Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-03-18T13:17:05Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação_Versão_Final_PDF.pdf: 4361098 bytes, checksum: 309e6a4884448fd382fe08788b9fd07e (MD5) / Made available in DSpace on 2016-03-18T13:17:05Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação_Versão_Final_PDF.pdf: 4361098 bytes, checksum: 309e6a4884448fd382fe08788b9fd07e (MD5) Previous issue date: 2015-02-26 / FACEPE / Sob o olhar sociointeracionista e com o apoio da perspectiva da Rede de Significações, a criança é compreendida como ativa construtora de seu desenvolvimento, sendo instada a interpretar seu entorno, criando uma versão sobre objetos e acontecimentos sociais que lhe afetam. A família é um objeto social relevante para a criança uma vez que se constitui como seu primeiro e mais próximo contexto de desenvolvimento. Este objeto é constantemente transformado por mudanças socioculturais e por rupturas de desenlaces que implicam novas configurações familiares. Como qualquer outro membro familiar a criança elabora novos sentidos frente às diferentes realidades. A presente investigação objetivou perscrutar significações sobre família em crianças de 5 a 11 anos, entre estas, crianças cujos pais estão em litígio na justiça por disputa de guarda ou regulamentação de visitas, no Tribunal de Justiça de Pernambuco (TJ-PE). Participaram da pesquisa 41 crianças, sendo 25 meninos e 16 meninas. Do total de participantes, oito foram crianças indicadas pelo Tribunal de Justiça, com a aquiescência da família, para constituírem as crianças focais deste estudo. As demais crianças foram convidadas a compor a situação coletiva de observação, usando-se o critério de pertencerem ao ciclo de amizade escolar das primeiras, a partir da indicação das professoras. Portanto, para cada criança focal existiram três, quatro ou cinco parceiros privilegiados, que compuseram as oito oficinas de brincadeiras para planejarem encenações teatrais sobre família. Em seguida, cada criança, individualmente, foi instada pela pesquisadora a conversar sobre família a partir de dois desenhos que lhe eram solicitados: o primeiro sobre “uma família”; e o segundo sobre “sua família”. Os resultados obtidos com as duas situações, a coletiva e a individual, mostram que as crianças consideram pertinentes à família diversos arranjos, como, por exemplo, famílias nucleares, monoparentais, recasadas ou extensas. Evidencia-se também que as relações familiares são predominantemente manifestações de cuidado, proteção e vinculação afetiva. Quanto à vivência de conflitos conjugais na família, das oito crianças focais quatro expressaram sentimentos de descontentamento ou revelaram indícios desse sentimento. Entretanto, ressalta-se que, mesmo diante das dificuldades decorrentes do conflito, no percurso cotidiano, essas crianças constroem novos sentidos de família, mas preservam seu papel primordial de cuidado, afeto e lugar de pertencimento. / Under the sociointeractionist perspective and with the support of the Network of Meanings perspective, the child is perceived as active constructor of their development, being asked to interpret their surroundings, creating a version of objects and social events affecting them. The family is an important social object to the child as it is their first and closest development context. This object is constantly transformed by sociocultural changes and disruptions of outcomes involving new family configurations. Like any other family member, the child develops new senses when facing different realities. This research aimed to scrutinize meanings of family in children 5-11 years. Among these are children whose parents are in court dispute for custody or regulation of visits, at the Tribunal de Justiça de Pernambuco (TJ-PE). The participants were 41 children, 25 boys and 16 girls. Of all participants, eight were children indicated by the Court, with the family's consent, to constitute the focal children in this study. The other children were invited to compose the collective situation of observation, using the criteria of belonging to the same school of the focal children, from the indication of the teachers. Therefore, for each focal child there were three, four or five close partners, who composed the eight workshops of games to plan theatrical productions about family. Then each individual was asked by the researcher to talk about family from two designs that it demanded: the first about "a family"; and the second on "your family". The results obtained with the two situations, the collective and the individual, show that children consider several modalities relevant to the family, such as nuclear families, single-parent, remarried or extensive families. It also shows that family relationships are predominantly care demonstration, protection and affectionate bonds. As for the experience of marital conflict in the family, among the eight focal children, four expressed feelings of dissatisfaction or showed evidence of that feeling. However, it is important to state that even with the difficulties arising from the conflict in daily life, these children make new meanings about family that preserve the primary role of care, affection and place of belonging.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Studies have shown that reading and comprehension skills are the most relevant problems in not only Portuguese classes, but also in Education in general. It is fundamental then that schools take some measures as to encourage reading, text comprehension, and the use and recognition of different oral and written genres with which readers come across daily. Taking that into consideration, the objective of this report is to present the results of the first phase of the application of the Activities Module, titled Ambiguity, advertisement and text comprehension, whose purpose, taking into account the study of ambiguity in advisements, is to motivate students to do reading and text comprehension activities, in a 9th grade class. That module was theoretically and methodologically designed according to Cosson´s (2004) perspective. According to him, a Didactic Sequence (DS) involves the following steps: motivation, introduction, reading and interpretation. As theoretical support, Cançado (2004), Martins (1994), Marcuschi (2008) and Koch & Elias (2012), among others, were also important references since they understand reading as a dialogue involving reader/text/writer. The analysis of this first phase revealed a positive balance, because the students satisfactorily corresponded to all proposed suggestions, showing interest, actively participating in the reading, text interpretation and comprehension activities, focusing on the phenomenon of ambiguity in advisements. This reinforces the idea that children and teenagers surrender in a more open and immediate way when motivational proposals brings up a model that lets them interact creatively. One more aspect that is positive about the module is the possibility of establishing a closer connection between theory and practice, enabling similar activities involving other contents and topics to take place. / Estudos têm mostrado que a leitura e a compreensão de texto ainda se configuram como os problemas mais relevantes no ensino de Língua Portuguesa, senão da Educação de modo geral. É mister, então, que a escola adote medidas variadas quanto ao incentivo à leitura, à interpretação, ao uso e ao reconhecimento dos diversos gêneros orais e escritos a que o leitor é apresentado diariamente. A par desse cenário, o objetivo deste relatório é apresentar o resultado da primeira etapa de aplicação do Módulo de Atividades, intitulado Ambiguidade, anúncio publicitário e interpretação de texto, cujo propósito, a partir do trabalho com o estudo da veiculação do fenômeno da ambiguidade em anúncios publicitários, é estimular o estudante a uma prática de leitura e de compreensão do texto, em uma turma de 9º ano do Ensino Fundamental. Tal módulo foi estruturado teórico-metodologicamente a partir da perspectiva de Cosson (2004), para quem uma Sequência Didática (SD) se constitui nas seguintes etapas: motivação, introdução, leitura e interpretação. Como suporte teórico, destacam-se, ainda, os estudos de Cançado (2008), Martins (1994), Marcuschi (2008) e de Koch e Elias (2012), entre outros que entendem ato de ler como o resultado do diálogo entre leitor/texto/autor. A análise dessa primeira aplicação revelou um saldo positivo, na medida em que os alunos atenderam, satisfatoriamente, a todas as propostas sugeridas, demonstrando interesse, participando ativamente das atividades de leitura, de interpretação e de compreensão de texto, focando o olhar no fenômeno da ambiguidade no anúncio publicitário. Isso ratifica a ideia de que crianças e adolescentes se entregam de maneira mais aberta e imediata quando a proposta de motivação traz uma moldura, um modelo, um estímulo que lhes permitam interagir de modo criativo. Para além desse peculiar, o referido módulo respalda-se, justamente, por oferecer ao professor a possibilidade de se estabelecer uma relação mais estreita entre teoria e prática, podendo servir de suporte para que outros conteúdos e temas sejam trabalhados.

Studien har fokus på hur ett antal förskollärare tolkar sitt uppdrag när det gäller barns skriftspråkande i förskolan. De två problemformuleringen är följande; Hur tolkar ett antal förskollärare sitt uppdrag när det gäller barns lärande och villkor av skriftspråket? Hur ser ett antal förskollärare på sina förutsättningar att stödja barns skrivande med utgångspunkt i att barn är meningsskapande i sitt sätt att använda skriftspråket? Det teoretiska ramverket utgörs av tre förekommande perspektiv eller synsätt på barns skriftspråksutveckling. De är sociokulturellt perspektiv, kognitivt perspektiv och utvecklingspedagogiskt perspektiv. Begreppet livsvärld intar en övergripande ram för att ytterligare vägleda analysen av forskningsfrågorna utifrån att studiens studieobjekt är förskollärare. Metodansats är hermeneutisk eftersom det är förskollärarnas berättelser och deras tolkning av sitt uppdrag som är i fokus i studien och därmed används också intervjuer i form av samtalsguider. Förskollärarna tolkningar lyfts fram utifrån ett antal kategorier som framkom under arbetet med resultat och analys. I analysen av resultatet framkommer en splittrad bild men även till viss del en samstämmig bild av förskollärarnas tolkning av sitt uppdrag när det gäller skriftspråkande i förskolan. Den splittrade bilden handlar om hur barn lär om skriftspråket och vad som ska ingå i undervisningen om skriftspråket i förskolan. Samstämmigheten handlar om att utbildning behövs för att höja förskollärares kompetens. En slutsats blir att  det behövs tydliga direktiv om hur uppdraget ska tolkas gällande undervisning av skriftspråket i förskolan. I slutdiskussionen uppmärksammas också de möjligheter förskolebarn har att lära om skriftspråket utifrån förskolelärarnas tolkning av sitt uppdrag. / The study has a focus on the way that a number of preschool teachers interpret their assignment regarding children’s literacy in preschool. The two research questions are: how do these preschool teachers interpret their assignment regarding children’s literacy learning and opportunities? How do these preschool teachers regard their qualifications to support children’s writing with the starting point that children are using literacy meaningfully? The theoretical frameworks include three perspectives or approaches on children’s written language development. They are sociocultural perspective, cognitive perspective and developing educational perspective. The concept livsvärld or lifeworld provides an overall frame to further direct the analysis of the studies and research questions since the object of the study is the preschool teacher. The methodological approach is hermeneutic since it is the preschool teachers` narrative and interpretations of their assignment that are in focus, and therefore interviews have been used as a form of dialog guide. The preschool teachers’ interpretations highlight a number of categories that emerged from the analysis. In the analysis of the results, there emerged a fragmented picture but also some area of agreement and concordance amongst the views of the preschool teachers regarding their interpretations of their assignment regarding children’s literacy in preschool. The fragmented picture is about how preschool children learn about literacy and what should be included in teaching about literacy in preschool. The consistent picture is that there is a need for more training to increase their competence in relation to how preschool children learn about literacy. A conclusion is that there is a need for distinct guidance about how to interpret the assignment of beginning the teaching of literacy in preschool. In the final discussion, attention is also drawn to preschool children’s opportunity to learn about literacy based on the preschool teacher’s interpretation of their assignment.

The objective of this thesis is to examine how language, gestures and physical artefacts are used in science classes with emergent bilingual students who do not share the same minority language as their classmates or teachers. The purpose is to contribute to findings that can enhance emergent bilingual students’ learning in science. The data consist of classroom observations in one 3rd grade (9–10 years old) and one 7th grade (13–14 years old) science class. In addition, the students in the 7th grade were interviewed. Whole-class instruction was carried out monolingually in Swedish. The students typically made meaning of the activities without any language limitations during conversations following an initiation, response and evaluation pattern (IRE). However, during longer conversations the students’ language repertoire in Swedish frequently limited their possibilities to express themselves. During group-work activities, students with the same minority language worked together and used both of their languages. One strategy used among the students to overcome language limitations was translating unfamiliar words into their minority language. In general, this supported the students’ learning in science. Occasionally, the students made incorrect translations of scientific concepts. The interviews with the students demonstrated how monolingual exams may limit emergent bilingual students’ achievements in science. When students’ language proficiency limited their possibility to express themselves, the students showed what they meant by using gestures. This resulted in the continuation of the lessons as both other students and teachers drew on the used gestures to talk about the science content. The physical artefacts implied that the students experienced the science content by actually seeing it, which the teacher then drew on to introduce how the phenomena or process in question could be expressed in scientific language. When students’ proficiency in the language of instruction limited their possibilities to make meaning, using physical artefacts enabled them to experience unfamiliar words being related to the science content and learn what they mean. / <p>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: Submitted.</p>

Nonostante il maltrattamento all’infanzia costituisca un’esperienza relazionale patogena, alcuni bambini maltrattati mostrano un itinerario di sviluppo resiliente. La tesi si focalizza sul possibile ruolo giocato da meaning-making e mindfulness skills nel funzionamento resiliente. Il primo obiettivo è stato esplorare la relazione tra meaning-making, mindfulness skills e benessere in bambini non maltrattati. Il secondo obiettivo è stato valutare meaning-making e mindfulness skills in minori maltrattati, per determinare se il funzionamento resiliente fosse in relazione con questi costrutti. Il terzo obiettivo è stato creare un intervento per minori maltrattati ospitati in comunità (MBYR), testandone la fattibilità. Lo studio 1 ha esplorato il meaning-making in bambini non maltrattati, non evidenziando alcuna relazione con le loro competenze e difficoltà. Lo studio 2 ha mostrato che le mindfulness skills correlavano negativamente con outcome avversi, ma positivamente con le competenze dei bambini. Lo studio 3 ha esplorato la relazione tra funzionamento resiliente, meaning-making e mindfulness skills in minori maltratti, evidenziando che il meaning-making era legato a livelli più bassi di qualità della vita, mentre le mindfulness skills erano in relazione con il funzionamento resiliente. Questi risultati hanno informato il razionale dell’MBYR, che ha significativamente ridotto i sintomi traumatici, aumentando mindfulness skills e competenze generali (studio 4). / Child maltreatment is a pathogenic relational experience representing one of the most difficult challenges to children’s healthy adaptation; nonetheless, some maltreated children develop resiliently. The thesis focuses on the possible role played by meaning-making and mindfulness skills in resilient functioning. The first aim was to investigate the relation between meaning-making, mindfulness skills, and wellbeing in nonmaltreated children. The second aim was to explore meaning-making and mindfulness skills in maltreated children and adolescents, to determine whether resilient functioning was related to these constructs. Finally, the third aim was to design an intervention for maltreated youths in residential care (MBYR) and to test its feasibility. Study 1 explored meaning-making in nonmaltreated children, showing that it was not related to their competencies and difficulties. Study 2 highlighted that mindfulness skills were negatively related to adverse outcomes and positively related to children’s competencies. Study 3 explored the relation between different domains of resilient functioning, meaning-making, and mindfulness skills in maltreated youths, showing that meaning-making was related to lower levels of quality of life, whereas mindfulness skills were related to resilient functioning. These results informed the rationale for the MBYR, which significantly reduced traumatic symptoms while enhancing mindfulness skills and general competencies (study 4).

Positive psychology has significantly advanced our understanding of well-being, yet there remains a need to better understand the how, what, and why of both positive and negative well-being. This study combined positive psychology and job loss perspectives to investigate the subjective experience of well-being following job loss. Using a qualitative-focused case study methodology, this three article dissertation explored the experiences of 20 workers who were displaced from the Ottawa, Canada technology sector from 2000-2006. The first article explored the experience of well-being from a bottom-up, naturalistic point of view and compared these inductive notions with existing a priori theories. Findings support integrated conceptualizations of hedonia and eudaimonia, while also potentially identifying new notions of well-being. Identified themes include (a) life evaluation, (b) transitory experiencing, (c) growth and grounding, (d) environmental mastery/stability, (e) mental ill-being/ill-health, and (f) motivational mindsets/conditions. This study showed well-being to be a rich, pluralistic construct. It included the non-dualistic notions of both subjectivity and objectivity, as well as encompassing notions related to the what and how of well-being. The second and third articles present inductively derived themes which helped to explain the relationship between job loss and well-being (i.e., the how and why). Three externally focused themes were reported in the second article: (a) systemic factors (e.g., broader business environment), (b) interpersonal factors (e.g., social support), and (c) chance (e.g., luck and serendipity). The third article identified two internally focused major themes: (a) differential coping responses and processes and (b) protective and sensitizing processes. Coping specifically consisted of problem-focused coping, meaning-making, attitudes and expectancies, behavioural processes, and emotional processes. Protective and sensitizing processes included identity and self-esteem, the impact of past adversity, and personal resources and characteristics. Implications for theory, research, and practice for both positive psychology and job loss are discussed. Keywords: positive psychology, job loss, unemployment, qualitative research, case study, hedonia, eudaimonia, coping, meaning, meaning-making, resilience, post-traumatic growth, social support, relationships, theory, processes

The aim of this paper is to use a cultural-hermeneutic methodology to investigate how meaning is constructed in a contemporary social situation (co-culturally) and to suggest the Christian concept incurvatus in se as a critical theological resource (counter-culturally). Central to this account is how to think theologically in a secular situation. It could also be understood as a habermasian translation of a christian experience of the human problem as curved into themselves (homo incurvatus in se) into a existential language for a (possibly) universal experience. I liken this curvedness to the pervasive individualism of today’s society and argue that meaning-making based on the idea of individual freedom can lead to a lack of meaning and existential emptiness.  To arrive at a discussion of incurvatus in se as a theologically critical resource for the study of existential emptiness, I analyze film, parenting and worship to get an idea of what a meaning-making process can look like in these examples. The result of this analysis suggests that by viewing these activities as something that points beyond themselves, rather than something that only reflects the subjective, they can play a meaning-making role.  In light of this result and the interpretation of the situation, I propose a concept of humans as homo incurvatus in se as contrast to an idealization of individual freedom and selfrealization. Overall, this study develops a excurvatus ex se approach that is constituted by conscious and critical meaning-making and argues further that a modified understanding of the human problem as curved into themselves can serve as an incentive, or even a primus motor, to seek meaning outside the subjective in a responsible way.

Det systematiska kvalitetsarbetet grundar sig i dokumentation av förskolans verksamhet och syftar till att säkerhetsställa förskolans måluppfyllelse. Syftet är att undersöka vad tidigare forskning framställer som betydelsefullt för systematiskt kvalitetsarbete i förskolan, utifrån dokumentation om den dagliga praktiken. Den teoretiska grunden utgörs av ett socialkonstruktionistiskt perspektiv, vilket innebär att förskolan som institution är socialt konstruerad av de sociala aktörer som verkar där. Den valda metoden består av en systematisk litteraturstudie vilket innebär granskning och analys av nio publicerade vetenskapliga artiklar. Litteraturstudiens övergripande resultat visar att olika perspektiv påverkar dokumentationen innehåll, vilket även påverkar om den kan användas till det systematiska kvalitetsarbetet i förskolan. Slutsatsen från studien är att dokumentationen från förskolans verksamhet antingen kan användas för det systematiska kvalitetsarbetet eller inte, beroende på vilken typ av information den innehåller.

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13 | P a g e SUMMARY In South Africa’s rapidly changing social and cultural context, where family dynamics and relationships are changing just as quickly, it is essential to discover which factors contribute to successful relationships that persist over time. Previous research has utilised the Investment Model Scale (Rusbult, 1980) in order to understand commitment processes and the constructs satisfaction, quality of alternatives and investment have been identified as key determinants of commitment in romantic contexts. In the present study however I investigated the primary research question, “How can commitment be measured in the context of family relationships?” Data collection took place through the Family Commitment Scale (which was adapted from the Investment Model Scale) and a new meaningfulness scale was added in an attempt to explore whether meaningfulness would be a better predictor of family commitment than satisfaction, quality of alternatives and investment. The statistical analyses were conducted with the purpose of examining the research question and hypotheses. The findings of the present study contribute to commitment literature by underlining the utility of the Invest Model Scale in nonromantic contexts and providing an instrument which can reliably measure family commitment. Meaningfulness is also highlighted as a motivational feature behind family commitment processes. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Educational Psychology / unrestricted