Este trabalho propõe observar, principalmente na análise da obra Vou lá visitar pastores (2000), a relação do autor Ruy Duarte de Carvalho com o espaço vivido. A pesquisa se estende com menos profundidade às outras obras do autor – Como se o mundo não tivesse leste (2008), Os papéis do inglês (2007), Actas da Maianga (2003), As paisagens propícias (2005), Lavra (2005), A câmara, a escrita e a coisa dita...(2008), A Terceira Metade (2009) e Desmedida (2010) – , com o objetivo de traçar um breve panorama biográfico de Duarte, devido à sua inscrição pessoal tanto na poesia quanto nos enredos. Observei que, para o autor, o espaço transcende os limites da realidade física, visto que também é o lugar da criação e da ficção. Para o outro esse espaço vivido representa a extensão da própria vida, pois essa relação de pertencimento estabelece um acordo coletivo entre esses sujeitos e o lugar. Ruy Duarte empenhou grande parte de sua vida no estudo dessas relações, propondo-se a ir lá viver com eles. Com isso, busquei analisar tais questões, pois a partir de experiências desse tipo tem-se mais autoridade para dizer do outro, conforme pôde ser verificado no cotejo entre a minha experiência e a do autor. Nesse sentido, observei ainda a implicação que a Literatura e a Antropologia tiveram para o desenvolvimento de tal projeto de escrita, bem como a maneira de Ruy Duarte se apropriar desses discursos para criar seu próprio estilo literário. Além disso, intentamos dar visibilidade à obra desse importante autor angolano, visto que seu estudo é de suma importância para a compreensão das culturas africanas. Para dar conta de tudo isso, tornou-se necessário um diálogo com inúmeros teóricos de diferentes áreas do saber, dentre os quais se destacam: James Clifford, Walter Benjamin, Gaston Bachelard, Homi Bhabha, Roland Barthes, Rita Chaves, Laura Cavalcante Padilha, Antonio Candido, Frantz Fanon, Rodolfo Kusch, François Laplantine, Ella Shohat/Robert Stam e Paul Zumthor. / This research proposes to observe Ruy Duarte de Carvalho’s relationship with the lived space, especially in view of the work Vou lá visitar pastores (2000). Due to his personal inscription in both poetry and plots, the research superficially extends to other works of the author - Como se o mundo não tivesse leste (2008), Os papéis do inglês (2007), Actas da Maianga (2003), As paisagens propícias (2005), Lavra (2005), A câmara, a escrita e a coisa dita...(2008), A Terceira Metade (2009) e Desmedida (2010) - in order to trace a brief biographical overview of Duarte. We note that, for the author, the space transcends the limits of physical reality, since it is also the space of creation and fiction. For the 'other', this lived space is the extension of life itself, because this relation of belonging establishes a collective agreement between the subjects and the place. Ruy Duarte committed much of his life in the study of these relations, and therefore was willing to go live with them. Therewith, we sought to examine these issues, because from such experiences one has more authority to report about the “other”, as evidenced in the comparison between the experiences of the author and mine. In this sense, the implications that Literature and Anthropology have had for the development of such a writing project were also observed, as well as the way Ruy Duarte incorporates these discourses to create his own literary style. In addition, we seek to give visibility to the work of this important Angolan author, since his work is of great importance for the understanding of African culture. To account for all that, we set up a dialogue with numerous theorists from different disciplines, among which we highlight: James Clifford, Walter Benjamin, Gaston Bachelard, Homi Bhabha, Roland Barthes, Rita Chaves, Laura Cavalcante Padilha, Antonio Candido, Frantz Fanon, Rodolfo Kusch, François Laplantine, Ella Shohat / Robert Stam and Paul Zumthor.

Orientador: Vilma Leni Nista-Piccolo / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-08-08T10:24:06Z (GMT). No. of bitstreams: 1 Zylberberg_TatianaPassos_D.pdf: 1897799 bytes, checksum: b88f5acf3bc32a58908b0f39a1ee4ddd (MD5) Previous issue date: 2007 / Resumo: A escola, fundada no dualismo corpo-mente, priorizou uma educação cognitivista baseando-se na tradicional compreensão da inteligência como uma condição unitária, hereditária e localizada no cérebro. A ¿incapacidade inata¿, diagnóstico comum para aqueles que obtinham baixos resultados em testes que hipoteticamente mensuravam a inteligência, surtiu efeito negativo no futuro escolar e social e, reforçou durante muitos anos, que as dificuldades de aprendizagem destas pessoas estavam relacionadas apenas as causas genéticas. A partir da década de 1980, as discussões sobre este assunto foram intensificadas, particularmente pela Teoria das Múltiplas Inteligências de Howard Gardner. Baseada na literatura recente sobre o processo de ensino-aprendizagem, na teoria de Gardner e, na perspectiva da corporeidade fundamentada por Merleau-Ponty, esta tese visa estudar as possibilidades corporais como expressão da inteligência humana, indo além da mensuração da inteligência nas expressões verbais e lógicas. A trajetória histórica que influenciou nosso modo de perceber a inteligência foi reconstruída com base em algumas questões: Como será que o professor, em pleno século XXI, identifica as inteligências de seus alunos? Quais rotas de acesso são utilizadas para que o aluno possa demonstrar o que aprendeu? Esta pesquisa qualitativa de abordagem fenomenológica, utilizou a análise do fenômeno situado (Martins e Bicudo, 2005) para observar a aprendizagem dos alunos numa classe de primeira série, numa instituição pública estadual de Ensino Fundamental, na cidade de Campinas-SP com o objetivo de desvelar o comportamento inteligente no momento em que ocorre a aprendizagem, tendo como foco de análise também as estratégias e intervenções utilizadas pela professora polivalente e a de Educação Física. As observações foram analisadas em três momentos: descrição, redução e interpretação. As duas professoras também foram entrevistadas com o propósito de conhecer os conceitos que permeiam a ação docente. A entrevista foi organizada em torno de perguntas geradoras relacionadas à questão da inteligência, às estratégias pedagógicas, avaliação e dificuldades de aprendizagem. As reflexões levantadas buscam contribuir com o debate atual sobre dificuldades de aprendizagem e colocam em pauta a negligência da escola com as múltiplas inteligências. Defende-se que uma percepção mais ampla dos professores sobre a inteligência dos alunos pode ampliar a responsabilidade social e ética de um modo transdisciplinar, expandindo a compreensão da aprendizagem do campo das dificuldades para o campo das possibilidades / Abstract: Schools were founded on the body-mind dualism basis, focusing mainly on a cognitive education because the intelligence has been traditionally understood as an inherited and unique human condition, placed in the brain. For man years, learning disabilities have been related with genetic causes. Innate incapability used to be a common diagnostic for those who scored lower on the standardized tests. These tests were hypothetically developed to measure intelligence and would have negative affect on children¿s social and educational future. Since the 1980¿s these issues have been intensively discussed, particularly on the Howard Gardner¿s Multiple Intelligence Theory. Based on recent literatures about teaching-learning processes, on the Gardner¿s theory, and on the lived body theoretical perspective of Merleau-Ponty, this dissertation aimed to study the corporal possibilities as part of human intelligence expression; going beyond verbal and writing language measurements. An historical trajectory of the way we perceive student¿s intelligence was reconstructed upon the following questions: How student¿s intelligence has been evaluated by teachers on the XXI century? How teachers have accessed student¿s learning process? Qualitative method and a phenomenological perspective were used on this research through the analysis of the situated phenomena (Martins & Bicudo, 2005). The learning process of students was observed in the first grade at public school in Campinas ¿ SP. The goal was to observe the intelligent behavior during the children¿s learning process, focusing on the interventional strategies used by classroom and physical education teachers. The observations were analyzed on three folds: description, reduction and interpretation. Two teachers were interviewed aiming to reveal the concepts of docent action. The questions of the interview were related to intelligence, pedagogical strategies, evaluation and learning disabilities. The importance of this study was to show that there exists unnoticed intelligent behavior by teachers. The results were interpreted on the failure on learning process and negligence of the multiple intelligences by schools. A broadened perspective of the teachers about the student¿s intelligence may enhance the social and ethical responsibility in a transdisciplinary way. The learning process might extend from difficulties to possibilities field / Doutorado / Pedagogia do Movimento / Doutor em Educação Física

Studien undersøker studenters sorgerfaringer som fenomen. Den fokuserer levd erfaring i handlingsperspektiv og meningsperspektiv. Innledningsvis redegjøres det for foreliggende forskning om sorgerfaring. Deretter introduseres teoretiske perspektiv som anvendes i studien. Ut fra respondentenes erfaring analyseres de rom for handling og meningsdannelse som finnes på studiestedene. Studiens formål er å utvikle dypere forståelse for hva det innebærer i studenters daglige liv å erfare sorg. Studien anvender en hermeneutisk-fenomenologisk metode, inspirert av van Manen. Datainnsamlingen ble gjennomført ved semistrukturerte forskningsintervjuer med seks respondenter, to intervjusamtaler med hver med +/- fire måneders mellomrom. I intervjuingen er det lagt vekt på meningsfortetning og tolkning i samtalene. Respondentene er tre kvinner og tre menn mellom 22 og 30 år, alle studenter som har mistet foreldre eller søsken ved dødsfall. De avdøde var fra 25-60 år, relasjon til respondenter: Tre fedre, en mor og to brødre. Databearbeidingen har foregått ved lytting og gjenlytting, skriving og analysering av lydfiler og transkriberte tekster fra forskningsintervjuene. I prosessen er det analysert fram betydningsbærende elementer fra studentenes fortellinger som så er forsøkt rekontekstualisert i møte med teoretiske perspektiv. Framstillingen sikter mot å formidle en kunnskap som er kongruent med sorgerfaringen som fenomen. Resultatet presenteres først som seks fortellinger som formidler noe vesentlig ved sorgerfaringen og skaper resonans. Deretter presenteres åtte tema som har utkrystallisert seg gjennom analysen: Å være merket (1), Sårbarhet (2), Fravær (3), "Det som har skjedd, er en del av meg" (4), Å føre noe videre (5), Dødsfall kan komplisere nære relasjoner (6), Lengsel etter den reine sorgen (7), Å holde kontakt (8). For det tredje redegjøres det for studentenes opplevde rom for handling. Til sist utvikles meningstolkning i dialog mellom studenters sorgerfaring, slik den er analysert fram i studien, nyere sorgforskning og teoretiske perspektiv. Fortellingens rolle som grunnlag for mening og konstruktiv handling viser seg avgjørende.

This research explores the lived experience of encountering mortality in the palliative care context. Six counsellors included in the study had served on a Palliative Care Crisis Team in the community and/or the in-patient unit of a hospice in a mid-sized Canadian city. Conducted as a phenomenological study, all co-participants electronically or face-to-face, answered 18 questions that were generated from an initial open-ended question, and answered other clarifying questions as requested. The author also tracked the experience of the experience, of encountering mortality, by creating a Sacred Mandala––a painting that involves a particular structure, meditation practices, and journal work––and analyzed her notes as part of the data. Themes identified were: responding to the call; the realities of death; being in the know and the impact of knowing; relationships–intensity, intimacy, connection and identification; the gift of stillness; encountering mortality can be mundane; being of service; finding balance between giving enough and receiving enough; being in the face of D/death; staying awake; and living life. It was found that encountering mortality is paradoxical, and that the struggle of holding opposing forces is necessary for transformation toward wholeness but requires structured support that needs to be offered when caregivers are entering the field and throughout their careers. Support also needs to provide discipline and structure that is complex enough to encourage, contain and support participant’s expression of strong emotion, exploration and self-reflection of practice, sharing with others, and being witnessed. / Graduate / 0727 / 0357 / 0566 / susan@thebreiddals.com

Magister Artium (Child and Family Studies) - MA(CFS) / South Africa is reported to have the highest prevalence of HIV/AIDS infections in Sub-Saharan Africa. As a result the quality of life of families living with HIV/AIDS is negatively affected. Literature indicates that the majority of affected persons are young children and adolescents whose siblings or parents are infected with HIV/AIDS. Most affected adolescents are reported to have difficult social lives due to their parent's illness, difficult financial situations at home, stigma and discrimination within the society. The study attempts to explore the experiences of adolescents in households where the mother is HIV/AIDS positive. This research project is an exploratory study using a narrative approach within a qualitative methodological design. The study was conducted with 6 Xhosa-speaking adolescent boys (2) and girls (4) aged 12 to 15 years. An open-ended interview schedule was used to prompt participants to tell their stories. Data was collected by means of a voice recorder in order for adolescents to tell their stories. The responses were transcribed verbatim, translated and verified with the participants. The data were analysed by means of narrative analysis. The results indicate that most adolescent participants were coping with the mother being HIV/AIDS positive and maintained hope for their futures. Adolescents were coping due to support from friends and relatives. Some adolescents experienced rejection and discrimination. The biggest challenge in the home was due to socioeconomic status. The study is intended to benefit the community in terms of making recommendations to social workers at NGO's and the government sectors in terms of strengthening the existing support programmes in the community. / South Africa

Magister Curationis - MCur / The purpose of this qualitative explorative study is to explain individualized lived experiences of registered nurses working and participating in clinical supervision for nursing students within the clinical environment at selected hospitals. The study explores the challenges faced by registered nurses on a daily basis on how to structure clinical activities for the nursing students and provide high quality care to patients. / South Africa

Magister Curationis - MCur / This study explored the lived experience of spouses living with depressed partners. A qualitative phenomenological, exploratory study design was used to explore the lived experience of the spouses, identifying the coping strategies and challenges that they face as they live with the depressed partners. A purposive sample of seven spouses living with their depressed partners who were being treated in outpatient department were recruited to participate in the study. In-depth, face-to-face interviews were conducted, audiotaped with the participants’ permission and transcribed verbatim. The data from the transcripts, field notes, and demographic questionnaires was organized ready for analysis. Thematic data analysis was used to code the data, and group the codes to form categories. The categories were further regrouped to form themes. The themes were conceptualized and contextualized to uncover the meaning that the spouse carers attached to the lived experience. It emerged that most of the spouses described their partners and the relationship negatively due to the burden of care. The male carers as compared to the female carers expressed the negativity more and it impacted on the quality of care they were providing to the depressed partners. It was revealed that inadequate professional support was linked with the ineffective coping strategies employed by the spouse carers. Hence, most of the spouse carers presented with symptoms of depression and were at the stage of impoverishment according to the adaptive potential assessment model. A recommendation to involve spouse carers in the treatment plan and improve the support system to the spouse carers was made to the stakeholders of health service providers at the primary health level.

Magister Curationis - MCur / The study explores the experiences of nurses who care for severe/profound intellectual disabled patients at Level 3 Psychiatric Hospital in Cape Town. People with severe intellectual disabilities require constant care and supervision which can only be provided in specialised units. In the Western Cape, one such facility is a special section for the intellectually disabled at a level three hospital. Intellectual disability is a serious lifelong disability that places a heavy burden on affected individuals. Caring for these patients may affect the individuals who work within the intellectual disability services. This study explores the experiences of nurses who care for these patients. A Phenomenological research design was chosen as the researcher identified it as the most appropriate method to describe the lived experiences of the nurses. Purposive sampling was used to select 10 participants. However, data saturation was reached after interviewing eight participants. Data was collected through in-depth unstructured interviews. The audio-taped responses were transcribed verbatim and phenomenological data analysis done. Ethical clearance was obtained from the Higher Degrees Committee of the University of the Western Cape. Permission to do the research at the level three hospitals was sought from the Associated Psychiatric Hospital Committee. Consent to participate in the study was obtained from the participants, and ethical principles were adhered to. Participants were informed of the right to withdraw at any stage of the study and intervention offered when required. Trustworthiness of the research process was ensured. Findings: from this study the nurses who care for severe/profound intellectual disabled patients reported that they were not adequately prepared to care for these patients. It has also been reported that caring for the severely/profound disabled comes with some consequences, where emotional (negative and positive), physical and professional consequences were mentioned. The shortage of resources was found to be one of the challenges the nurses experienced. The nurses felt unappreciated for the work they did and less supported by their employer.

The primary purpose of this study was to investigate how the life experiences of educators impact upon classroom discipline. The study considered the present situation regarding classroom discipline practice. As circuit manager directly involved with schools I was concerned to see that there were dysfunctional schools in my area because of the failure to manage classroom discipline effectively. <p.>The findings of the study indicate that classroom discipline practices can be improved if we understand the life experiences of educators. A qualitative narrative approach was applied and narrative interviews, observation and lived stories of educators were used to gather data from nine participants. All these educators were drawn from one circuit in the Nkangala Department of Education, a region in Mpumalanga Province, and are teaching in secondary schools. Purposive sampling was used to select the nine participants; all were prepared to share their lived experiences and ultimately, data analysis provided cogent answers to the research hypothesis. The research focused on issues such as recent South African studies conducted on discipline and corporal punishment, theories of discipline, how lived experiences impact on current behaviour. From what I have observed and heard, it has become clear, as is set out in this thesis, that the classroom discipline practices implemented by educators are indeed influenced by their own classroom experiences when they themselves were learners. / Thesis (PhD (Education Management, Law and Policy))--University of Pretoria, 2008. / Education Management and Policy Studies / unrestricted

The purpose of this study was to explore the lived experiences of African orphaned learners in relation to their educational experiences with the view of establishing whether the type of education received and the inferred quality of that education correlate with official conceptions of quality education as articulated in government policies. The study interrogates policy intentions geared to improving the quality of education in South African schools and juxtaposes the intended policy with the lived experiences of orphaned learners. This is a qualitative case study focusing specifically on four African primary school learners. Data were collected from interviews, observations and written stories of orphaned learners, as well as interviews with the orphaned learners’ teachers and caretakers. The claim I make in this study is that all learners living in impoverished communities and subjected to the kind of disadvantages in operation in their home environment are at risk of education of an inferior quality. However, being an orphan can aggravate this in that orphaned learners bring to school peculiar attributes which would produce outcomes that differ from those envisaged in policy documents. The findings of the study indicate that:<ul><il> (a) the behaviour displayed by orphaned learners, the emotional changes resulting from changing family circumstances, grieving the loss of parents and fear of losing the caregiver may impact negatively on the intended quality of education </il><il> (b) the socioeconomic and cultural contexts of orphaned learners have an influence on the received quality of education</il><il> (c) orphaned learners raised in sibling-headed households, where the primary educators (e.g. parents or surrogate parents) are non-existent, have impoverished educational experiences </il><il> (d) the support provided by the extended family can contribute positively to the educational experiences of orphaned learners </il><il> (e) the community can serve as a critical resource in enhancing the educational experiences of orphaned learners. <br> </ul> Finally, the study indicates that, by studying the lived experiences of African orphans, a better understanding of the quality of education received is made possible and this in turn could influence the conceptualisation of quality education and support structures required to achieve this ideal at higher levels of the education system. / Thesis (PhD)--University of Pretoria, 2010. / Education Management and Policy Studies / unrestricted