O presente projeto de pesquisa tem por objetivo investigar como acontece a construção de conhecimento por meio da ação mediada entre crianças, adolescentes e pesquisadora no desenvolvimento de um blog pedagógico-literário. Essa investigação, com base nos conceitos da pesquisa etnográfica de caráter participativo, partiu de dados coletados em uma oficina semanal e sistemática que ocorreu entre Setembro de 2006 a Novembro de 2007 com leitores da Biblioteca Pública Belmonte, no bairro de Santo Amaro, na cidade de São Paulo. As interações entre os participantes e entrevistas individuais foram gravadas em vídeo e transcritas para descrição e análise. A interação que emergiu entre os participantes da pesquisa situa-se nos princípios do Construtivismo Comunal (Holmes, 2001), em que aprendizes constroem conhecimento que poderá ser revertido para a comunidade. Conclui-se, ao final desta pesquisa que os participantes, após a aquisição de conhecimento que os possibilite criar, editar e manter blogs, possam utilizar essa tecnologia de forma autônoma, criando novas redes de aprendizagem colaborativa como ferramenta cultural de uso, autoria e desenvolvimento de novos conhecimentos / This research project investigates how knowledge is constructed by mediated actions between children, adolescents and researcher in the development of a pedagogical-literary blog. This study, based on the concepts of participative ethnographic research started from data collected in a systematic weekly workshop that occurred between September 2006 to November 2007 with readers at Belmonte Public Library, in the district of Santo Amaro, in the city of São Paulo. Interaction between participants and individual interviews were recorded on video and transcribed for description and analysis. Interaction that emerged from participants of this research is consistent with the principles of Communal Constructivism (Holmes, 2001), in which learners construct knowledge that may be used in benefit of their learning community. The analysis leads to the conclusion that research participants, after having acquired knowledge that empowers them to create, edit and maintain blogs, can make use of this new technology autonomously, creating new networks of collaborative learning as a cultural tool of use, authoring and development of new knowledge

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-09-12T13:35:03Z No. of bitstreams: 2 Dissertação - Aline Prado de Oliveira - 2016.pdf: 3085936 bytes, checksum: 3079ccc5342f77a46368ee32e09cb365 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-09-12T13:35:25Z (GMT) No. of bitstreams: 2 Dissertação - Aline Prado de Oliveira - 2016.pdf: 3085936 bytes, checksum: 3079ccc5342f77a46368ee32e09cb365 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-09-12T13:35:25Z (GMT). No. of bitstreams: 2 Dissertação - Aline Prado de Oliveira - 2016.pdf: 3085936 bytes, checksum: 3079ccc5342f77a46368ee32e09cb365 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-08-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / After considerable achievements, especially in legislation, which resulted in advances for school inclusion, and consequently for the education of the deaf, the latter became the object of study of many researchers. Still, there are gaps that remain poorly explored. The research reported in this master thesis emerged from the experience of a science teacher/LIBRAS Interpreter who felt the impact of the communication barrier, and the languages inserted in science teaching -learning process for the deaf. This project aimed to develop studies on mediated action (dialog establishment) in bilingual classroom of Science in order to understand how the mediation conducted by a bilingual teacher influences the assignment of meaning in Science education for deaf students. Taken into account the specificity of the deaf students, we planned and developed pedagogical interventions considering the socio -anthropological perspective of deafness. There were invited to participate in the study, deaf students, who attended the 9 t h grade of elementary school, at the School Centro Especial Elysio Campos (founded by the deaf community), which has a partnership with the State Secretariat for Education of Goiânia and maintained by the Association of Deaf People of Goiânia. At this stage of education, students are introduced to the basic concepts of Chemistry, some of them, because are essential to the understanding of Chemistry, were chosen to be taught during the pedagogical interventions. Given the results presented and analyzed, we can affirm that this mediated action, using multisensory resources, proved to be a possible tool for science education of deaf students. / Após consideráveis conquistas, especialmente na legislação, que trouxeram avanço para a inclusão escolar e consequentemente para a educação de surdos, esta última tornou - se objeto de estudo de muitos pesquisadores. Ainda assim, verificam-se lacunas que permanecem pouco exploradas. A partir da vivência de uma professora de Ciências/Intérprete de Libras que sentiu o impacto da barreira da comunicação, e das linguagens inseridas no processo de ensino -aprendizagem de Ciências para s urdos, surgiu a pesquisa que está relatada nesta dissertação. Esse projeto objetivou realizar estudos sobre a ação mediada (estabelecimento de diálogo) em sala bilíngue de Ciências, a fim de entender como a mediação realizada pelo professor bilíngue influe ncia na atribuição do significado no ensino de ciências para alunos surdos. Diante da especificidade dos estudantes surdos, foram planejadas e desenvolvidas intervenções pedagógicas considerando a perspectiva socioantropológica da surdez. Para tanto, foram convidados a participar da pesquisa, estudantes surdos que cursavam o 9º ano do Ensino Fundamental, na escola Centro Especial Elysio Campos (fundada pela comunidade surda), a qual é conveniada da Secretaria Estadual de Educação de Goiânia e mantida pela Associação de Surdos de Goiânia. Nesta etapa do ensino, foram introduzidos aos alunos conceitos básicos da Química, alguns dos quais por serem considerados fundamentais ao entendimento desta, foram escolhidos para serem ensinados durante as intervenções ped agógicas. Diante dos resultados apresentados e analisados, podemos afirmar que esta ação mediada, utilizando recursos multisensoriais, se mostrou ser uma configuração possível para o ensino de Ciências para estudantes surdos.

A presente pesquisa investiga a interação discursiva em quatro atividades de campo junto a estudantes de sexta série do Ensino Fundamental, assumindo as explicações construídas como ferramenta cultural à luz da Teoria da Ação Mediada, de James Wertsch, na perspectiva da construção de significados. Para tal evidenciamos a contribuição do processo interativo, fundamental para uma alfabetização científica. De uma forma mais específica e no escopo do ensino de Biologia, defendemos a tese de que, na atividade de campo a construção de significados se faz pela incorporação do objeto no discurso, quer por sua presença como parte do cenário, quer como representação em gestos. Esta afirmação emerge a partir de nossos dados de pesquisa, organizados em mapas de interatividade, os quais revelam as conexões entre objeto empírico, gestos, modelos conceituais e outros recursos presentes no discurso dos sujeitos em interação, concernentes com o quadro teórico de apoio. Nessa perspectiva, observamos que nas situações de ensino estão presentes diversos modos semióticos, e investigar como os educadores os combinam, contribui para que compreendamos os processos de construção de significados para além da análise verbal nas interações discursivas, ou seja, para construirmos significados precisamos incorporar diversos modos de ação, sejam concretos ou abstratos, mas necessariamente compartilhados entre educadores e estudantes. Portanto, seria insuficiente analisar as interações discursivas apenas do ponto de vista da fala, da linguagem verbal, uma vez que, ao produzir um gesto, o sujeito produz ou altera a interpretação do outro. Observando ainda o contexto de produção dos gestos, apontamos que, nas explicações construídas pelos sujeitos, os gestos apresentaram estreitas relações com práticas epistêmicas, padrões de interações e o objeto empírico. Em termos conclusivos, apontamos como característica do movimento discursivo nas atividades de campo a incorporação do elemento empírico como recurso de negociação de significados, que somente terá sentido se a atenção for dirigida ao que é observável e relevante, função esta cumprida pelos gestos. / This study investigates the interaction of four discursive field activities with students from sixth grade of elementary school, assuming the explanations constructed as a cultural tool to the Theory of Mediated Action by James Wertsch, in view of the construction of meanings. To this evidence the contribution of the interactive process, fundamental to scientific literacy. On a more specific and scope of teaching biology, we defend the thesis that, in the field of activity of meaning making is done by embedding the object in the discourse, either by their presence as part of the scenario, either as representation in gestures. This statement emerges from our survey data, organized in interactive maps, which reveal the connections between empirical object, gestures, conceptual models and other features present in the speech of individuals in interaction, related to the theoretical framework of support. In this perspective, we note that in teaching situations are present different semiotic modes, and investigate how educators combine them, helps us to understand the processes of meaning beyond the verbal analysis in discursive interactions, i.e., to construct meanings need to incorporate different modes of action, whether concrete or abstract, but must be shared between educators and students. Therefore, it would be insufficient to analyze interactions discursive only from the point of view of speech, language verbally, since, in producing a gesture, the subject produces or alters the interpretation of the other. Noting further the production context of gestures, pointed out that the explanations constructed by the subjects, the gestures had close relations with epistemic practices, patterns of interactions and empirical object. In terms conclusive, pointed out as characteristic of motion in the discursive field activities incorporating the empirical element as feature negotiation of meaning, which only make sense if the attention is directed to what is \'observable\' and relevant, this function fulfilled by gestures.

Since 2006 Swedish compulsory school teachers are required to use individual developmentplans (IDPs) as part of their assessment practices. The IDP has developed through two major reforms and is currently about to undergo a third in which requirements for documentation are to be reduced. The original purpose of IDP was formative: a document containing targets and strategies for the student's future learning was to be drawn up at the parent-pupil-teacher meetingeach semester. The 2008 reform added requirements for written summative assessments/grade-like symbols to be used in the plan. This thesis aims to generate knowledge of the IDP as a tool in terms of what characterizes IDP documents as well as teachers' descriptions of continuous IDP work. It contains four articles. The first two are based on 379 collected IDP documents from all stages of compulsoryschool, and the last two build on interviews with 15 teachers. Throughout, qualitative content analysis has been used for processing data. The analytical framework comprises Latour's conceptual pair inscription – translation, Wartofsky's notions of primary/secondary/tertiary artifacts, and Wertsch's distinction between mastery and appropriation, which together provide an overall framework for understanding how the IDP becomes a contextually shaped tool that mediates teachers' actions in practice. Moreover, the activity theoretical concept of contradictionis used to understand and discuss dilemmas teachers experience in relation to IDP. In article 1, targets and strategies for future learning given to students are investigated and discussed in relation to definitions of formative assessment. Concepts were derived from the data and used for creating a typology of target and strategy types related either to being aspects (students' behavior/attitudes/personalities) or to subject matter learning. In article 2, the distribution of being and learning targets to boys and girls, respectively, is investigated. The results point to a significant gendered difference in the distribution of being targets. Possible reasons for the gendered distribution are discussed from a doing-gender perspective, and the proportion of being targets in IDPs is discussed from an assessment validity point of view. In article 3, teachers' continuous work with IDPs is explored, and it is suggested that IDP work develops in relation to perceived purposes and the contextual conditions framing teachers' work. Three qualitatively different ways of perceiving and working with IDP are described in a typology. Article 4 elaborates on dilemmas that teachers experience in relation to IDP, concerning time, communication, and assessment. A tentative categorization of dilemma management strategies is also presented. Results are synthesized in the final part of the thesis, where the ways in which documents are written and IDP work is carried out are discussed as being shaped in the intersection between rules and guidelines at national, municipal and local school level, and companies creating solutions for IDP documentation. Various purposes are to be achieved with the help of the IDP, which makes it a potential field of tension that is not always easy for teachers to navigate. Several IDP-related difficulties, but also opportunities and affordances, are visualized in the studies of this thesis. / <p>Svensk sammanfattning: s. 111-126.</p>

A presente pesquisa investiga a interação discursiva em quatro atividades de campo junto a estudantes de sexta série do Ensino Fundamental, assumindo as explicações construídas como ferramenta cultural à luz da Teoria da Ação Mediada, de James Wertsch, na perspectiva da construção de significados. Para tal evidenciamos a contribuição do processo interativo, fundamental para uma alfabetização científica. De uma forma mais específica e no escopo do ensino de Biologia, defendemos a tese de que, na atividade de campo a construção de significados se faz pela incorporação do objeto no discurso, quer por sua presença como parte do cenário, quer como representação em gestos. Esta afirmação emerge a partir de nossos dados de pesquisa, organizados em mapas de interatividade, os quais revelam as conexões entre objeto empírico, gestos, modelos conceituais e outros recursos presentes no discurso dos sujeitos em interação, concernentes com o quadro teórico de apoio. Nessa perspectiva, observamos que nas situações de ensino estão presentes diversos modos semióticos, e investigar como os educadores os combinam, contribui para que compreendamos os processos de construção de significados para além da análise verbal nas interações discursivas, ou seja, para construirmos significados precisamos incorporar diversos modos de ação, sejam concretos ou abstratos, mas necessariamente compartilhados entre educadores e estudantes. Portanto, seria insuficiente analisar as interações discursivas apenas do ponto de vista da fala, da linguagem verbal, uma vez que, ao produzir um gesto, o sujeito produz ou altera a interpretação do outro. Observando ainda o contexto de produção dos gestos, apontamos que, nas explicações construídas pelos sujeitos, os gestos apresentaram estreitas relações com práticas epistêmicas, padrões de interações e o objeto empírico. Em termos conclusivos, apontamos como característica do movimento discursivo nas atividades de campo a incorporação do elemento empírico como recurso de negociação de significados, que somente terá sentido se a atenção for dirigida ao que é observável e relevante, função esta cumprida pelos gestos. / This study investigates the interaction of four discursive field activities with students from sixth grade of elementary school, assuming the explanations constructed as a cultural tool to the Theory of Mediated Action by James Wertsch, in view of the construction of meanings. To this evidence the contribution of the interactive process, fundamental to scientific literacy. On a more specific and scope of teaching biology, we defend the thesis that, in the field of activity of meaning making is done by embedding the object in the discourse, either by their presence as part of the scenario, either as representation in gestures. This statement emerges from our survey data, organized in interactive maps, which reveal the connections between empirical object, gestures, conceptual models and other features present in the speech of individuals in interaction, related to the theoretical framework of support. In this perspective, we note that in teaching situations are present different semiotic modes, and investigate how educators combine them, helps us to understand the processes of meaning beyond the verbal analysis in discursive interactions, i.e., to construct meanings need to incorporate different modes of action, whether concrete or abstract, but must be shared between educators and students. Therefore, it would be insufficient to analyze interactions discursive only from the point of view of speech, language verbally, since, in producing a gesture, the subject produces or alters the interpretation of the other. Noting further the production context of gestures, pointed out that the explanations constructed by the subjects, the gestures had close relations with epistemic practices, patterns of interactions and empirical object. In terms conclusive, pointed out as characteristic of motion in the discursive field activities incorporating the empirical element as feature negotiation of meaning, which only make sense if the attention is directed to what is \'observable\' and relevant, this function fulfilled by gestures.