The purpose of this thesis was to explore and describe how bilingual programmes are organized and implemented within the unique linguistic and socio-economic case of Qatar. Specifically the thesis explored bilingual programs offered by two types of primary schools in Qatar: international schools and independent schools. Qatar launched a new initiative for educational development in 2001 but with hardly any research linked to these changes. The study was positioned within a qualitative interpretive tradition drawing on elements of ethnography and grounded theory as tools of methodology. However, quantitative methods were also incorporated within the design. The research design is structured within two main phases: phase one included statistical analysis of secondary data investigating three variables: average teaching time in the first and the second language, students’ and teachers’ nationality. Phase two utilized a multi-case study design. One school from each type was examined in depth over a period of nine weeks. Data were collected by means of school documents, interviews, and non-participant observation of English and Arabic classes. The first phase made an initial impression of the model of bilingual education followed by international and independent schools compared to bilingual typologies found in the literature. The analysis of the two cases examined revealed various differences across the two types. Findings reveal that the international school followed a partial immersion type of programme while the independent school followed a Content and Language Integrated Learning (CLIL) type of programme. The study reveals that the Qatari bilingual schools context was one of heteroglossia, with three codes in operation: Modern Standard Arabic, Colloquial Arabic dialects and English. Findings reveal that teachers and students in the international school adopt a strict separation policy between the two languages following a monoglossic belief. Language teachers and students in the independent school were found to apply a flexible language policy inside English and Arabic classes. The study revealed a gap between claimed programme features and implementation of these features. An absence of a clear language policy in the schools was also a main finding relating to the practice of these schools. In light of these findings, adopting a clear and explicit language-in-education policy should be a priority for policy makers in Qatar. The study revealed how the diglossia situation in Qatari schools is unique and therefore schools must be aware of the languages at the disposal of students and teachers. Schools must also concentrate on developing academic language skills needed for success in L2 schooling.

Esta dissertação de Mestrado examina três programas do Projeto-Piloto para Alfabetização de Crianças com Seis Anos do Estado do Rio Grande do Sul que foram implementados a partir do ano de 2007 em algumas escolas públicas, em função da ampliação do Ensino Fundamental de oito para nove anos de duração. São eles: "Circuito Campeão", do Instituto Ayrton Senna; "Alfa e Beto", do Instituto Alfa e Beto, e "Alfabetização Pós-Construtivista", do Grupo de Estudos sobre Educação, Metodologia de Ensino e Ação (GEEMPA). Contando com o aporte dos Estudos Culturais, que se propõem a discutir a invenção de conhecimentos, este estudo deteve-se na análise de materiais didáticos usados neste Projeto-Piloto como produtores de "novas culturas de alfabetização", dando ênfase à análise do material do Programa "Alfabetização Pós-Construtivista" do GEEMPA. Conta também com os referenciais pós-estruturalistas, a partir de autores como Michael Foucault, Jorge Ramos do Ó e Gilles Deleuze, reconhecendo este Projeto-Piloto como uma política pública, vinculada a uma racionalidade política voltada à produção de sujeitos mais eficazes para o mercado e a lógica neoliberal. Na análise textual da pesquisa são visibilizados os discursos presentes nos materiais didáticos desses três Programas, tais como o pós-construtivista, o do letramento e o dos métodos fônicos, fazendo um breve histórico da trajetória desses discursos nas últimas décadas. Problematiza o embate entre diferentes propostas de alfabetização presentes em tais Programas, além de questionar o estabelecimento de um padrão de alfabetização a ser alcançado pelos alunos do primeiro ano do Ensino Fundamental de nove anos, mediante avaliações que definem a correspondente matriz de competências e habilidades cognitivas, discutindo também a participação de Organizações nãogovernamentais no processo de formação docente a partir de convite do Estado, considerando tais Programas como fornecedores de "pacotes educacionais". / This master's degree dissertation examines three Programs of the Pilot Project for the Teaching of Literacy to Six-year-old Children in the state of Rio Grande do Sul. This project is carried out since 2007 in some public schools due to the stretching of Primary Education from an eight-year to a nine-year duration. They are: "Circuito Campeão" ("Champion Circuit"), from the Ayrton Senna Institute; "Alfa and Beto", from the Alfa and Beto Institute and "Alfabetização Pós-Construtivista" ("Postconstructivist Literacy Teaching"), from the Study Group on Education, Teaching Methodology and Action (GEEMPA). Counting with the assistance of Cultural Studies, that discuss the invention of knowledges, this work is focused on the analysis of teaching materials used in this Pilot Project as generators of "new literacy teaching cultures", giving emphasis to the analysis of GEEMPA's "Post-constructivist Literacy Teaching" Program material. Also taken into account are the poststructuralist referentials, from authors such as Michael Foucault, Jorge Ramos do Ó and Gilles Deleuze, acknowledging this Pilot Project, as a public policy, linked to a political rationality dedicated to the production of more efficient individuals for the market and the neoliberal logic. The textual analysis of the research provides visibility to the discourses present in the didactic material of the three Programs, such as the post-constructivist, the reading/writing skills and the phonic methods, providing a brief history of the paths followed by these discourses in the last decades. This work problematizes the different literacy proposals present in the Programs and questions the establishment of a literacy standard to be reached by first-grade students in the nine-year Primary Education, through evaluations that define the corresponding matrix of cognitive competences and abilities. Furthermore, it also discusses the participation of NGOs, invited by the State, in the formation of teachers, regarding such Programs as providers of "educational packages".

Submitted by IZAC TRINDADE COELHO null (izac.tcoelho@gmail.com) on 2016-05-02T14:11:22Z No. of bitstreams: 1 Pedagogia Histórico-Crítica e Alfabetização.pdf: 1172486 bytes, checksum: 67e412e79bdc7ccc96282ece2e2ff6ef (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-05-04T14:21:52Z (GMT) No. of bitstreams: 1 coelho_it_me_arafcl.pdf: 1172486 bytes, checksum: 67e412e79bdc7ccc96282ece2e2ff6ef (MD5) / Made available in DSpace on 2016-05-04T14:21:52Z (GMT). No. of bitstreams: 1 coelho_it_me_arafcl.pdf: 1172486 bytes, checksum: 67e412e79bdc7ccc96282ece2e2ff6ef (MD5) Previous issue date: 2016-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este trabalho versa sobre a alfabetização na perspectiva pedagógica histórico-crítica. Nossa problemática de pesquisa reside na necessidade de propostas pedagógicas aliadas à uma concepção crítica e dialética de alfabetização e, simultaneamente, na ausência de estudos que enfoquem o ensino inicial da leitura e da escrita por esse viés analítico. No percurso de delineamento de uma concepção histórica e crítica de alfabetização, dialogamos com as concepções atuais de alfabetização e letramento, proposta por Magda Soares, bem como a influente concepção construtivista e a, ainda resistente, perspectiva tradicional. O objetivo do diálogo foi o de estabelecer os postulados de cada vertente pedagógica em relação à alfabetização de modo a esclarecer as divergências de suas concepções à de uma proposta histórico-crítica de alfabetização. Como objeto de estudo, tomamos a linguagem escrita nas formulações psicológicas da Escola de Vigotski e as proposições metodológicas da Pedagogia Histórico-Crítica, refletindo como a segunda estabelece em princípios pedagógicos aquilo que a primeira postula como percurso do desenvolvimento cultural dos indivíduos em fase de escolarização. Partindo da hipótese de que a palavra é o instrumento-guia do ensino-aprendizagem dos conteúdos da alfabetização e, ademais, de que as propostas pedagógicas para a alfabetização de crianças existentes reforçam a cisão entre conteúdo e forma da palavra, priorizando sua face fonética em detrimento de sua face semântica, constatamos que, apenas uma alfabetização que unifique tais faces fonética e semântica dará conta de ensinar a linguagem escrita aliada às dimensões simbólica, abstrata e conceitual que lhe é própria. A título de conclusão e contribuição do trabalho desenvolvido, esboçamos ideias gerais sobre a alfabetização dirigida pelos termos da Pedagogia Histórico-Crítica e orientada à humanização dos seres humanos. / This research deals with literacy process on the critical historical pedagogy perspective. Our research problem is established by the necessity of pedagogical proposals related to a dialectic and critical conception of literacy and, simultaneously, to the absence of studies focused on the teaching of writing and reading process through this point of view. By defining a critical and historical conception of literacy, we dialogued with current conception of writing and reading process, proposed by Magda Soares, as well as the influent constructivist conception and, the so resistant, traditional perspective. That dialogue aimed at establishing the postulates of each pedagogical fields related to literacy in order to clarify divergences between these conception and a critical and historical literacy proposal. As object of study it was taken up the concept of written language from the Vigotskian School and the pedagogical approaches of critical historical pedagogy as we reflected on how both theories deal with the concept of written language. Assuming that the word is the leading-instrument for the learning and teaching of reading and writing and, besides that, the pedagogical proposals for children literacy rupture both phonetic and semantic faces of the word, we found that the teaching of writing and reading must unify both sides phonetic and semantic in order to address the abstractive, symbolic and conceptual dimension of the written language. In conclusion, we sketched out some general ideas for the educator who wishes to teach according to a critical perspective and oriented towards human beings humanization.

Esta dissertação de Mestrado examina três programas do Projeto-Piloto para Alfabetização de Crianças com Seis Anos do Estado do Rio Grande do Sul que foram implementados a partir do ano de 2007 em algumas escolas públicas, em função da ampliação do Ensino Fundamental de oito para nove anos de duração. São eles: "Circuito Campeão", do Instituto Ayrton Senna; "Alfa e Beto", do Instituto Alfa e Beto, e "Alfabetização Pós-Construtivista", do Grupo de Estudos sobre Educação, Metodologia de Ensino e Ação (GEEMPA). Contando com o aporte dos Estudos Culturais, que se propõem a discutir a invenção de conhecimentos, este estudo deteve-se na análise de materiais didáticos usados neste Projeto-Piloto como produtores de "novas culturas de alfabetização", dando ênfase à análise do material do Programa "Alfabetização Pós-Construtivista" do GEEMPA. Conta também com os referenciais pós-estruturalistas, a partir de autores como Michael Foucault, Jorge Ramos do Ó e Gilles Deleuze, reconhecendo este Projeto-Piloto como uma política pública, vinculada a uma racionalidade política voltada à produção de sujeitos mais eficazes para o mercado e a lógica neoliberal. Na análise textual da pesquisa são visibilizados os discursos presentes nos materiais didáticos desses três Programas, tais como o pós-construtivista, o do letramento e o dos métodos fônicos, fazendo um breve histórico da trajetória desses discursos nas últimas décadas. Problematiza o embate entre diferentes propostas de alfabetização presentes em tais Programas, além de questionar o estabelecimento de um padrão de alfabetização a ser alcançado pelos alunos do primeiro ano do Ensino Fundamental de nove anos, mediante avaliações que definem a correspondente matriz de competências e habilidades cognitivas, discutindo também a participação de Organizações nãogovernamentais no processo de formação docente a partir de convite do Estado, considerando tais Programas como fornecedores de "pacotes educacionais". / This master's degree dissertation examines three Programs of the Pilot Project for the Teaching of Literacy to Six-year-old Children in the state of Rio Grande do Sul. This project is carried out since 2007 in some public schools due to the stretching of Primary Education from an eight-year to a nine-year duration. They are: "Circuito Campeão" ("Champion Circuit"), from the Ayrton Senna Institute; "Alfa and Beto", from the Alfa and Beto Institute and "Alfabetização Pós-Construtivista" ("Postconstructivist Literacy Teaching"), from the Study Group on Education, Teaching Methodology and Action (GEEMPA). Counting with the assistance of Cultural Studies, that discuss the invention of knowledges, this work is focused on the analysis of teaching materials used in this Pilot Project as generators of "new literacy teaching cultures", giving emphasis to the analysis of GEEMPA's "Post-constructivist Literacy Teaching" Program material. Also taken into account are the poststructuralist referentials, from authors such as Michael Foucault, Jorge Ramos do Ó and Gilles Deleuze, acknowledging this Pilot Project, as a public policy, linked to a political rationality dedicated to the production of more efficient individuals for the market and the neoliberal logic. The textual analysis of the research provides visibility to the discourses present in the didactic material of the three Programs, such as the post-constructivist, the reading/writing skills and the phonic methods, providing a brief history of the paths followed by these discourses in the last decades. This work problematizes the different literacy proposals present in the Programs and questions the establishment of a literacy standard to be reached by first-grade students in the nine-year Primary Education, through evaluations that define the corresponding matrix of cognitive competences and abilities. Furthermore, it also discusses the participation of NGOs, invited by the State, in the formation of teachers, regarding such Programs as providers of "educational packages".

Esta dissertação de Mestrado examina três programas do Projeto-Piloto para Alfabetização de Crianças com Seis Anos do Estado do Rio Grande do Sul que foram implementados a partir do ano de 2007 em algumas escolas públicas, em função da ampliação do Ensino Fundamental de oito para nove anos de duração. São eles: "Circuito Campeão", do Instituto Ayrton Senna; "Alfa e Beto", do Instituto Alfa e Beto, e "Alfabetização Pós-Construtivista", do Grupo de Estudos sobre Educação, Metodologia de Ensino e Ação (GEEMPA). Contando com o aporte dos Estudos Culturais, que se propõem a discutir a invenção de conhecimentos, este estudo deteve-se na análise de materiais didáticos usados neste Projeto-Piloto como produtores de "novas culturas de alfabetização", dando ênfase à análise do material do Programa "Alfabetização Pós-Construtivista" do GEEMPA. Conta também com os referenciais pós-estruturalistas, a partir de autores como Michael Foucault, Jorge Ramos do Ó e Gilles Deleuze, reconhecendo este Projeto-Piloto como uma política pública, vinculada a uma racionalidade política voltada à produção de sujeitos mais eficazes para o mercado e a lógica neoliberal. Na análise textual da pesquisa são visibilizados os discursos presentes nos materiais didáticos desses três Programas, tais como o pós-construtivista, o do letramento e o dos métodos fônicos, fazendo um breve histórico da trajetória desses discursos nas últimas décadas. Problematiza o embate entre diferentes propostas de alfabetização presentes em tais Programas, além de questionar o estabelecimento de um padrão de alfabetização a ser alcançado pelos alunos do primeiro ano do Ensino Fundamental de nove anos, mediante avaliações que definem a correspondente matriz de competências e habilidades cognitivas, discutindo também a participação de Organizações nãogovernamentais no processo de formação docente a partir de convite do Estado, considerando tais Programas como fornecedores de "pacotes educacionais". / This master's degree dissertation examines three Programs of the Pilot Project for the Teaching of Literacy to Six-year-old Children in the state of Rio Grande do Sul. This project is carried out since 2007 in some public schools due to the stretching of Primary Education from an eight-year to a nine-year duration. They are: "Circuito Campeão" ("Champion Circuit"), from the Ayrton Senna Institute; "Alfa and Beto", from the Alfa and Beto Institute and "Alfabetização Pós-Construtivista" ("Postconstructivist Literacy Teaching"), from the Study Group on Education, Teaching Methodology and Action (GEEMPA). Counting with the assistance of Cultural Studies, that discuss the invention of knowledges, this work is focused on the analysis of teaching materials used in this Pilot Project as generators of "new literacy teaching cultures", giving emphasis to the analysis of GEEMPA's "Post-constructivist Literacy Teaching" Program material. Also taken into account are the poststructuralist referentials, from authors such as Michael Foucault, Jorge Ramos do Ó and Gilles Deleuze, acknowledging this Pilot Project, as a public policy, linked to a political rationality dedicated to the production of more efficient individuals for the market and the neoliberal logic. The textual analysis of the research provides visibility to the discourses present in the didactic material of the three Programs, such as the post-constructivist, the reading/writing skills and the phonic methods, providing a brief history of the paths followed by these discourses in the last decades. This work problematizes the different literacy proposals present in the Programs and questions the establishment of a literacy standard to be reached by first-grade students in the nine-year Primary Education, through evaluations that define the corresponding matrix of cognitive competences and abilities. Furthermore, it also discusses the participation of NGOs, invited by the State, in the formation of teachers, regarding such Programs as providers of "educational packages".

No description available.

This qualitative minor field study is conducted in a multilingual public secondary school in the Eastern Cape province of South Africa. The aim is to analyse the literacy teaching from a critical literacy point of view and to gain new perspectives on how to work with literacy in multilingual classrooms in Sweden. The material was collected over approximately three weeks and consists of participant observations and two semi-structured group interviews with nine learners in total. The theoretical approach derives from a socio-cultural orientation and focuses on how unequal power relations are represented in language. Our results indicate a focus on individual learning of cognitive skills, for example, answering pre-written questions to a text in the work with reading comprehension. Furthermore, reading is considered important to be able to influence one’s own life and to connect with the surrounding society, as is good knowledge of English, which in turn is developed by reading. English is the language the learners are most used to use in school related activities and the language they feel confident to read in. In addition, the results show social, critical and transformative aspects of literacy. The teachers want to make use of the learners’ experiences in the teaching. Moreover, this goal is occasionally connected to a desire to empower the learners with agency to act for change. However, this desire is limited by the curriculum since it is forcing the teachers to teach at a certain pace. These results are then analysed by the use of Hilary Janks’ interdependent model for critical literacy by considering the consequences of focusing on any of its four parts – power, access, diversity and design – without any one of the others. We conclude that it is a challenge to design teaching that does not separate, but include cognitive, social, critical and transforming aspects of literacy in Sweden as well. Janks’ model can be used to design a teaching that includes these aspects to a greater extent and thereby create a more inclusive multilingual learning environment. Finally, we suggest that theories about critical literacy should be added to both teacher education and to the steering documents.