiu durante o doutorado, são produzidas narrativas aprendentes nas quais imagens e textos dialogam e se complementam. Ao mobilizar perceptos pela ação de fotografar, algumas visualidades ultrapassam as singularidades da autora, tornando-se excessos provocadores de novos pensamentos. Como uma forasteira recém chegada, aprende com esses excessos a cada momento que torna a ver, pensar, ouvir, falar e escrever sobre as imagens/narrativas que produz. Entre intervenções urbanas e conversas com moradores são disparados afectos que provocam outros olhares sobre a cidade e sobre fazer pesquisa, configurando múltiplos percursos de aprendizagem sempre em processo.

L'étude porte sur la mise en œuvre et l'évaluation d'un dispositif pédagogique associant l'apprentissage par résolution de problème, le débat sociocognitif et un traitement didactique de l'erreur comprise comme seulement une information intéressante à prendre en compte pour apprendre. L'objectif de ce dispositif est d'améliorer les capacités des élèves à résoudre des problèmes complexes que présente la vie de tous les jours en favorisant le transfert et l'intégration des connaissances scolaires. « La relation à l'erreur s'articule et se renforce avec des valeurs, elle induit un rapport au savoir et un rapport à l'autre qui, ensemble et de manière complexe, engage la personne dans ses dimensions cognitive, affective, sociale et axiologique. » (Favre, 2004).L'approche méthodologique retenue est l'approche qualitative/interprétative complétée par des données quantitatives provenant de l'évaluation de copies des élèves afin d'affiner la compréhension de l'impact du dispositif pédagogique expérimental sur leurs performances. L'étude a été faite au Burkina Faso. Les actions suivantes ont été conduites : une étude des représentations de l'erreur chez les enseignants et les élèves, et des représentations de la respiration chez les enseignants, une analyse du programme de physiologie de la respiration de première D complétée avec celle des inspecteurs de l'enseignement secondaire.Quarante enseignants ont été formés au dispositif pédagogique parmi lesquels, cinq de Ouagadougou été retenus pour les classes expérimentales. Cinq enseignants de Bobo-Dioulasso non formés ont été volontaires pour les classes témoins. Des observations de classe ont été effectuées sur les attitudes des élèves et des enseignants et la qualité des interactions entre eux. Les contenus des débats ont été transcrits et analysés avec l'ensemble des résultats d'observation.A l'issue des cours, une évaluation sommative des apprentissages des élèves a été conduite dans les dix classes. Les copies ont été rendues anonymes et corrigées par des enseignants ne participant pas à l'étude. Les données ont fait l'objet de traitement statistique.Les principaux résultats obtenus sont les suivants :• la plupart des enseignants ont une représentation où l'erreur est assimilée à une faute et peu d'entre eux ont une relation à l'erreur qui les engage dans l'action,• grâce à la formation, les enseignants ont pu modifier leur relation à l'erreur, la décontaminer de la notion de faute et créer un environnement pédagogique sécurisant pour accompagner les apprentissages des élèves,• la représentation de l'erreur chez les élèves est comparable à celle des enseignants mais beaucoup d'entre eux sont dans une perspective de correction de leurs erreurs ; cette représentation est en partie due à la forte appréhension anticipée de l'échec en cas d'évaluation,• les élèves se sont montrés très participatifs aux activités de classes lorsqu'ils n'ont plus eu peur de se tromper, lorsque faire des erreurs ne menaçait pas leur sécurité affective ; les débats ont montré un processus de construction autonome de connaissances,• l'analyse des programmes a montré une insuffisance de liens entre les différents processus physiologiques assurant la fonction de nutrition. Les contenus sont dépourvus d'une approche historique et épistémologique des concepts,• l'évaluation montre que dans les classes expérimentales dont les enseignants ont été formés, les élèves ont mieux réussi à résoudre des problèmes nouveaux impliquant la mobilisation de connaissances vues en classe et nécessaires pour réaliser des choix impliquant la santé, en particulier dans le cas de risque de tuberculose. / The study relates to the implementation and the evaluation of a teaching device associating the training by resolution of problem, the socio-cognitive debate and a didactic treatment of the error understood like only one information interesting to take into account to learn. The objective of this device is to improve the capacities of the pupils to solve complex problems which the everyday life presents by supporting the transfer and the integration of school knowledge. “The relation with the error is articulated and reinforced with values, it induces a report with the knowledge and a report with the other which, together and in a complex way, engages the person in her dimensions cognitive, emotional, social and axiological.” (Favre, 2004). The adopted methodological approach is the qualitative/interpretative approach supplemented by quantitative information coming from the evaluation of copies of the pupils in order to refine the comprehension of the impact of the experimental teaching device on their performances. The study was made in Burkina Faso. The following actions were led: a study of the representations of the error at the teachers and the pupils, and of the representations of breathing in the teachers, an analysis of the curriculum of physiology of the breathing of first option D Form classroom supplemented with that of the inspectors of secondary education. Forty teachers were trained with the teaching device among which, five of Ouagadougou retained for the experimental classes. Five teachers of Bobo-Dioulasso not trained were voluntary for the pilot classes. Observations of class were carried out on the attitudes of the pupils and the teachers and the quality of the interactions between them. The contents of the debates were transcribed and analyzed with the whole of the results of observation. At the conclusion of the courses, a summative evaluation of the trainings of the pupils was led in the ten classes. The copies were made anonymous and corrected by teachers not taking part under investigation. The data underwent a statistical processing.The principal results of the study are the following: • most teachers have a representation where the error is comparable with a fault and little of them have a relation with the error which engages them in the action, • thanks to the formation, the teachers could modify their relation with the error, to decontaminate it concept of fault and to create a teaching environment making safe to accompany the trainings by the pupils, • the representation of the error at the pupils is comparable with that of the teachers but much of them are from the point of view of correction of their errors; this representation is partly due to the strong anticipated apprehension of the failure in the event of evaluation, • the pupils showed themselves very participative with the activities of classes when they were not afraid any more to be mistaken, when to make errors their emotional security did not threaten; the debates showed a process of construction autonomous of knowledge, • the analysis of the programs showed an insufficiency of links between the various physiological processes providing the function of nutrition. The contents are deprived of a historical and epistemological approach of the concepts, • the evaluation in particular in the case of shows that in the experimental classes whose teachers were trained, the pupils better succeeded in solving new problems implying the mobilization of knowledge seen in class and necessary to carry out choices implying health, risk of tuberculosis.

Cette thèse cible les dispositifs hors classe dans l’établissement et, plus précisément, leur contribution aux apprentissages des élèves, qu’ils soient scolaires ou psychosociaux. Elle vise à rendre compte de l’organisation hors classe des établissements et à connaître les appropriations spatiales et temporelles des jeunes dans les temps non scolaires et dans les moments informels. Le cadre théorique s’appuie sur le concept de dispositif pour explorer l’apprentissage, dans sa dimension "processus" et dans sa dimension "produit". La modélisation proposée permet de catégoriser et de caractériser les dispositifs hors classe et les dispositifs scolaires dans leur distance au formel. Le travail empirique a été conduit dans le contexte spécifique de l’enseignement agricole, et sur le public particulier des élèves de 4e et 3e, ayant modifié leurs trajectoires éducatives. Une méthode mixte, quantitative et qualitative, a été mobilisée. Elle permet de recueillir à la fois la parole des acteurs éducatifs et des enseignants intervenant hors de la classe et, surtout, celle des apprenants en utilisant des questionnaires, des interviews, des observations, des photographies et des agendas. Elle fait émerger des résultats significatifs dans la contribution différenciée des dispositifs hors classe aux apprentissages, tant au niveau des résultats scolaires que des scores psychosociaux. En prolongeant la remise en cause de la séparation du « dans la classe/hors la classe », par celle du "dans l’établissement/hors de l’établissement", elle pose l’hypothèse d’un curriculum éducatif qui interroge le rôle de l’école dans la société et la place de chaque acteur, notamment du jeune. / This thesis target the out of class device in the institution and, to be more exact, call for the pupil’s learning, school or psychosocial learning. It gives an account of the organization out of class and knowing spacio-temporal encroaching for young in the out of class time and in the informal moment. The theoretical framework leans on learning exploration’s concept, in its process-sized and it product-sized.The modeling proposed enable to categorize and characterize the out of class time and the school time in the formal’s distance. The empiric work had been done in farming’s institution and in a public middle school, with 4ème and 3ème’s pupils, who are changed their learning’s ways. A join method, quantitative and qualitative research, was done. It enables to take the feeling of the educational player and the teachers who operate out of class and, what’s more important, the learner. This survey use quiz, interviews, observations, pictures and schedule. It shows us significant results in the differential contribution of the out of class learning device, as much as the school results than the psychosocial hit. In challenging the separation of “in class” and “out of class” by “in school” and “out of school”, it hypothesizes an educational curriculum which ask about the part of school in the society and the part of each player, especially younger, in the new education call the global education.

Every person (also the learner) has a need to fulfill his full potential. To be successful in fulfilling one's potential, the learner needs the accompaniment of an adult, as no person can reach selfactualisation without this accompaniment. The way in which the adult (parent) accompanies the learner, is of utmost importance. If the parent commits an educational error by not putting the educational essences into practice, it can lead to intrinsic barriers to learning, which manifests as learning problems, or specific educational needs, in a learner. Research was conducted to determine the accompaniment role of parents with children who experience barriers to learning, in Grade 4 - 7, in the Vanderbijlpark district. The aim was to determine the extent to which parents apply the educational essences to their children (learners) who experience barriers to learning. The main conclusion from the research is that the majority of parents do apply some of the educational essences. It is clear however that some parents omit I neglect to put the educational essences into practice, or make errors in educating their children. Recommendations are offered with regard to ways in which parents can apply the educational essences to their children (learners) who experience barriers to learning as well as towards further research in this regard. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004

Every person (also the learner) has a need to fulfill his full potential. To be successful in fulfilling one's potential, the learner needs the accompaniment of an adult, as no person can reach selfactualisation without this accompaniment. The way in which the adult (parent) accompanies the learner, is of utmost importance. If the parent commits an educational error by not putting the educational essences into practice, it can lead to intrinsic barriers to learning, which manifests as learning problems, or specific educational needs, in a learner. Research was conducted to determine the accompaniment role of parents with children who experience barriers to learning, in Grade 4 - 7, in the Vanderbijlpark district. The aim was to determine the extent to which parents apply the educational essences to their children (learners) who experience barriers to learning. The main conclusion from the research is that the majority of parents do apply some of the educational essences. It is clear however that some parents omit I neglect to put the educational essences into practice, or make errors in educating their children. Recommendations are offered with regard to ways in which parents can apply the educational essences to their children (learners) who experience barriers to learning as well as towards further research in this regard. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004

Hedekeyeh Hots’ih Kāhidi – “Our Ancestors Are In Us,” describes a Tahltan worldview, which is based on the connection Tahltan people have with our Ancestors, our land, and our language. From this worldview, I have articulated a Tahltan methodology, Tahltan Voiceability, which involves receiving the teachings of our Ancestors and Elders, learning and knowing these teachings, and the sharing of these teachings with our people. By giving voice to our Ancestors and Elders, as well as to all of our people, it sets the stage for research that is useful, relational, and transformative. Tahltan Voiceability speaks not only to the methodology of this study, but also the way in which the voices of my people can gain strength and healing from the revitalization of our language. Conversations with fluent speakers, language teachers, educators, administrators, and language learners informed this investigation with their ideas and experiences regarding Tahltan language revitalization. The learnings from the research are presented in such a way as to honour all voices, using different modes of written expression woven throughout the dissertation. The organization of the dissertation is based upon physical manifestations – examples of art – that have played key roles in my Tahltan journey. This investigation addressed the following questions: How can Tahltan language revitalization positively affect the lives of my people? In the past and present, what has been done to maintain, preserve, and revitalize our Tahltan language? In the future, what do my people need to do to continue to maintain, preserve, and revitalize our Tahltan language? In terms of positive effects, language revitalization can be the start of a process in which we begin to heal from the impacts of past losses by reclaiming our language, culture, and identity, thereby allowing our voices to become stronger and healthier. My people need to identify the steps and actions we need to take in the areas of health, education, social development, and Aboriginal rights and title, so that we can revitalize our language and heal at the same time. From what I learned from co-researchers, scholars who have worked with our Tahltan communities, other Indigenous community language revitalization experts, and international language revitalization scholars, I have provided suggestions to a newly formed Tahltan Language Authority dealing with the assessment of the language, community support, and language revitalization programs being used in British Columbia and other parts of the world. Finally, I speak about Tahltan identity, the process of language revitalization, and the connection between language revitalization and healing as forms of empowerment for my people. / Graduate

The diploma thesis deals with the historical development of the attitude of the Church social doctrine towards the phenomenon of democracy. It compares the values of modern democracy and social doctrine. Implicit historical attitudes to democracy derive from the theses obtained by analyzing all the essential documents of social doctrine. The theses related to democracy explicitly are placed in the context and comments of other authors. In conclusion, it summarizes the genesis of the attitude of the Church's social doctrine to democracy in a systematic overview with the links. The summary distinguishes the level of the value starting-points of the Church social doctrine and the level of attitude towards democracy as such.