Made available in DSpace on 2015-05-07T15:09:05Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1475994 bytes, checksum: 33301b5249d6feb0aa97c1d380f70f38 (MD5) Previous issue date: 2012-08-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This dissertation seek to investigate the motives which lead students who conclude the Literate Brazil Programme (PBA), in the municipality of Conde (State of Paraiba, Brazil) to continue (or not) their studies in youth and adult education programmes. Discussion on the continuity of schooling by means of youth and adult education (YAE) is developed within the perspective of Popular Education. We begin by analyzing the Decrees and Resolutions on the Literate Brazil Programme published by the Ministry of Education, reports from the State Forums of Youth and Adult Education and documents which deal specifically with youth and adult literacy in Brazil with a view to understanding current concerns and actions involving the continuity of studies by young people, adults and the elderly in the modality of YAE. We then analyze a number of theses and dissertations which deal with PBA with a view to identifying how the challenges with respect to the continuity (or not) of students who conclude PBA are dealt with in the different regions of the country. Finally we interview five students who concluded PBA, in the Municipality of Conde with the intention of identifying and analyzing their reasons for continuing to study. We dedicate special attention to the arguments capable of translating desires, aspirations and anxieties. To this end, we make use of Thematic Analysis, based on the Content Analysis approach (BARDIN, 2011). The works of Freire (2009, 2005, 1998, 1996,1979), Charlot (2005) and Pozo (2002) amongst others served as important references concerning the relation between knowledge and the active role of learners as a means of sustaining the schooling process in the modality of YAE. Amongst the results of the research we highlight: the interviewees consider teaching and learning as a means of creating good relations in the school context; they await urgent feedback, in the form of training, so that they can help the youngsters with home work, in order to obtain a national driving license, in order not to have problems in dealing with bank matters and in order to participate actively in church activities, among other practical demands. / A presente dissertação teve como objetivo investigar os motivos que levam as alunas egressas do Programa Brasil Alfabetizado PBA, do município de Conde/PB, a continuarem (ou não) os estudos na EJA. Este estudo insere, no campo da Educação Popular, a discussão sobre a continuidade da escolarização em EJA. Analisamos, inicialmente, Decretos e Resoluções do PBA, relatórios dos fóruns de EJA e documentos que tratam especialmente da alfabetização de jovens e adultos no Brasil, a fim de compreender como andam as preocupações e as ações voltadas para a continuidade dos estudos de jovens, adultos e idosos na modalidade EJA. Em seguida, percorremos alguns trabalhos de teses e dissertações que tratam do PBA, visando, especialmente, identificar como são abordados os desafios a respeito da continuidade (ou não) dos alunos egressos do PBA nas várias regiões do país. Completando nosso percurso, entrevistamos cinco alunas egressas do Programa, no município de Conde/PB, na intenção de identificar e analisar as razões pelas quais elas continuam a estudar. É dada atenção aos argumentos capazes de traduzir desejos, inquietações e aspirações. Para tanto, trabalhamos com Análise Temática, a partir da abordagem da Análise de Conteúdo (BARDIN, 2011). Foram dados destaques às obras de Freire (2009,2005, 1998, 1996, 1979), Charlot (2005) e Pozo (2002), entre outros, pelo que trazem sobre relação de saberes e o papel ativo dos educandos, para que o processo de continuidade escolar, na modalidade EJA, sustente-se. Entre os achados da pesquisa, temos que: as entrevistadas pensam o ensinar e o aprender como um meio de bem se relacionar no espaço escolar; aguardam retornos urgentes, como capacitação, para que possam ajudar os mais jovens nas tarefas escolares, conseguir carteira nacional de habilitação, não terem problemas em assuntos de banco e participar ativamente de suas igrejas, entre outras demandas práticas.

Made available in DSpace on 2016-08-18T18:55:12Z (GMT). No. of bitstreams: 1 Albiane Oliveira Gomes.pdf: 478296 bytes, checksum: 523f6ca0519f1161ad17de6096cb8cd6 (MD5) Previous issue date: 2010-04-14 / Evaluates the process of implementing the Program Literate Brazil - PBA, developed by the city of São Luís, MA in 2008, and there are the degrees of efficiency and effectiveness of actions implemented. It discusses the effectiveness of state initiatives in tackling illiteracy of young and adult population over the last six decades, in particular, the policy implemented by the current federal government - the Literate Brazil Program - highlighting the nuances of his neo-liberal bias. We analyze the conditions that acted as facilitators or obstacles in achieving the goals designed by the policy. We used as instruments literature, with reasoning in the studies of Silva (2001, 2008), Draibe (2001), Arretche (1998), Haddad and Di Pierro (2000), Beisiegel (2004), Romanelli (2006), Azevedo (2004), Ribeiro (2003), Gadotti (2001), Freire (2003), Lebanon (2004) and Frigotto Ciavatta (2003), Meszaros (2005), Rummert and Ventura (2007), among others, document analysis, as of resolutions regulating the political and field research, which had the locus Board of Education of the City of St. Louis, specifically the Office of the Literate Brazil Program - PBA. It was found that the process of implementing the program developed by the municipality of São Luís-MA had a higher incidence of negative conditions that contributed to the decreased performance obtained even in the eradication of illiteracy in the capital ludovisence. / Avalia-se o processo de implementação do Programa Brasil Alfabetizado PBA, desenvolvido pelo município de São Luís-MA no ano de 2008, verificando-se os graus de eficiência e eficácia das ações implementadas. Discute-se sobre a eficácia das iniciativas do Estado no enfrentamento do analfabetismo da população jovem e adulta ao longo das seis últimas décadas, de modo particular, a política implementada pelo atual governo federal o Programa Brasil Alfabetizado pondo em relevo as nuances de seu viés neoliberal. Analisa-se os condicionantes que atuaram como facilitadores ou óbices na consecução dos objetivos desenhados pela política. Utilizou-se como procedimentos metodológicos pesquisa bibliográfica, com fundamentação nos estudos de Silva (2001, 2008), Draibe (2001), Arretche (1998), Haddad e Di Pierro (2000), Beisiegel (2004), Romanelli (2006), Azevedo (2004), Ribeiro (2003), Gadotti (2001), Freire (2003), Libâneo (2004) Frigotto e Ciavatta (2003), Meszáros (2005), Rummert e Ventura (2007), dentre outros; análise documental, a partir das Resoluções que regulamentam a política e pesquisa de campo, que teve como lócus a Secretaria de Educação do Município de São Luís, precisamente a Unidade do Programa Brasil Alfabetizado PBA. Constatou-se que no processo de implementação do Programa desenvolvido pelo município de São Luís-MA houve uma maior incidência de condicionantes negativos que contribuíram para que o mesmo obtivesse desempenho reduzido na erradicação do analfabetismo na capital ludovisence.

This work re-assesses the heroic character of Huckleberry Finn in light of the inherent problems of discourse. Walter Ong's insights into the differences between oral and literate consciousnesses, and Stanley Fish's concept of "interpretive communities" are applied to Huck's interactions with the other characters, revealing the underlying dynamic of his character, the need for a viable discourse community. Further established, by enlisting the ideas of Ernest Becker, is that this need for community finds its source in the most fundamental human problem, the consciousness of death. The study concludes that the problematic ending of Twain's novel is consistent with the theme of community and is neither the artistic failure, nor the cynical pronouncement on the human race that so many critics have seen it to be.

This study examines the thirteenth century Artesian trouvère Adam de la Halle in the manuscript Paris, Bibliothèque Nationale f.fr 25566 as it pertains to the oral/literate model for explaining characteristics of musical traditions. The fortuitous collaboration of a single scribe with a single composer on a musical collection encompassing a cross-section of thirteenth-century styles and idioms make this repertoire uniquely appropriate to a comparison of musical oracy and literacy.

No description available.

As theories on the process of reading have advanced so definitional changes have resulted. This in turn has impacted on the teaching of reading. Comprehension is not the result of successful word recognition, rather, meaning is constructed by the reader using various sources as a frame of reference. Reading requires an interaction between the reader, the text read and the context in vvhich it is read. Reader factors involve language competencies, prior knowledge, vocabulary, the use of strategies and attitudes and motivation. The text may be narrative or expository and encompasses instructional materials. The tvvo broad categories in the context are the classroom setting and the instructional context. An 'interactive' or 'organisational' paradigm underlying inclusion recognises individual differences as being a probable cause of failure but postulates that the school and all that it encompasses, can be a barrier to learning and development. As such it is not deficit driven, attributing failure to learners alone. In the case of reading, this means not attributing reading failure to the reader alone but acknowledging the role of the text and the context. This point of departure is confirmed by an interactive model of disability, which, while still explaining reading deficits, advances that alternative areas also be investigated. Focusing on abilities is conducive to proactivity in the prevention of barriers to learning and development. To be inclusive therefore, mainstream schools generally and classrooms specifically, will need to be reformed and restructured to be more responsive to learners experiencing barriers to learning and development. This will require enhanced teaching methods and flexible support systems. Accommodating diversity presupposes the acknowledgement of each learner's uniqueness in order to meet individual needs. This will be facilitated when in the compilation of a reading programme to meet individual needs, the reader, the text and context are matched through assessment and instruction . A reading programme to enhance the teaching of reading and thereby meet individual needs has been compiled and implemented in a mainstream, intermediate phase class. From this practical experience and the literature studied, guidelines for the teaching of reading have been formulated for teachers in the intermediate phase to use within the context of inclusion. / Educational Studies / D. Ed. (Orthopedagogics)

Made available in DSpace on 2016-04-29T13:18:04Z (GMT). No. of bitstreams: 1 Aline Abdelnur.pdf: 2517751 bytes, checksum: f53036a619b1c97b72702d9cd3cb701c (MD5) Previous issue date: 2007-05-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The purpose of this study was to compare 3 procedures to establish stimulus control between graphically similar letters. The participants were 12 non literate children, ages 2 to 6.The children were first exposed to an identity matching to sample test with letters. Then, they were randomly assigned to 1 of 3 simple discrimination training procedures: trial and error (in which all trials involved the two final letters), fading (in which intensity of S- was manipulated) and stimulus shaping (in which meaningful pictures were progressively shaped in the final letters). Each child received training in a simple discrimination task with 1 to 3 pairs of similar letters (a/o, a/e, b/d e f/t) and their reversals. Errors in the pretest determined the pairs of letters to be trained. They were then submitted to the the same identity MTS test with letters and to an identity MTS test with syllables, in which the consonants and vowels trained were combined to form 7 syllables, the sample stimuli. The incorrect comparisons were: the sequence vowel plus consonant (equal to the sample) and a syllable with the sample s consonant and a different vowel. A test with the simultaneous presentation of a syllable formed by a consonant + vowel (a true syllable in Portuguese) and a vowel+ consonant (a non existent syllable in Portuguese) was then conducted. Seven syllables were tested. A short simple discrimination training of those syllables with 100% errors during test and a second MTS test with syllables were conducted. Results showed that, although both stimulus control shaping procedures resulted in fewer errors during discrimination training, they were not fully effective in controlling discriminative behavior on the final trials of training and on the identity MTS posttest with letters. Training with fading resulted in more errors in the last trials. The syllable training seemed to be insufficient to establish control by the relative position of letters. Problems with the sequence of training stimuli used for stimulus shaping and the syllable training are discussed / O objetivo desta pesquisa foi comparar 3 procedimentos de estabelecimento de controle de estímulos na aquisição de discriminações entre letras de grafia semelhante. Os participantes foram 12 crianças, com idade entre 2 e 6 anos, que freqüentavam o ensino infantil e não eram alfabetizadas. As crianças foram inicialmente expostas a um pré-teste de matching de identidade de letras com 22 tentativas. Então, elas foram aleatoriamente expostas a 1 dentre 3 procedimentos de treino de discriminação simples entre pares de letras semelhantes: tentativa-e-erro (em que todas as tentativas eram formadas pelas letras finais), fading (em que a intensidade do S- foi manipulada) e shaping de estímulos (em que figuras com significado foram progressivamente modificadas até atingir a forma das letras finais). Cada criança recebeu treino de discriminação simples entre 1 a 3 pares de letras similares (a/o, a/e, b/d e f/t) e suas reversões a depender de seu desempenho no pré-teste. Procedeu-se então ao pós-teste de matching de identidade de letras e a um pré-teste de matching de identidade de sílabas, no qual 7 sílabas formadas pela combinação de consoantes e vogais treinadas eram apresentadas como estímulos modelo. Os estímulos de comparação incorretos eram: a seqüência vogal + consoante (iguais do modelo) e uma sílaba formada pela consoante do modelo e uma vogal diferente. Após este pré-teste, os 7 pares de seqüências consoante + vogal e vogal + consoante compuseram um pré-teste de sílaba x não-sílaba. Os pares com dois erros foram então treinados. Depois deste treino, pós-testes de matching de identidade de sílabas e o pós-teste sílaba x não-sílaba foram conduzidos. Os resultados mostraram que, embora os procedimentos de modelagem do controle de estímulos (fading e shaping) tenham gerado menos erros na aquisição da discriminação, eles não foram totalmente efetivos em gerar transferência de controle de estímulos para a discriminação final requerida entre as letras nas tentativas finais dos treinos e no pós-teste de matching de identidade de letras. Ainda, o procedimento de fading gerou mais erros nas tentativas finais de treino. O treino de sílaba x não-sílaba parece ter sido insuficiente em gerar controle pela posição relativa das letras. Possíveis falhas no planejamento do material de shaping de estímulos e no treino de sílabas são discutidas

Adolescent perspectives on health and the social and literate values of their health related behaviours require exploration and examination in health literacy, as knowledge gaps related to the constituents of health literate practices, and the functions and acquisition of health literacy exist in the literature. Research addressing this was approached based on socio-cultural and socio-ecological principles using a collective instrumental case design. Participants were new adolescent mother aged 15-18 recruited from 4 different community/education programs around Victoria, BC. Data was collected over a four month period, and consisted of individual and focus group interviews, journals, and researchers’ observations and field notes. Findings show that participants’ health behaviours changed significantly in tandem with their identities, the groups they associated with, and the social contexts they moved within. Findings indicate that identity, informal social environments, and unconscious cognitive process and psychosocial needs play a role in adolescents health literacy and literate practices.

As theories on the process of reading have advanced so definitional changes have resulted. This in turn has impacted on the teaching of reading. Comprehension is not the result of successful word recognition, rather, meaning is constructed by the reader using various sources as a frame of reference. Reading requires an interaction between the reader, the text read and the context in vvhich it is read. Reader factors involve language competencies, prior knowledge, vocabulary, the use of strategies and attitudes and motivation. The text may be narrative or expository and encompasses instructional materials. The tvvo broad categories in the context are the classroom setting and the instructional context. An 'interactive' or 'organisational' paradigm underlying inclusion recognises individual differences as being a probable cause of failure but postulates that the school and all that it encompasses, can be a barrier to learning and development. As such it is not deficit driven, attributing failure to learners alone. In the case of reading, this means not attributing reading failure to the reader alone but acknowledging the role of the text and the context. This point of departure is confirmed by an interactive model of disability, which, while still explaining reading deficits, advances that alternative areas also be investigated. Focusing on abilities is conducive to proactivity in the prevention of barriers to learning and development. To be inclusive therefore, mainstream schools generally and classrooms specifically, will need to be reformed and restructured to be more responsive to learners experiencing barriers to learning and development. This will require enhanced teaching methods and flexible support systems. Accommodating diversity presupposes the acknowledgement of each learner's uniqueness in order to meet individual needs. This will be facilitated when in the compilation of a reading programme to meet individual needs, the reader, the text and context are matched through assessment and instruction . A reading programme to enhance the teaching of reading and thereby meet individual needs has been compiled and implemented in a mainstream, intermediate phase class. From this practical experience and the literature studied, guidelines for the teaching of reading have been formulated for teachers in the intermediate phase to use within the context of inclusion. / Educational Studies / D. Ed. (Orthopedagogics)

The content of this thesis is premised on a reflexive examination of some historical juxtapositions culminating in critical aspects of being Māori in the twenty first century and how such aspects have informed contemporary indigenous identity. That is, the continuing acknowledgement and exponential public recognition of critical concepts which inextricably link indigenous and civic identity. The theoretical sources for this research are, in the main, derived from anthropological and religious studies, particularly on the significance of mythologies and oral histories, as well as from the oral theorising of elders in Aotearoa New Zealand. A very significant contribution from one such elder, a senior Māori woman academic, has been included in the form of the transcript of an interview. She herself had collected the views of a number of elders on myth, creating a rare and valuable resource. In the interview she married her reflections on these with her own experiences and her cogent analyses. From the outset, it was necessary to be discerning so as to ensure the thesis workload was manageable and realistic. For this reason the selected critical aspects that have been used to frame this research are (1) a developing Western validation (that is, acknowledgement and respect) of Māori, Māori culture and their mythology; (2) oral history (genealogy) and traditions that have remained constant despite the influences of modernity; and (3) notions of fluidity, negotiation and pragmatism regarding kinship legacies and cultural heritage. The thesis is comprised of six chapters starting from a subjective narrative leading through increasingly objective discourses that culminate in a conclusion which supports a belief that modern Māori require a balancing of critical aspects of cultural heritage, with a broad understanding of the world of the 'other', in order to realise and develop their contemporary indigenous identity. Ultimately, indigenous ideologies, practices and knowledge recorded and examined in the world of academia today, become potential resources for tomorrow. The intention of this research is to aggregate and discuss intrinsic aspects of the Māori past as well as developing aspects of the present, in order to better understand the significance of the future, and to add to the growing corpus of indigenous worldviews.