• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 90
  • 46
  • 34
  • 24
  • 15
  • 11
  • 9
  • 5
  • 4
  • 4
  • 4
  • 3
  • 3
  • 2
  • 1
  • Tagged with
  • 274
  • 56
  • 41
  • 36
  • 25
  • 22
  • 22
  • 21
  • 20
  • 20
  • 18
  • 18
  • 16
  • 16
  • 15
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
191

Conflito, diálogo e permanência: o professor mediador, o adolescente que cometeu ato infracional e a escola / Conflict, dialog and permanence: the teacher-mediator, the teenager who has committed an infringement and the school

Rocha, Maria Fernanda Jorge 26 February 2014 (has links)
Made available in DSpace on 2016-06-02T20:44:15Z (GMT). No. of bitstreams: 1 5868.pdf: 1787857 bytes, checksum: dc1e4f32bfc51c01f50682e1e67d27f6 (MD5) Previous issue date: 2014-02-26 / The role of teacher-mediator has been instituted in the state of São Paulo by the Resolution 19 of the State Education Department in 2010, which has established the School Protection System, which has as its goal to coordinate the planning and execution of measures that support conflict prevention, mediation, and resolution within the school environment. This work has aimed to study the strategies of intervention of the teacher-mediator of the school and community in order to support the school permanence of the teenagers who have committed an infringement, from the perspective of the youth in social vulnerability and of the school as an environment which its access and permanence, with quality, should be a right for all. In order to do so, there has been conducted a profiling of the teacher mediators enrolled to the Education Board of the Municipality of São Carlos SP, through the use of a questionnaire designed for this purpose. Then, with the intent of understanding the strategies and actions of these teachers for supporting the permanence of those teenagers in the school network, there have been conducted in-depth interviews with seven teachers who alleged having had previous working experiences with this kind of adolescent. It has been verified that the main action plan has been summed up to fighting school dropout, which is a specific intervention focus of the teacher-mediators registered in the Education Board of São Carlos. Also, it was learnt that there is little knowledge and articulation with the city s network for children and adolescent care. Such fact has prevented broadening the work of establishing partnerships beyond those focused in health services, mainly represented by the Psychosocial Care Center focused in alcohol and other drugs abuse (CAPS ad), the social protection services, the public safety and the Guardianship Council. In regard of the adolescents in focus, it has been verified that constructive dialogues are the main tool for intervention, along with the teachers effort to make awareness about keeping distance from infringement practices. The weakness of the intervention practices for these teenagers is evidence of the need of deepening the discussions and perspectives for facing this issue, regardless of teenagers who have committed an infringement or who are under socio educative probation being enrolled in the schools that these teachers work at. Therefore, it is necessary to construct a behavior for the teacher- mediators to act in the opposite direction of what has been established by the schools: the adolescent who has committed an infringement as a source of conflict, who must be avoided. / A função de professor mediador foi instituída no estado de São Paulo, pela Resolução № 19, da Secretaria de Estado da Educação, no ano de 2010, com a implantação do Sistema de Proteção Escolar, que tem como objetivo coordenar o planejamento de execução de medidas de prevenção, mediação e resolução de conflitos no ambiente escolar. Este trabalho teve como propósito conhecer as estratégias de ação do professor mediador escolar e comunitário para a permanência na rede de ensino do adolescente que cometeu ato infracional, sob a ótica da juventude em situação de vulnerabilidade social e da escola como lócus cujo acesso e permanência, com qualidade, devem ser um direito de todos. Para tanto, foi realizada uma caracterização dos professores mediadores pertencentes à Diretoria de Ensino - Região de São Carlos SP, com a aplicação de um questionário elaborado para este fim. Posteriormente, com o objetivo de conhecer as estratégias e ações desse professor para a permanência do adolescente em questão na rede de ensino, foram realizadas entrevistas em profundidade com sete professores que relataram terem tido experiência com esse adolescente em sua prática. Foi verificado que a principal proposta de ação resumiu-se ao combate da evasão escolar, foco de intervenção específico dos professores mediadores da Diretoria de Ensino Região de São Carlos, além de pouco conhecimento e articulação com a rede de atenção à criança e adolescente no município, o que impediu maior amplitude do trabalho, no sentido do estabelecimento de parcerias além daquelas voltadas aos serviços de saúde, representado, sobretudo pelo CAPS ad Centro de Atenção Psicossocial voltado para o cuidado com relação ao uso de álcool e outras drogas, aos serviços de proteção social, à segurança pública e ao Conselho Tutelar. Com relação ao adolescente em tela, verificou-se o diálogo como o principal instrumento de intervenção e a implicação do professor em buscar conscientizá-lo quanto à necessidade de manter-se afastado de práticas infracionais. A fragilidade das práticas de trabalho com esse adolescente evidencia a necessidade de aprofundamento das discussões e posicionamentos diante do tema, independentemente de haver na escola em que o professor atua um adolescente que tenha cometido ato infracional ou que esteja em cumprimento de medida socioeducativa. Diante disso, é necessário pensar uma atuação dos professores mediadores na contra-mão daquilo que a própria escola estabelece: o adolescente que cometeu ato infracional como um causador de conflito, o qual deve ser evitado.
192

O professor mediador escolar e comunitário e suas contribuições para a formação autônoma de estudantes e docentes / The school and community mediator teacher and yours contribute for environment its students and teachers

Tinetti, Cristiane Aparecida [UNESP] 23 February 1918 (has links)
Submitted by CRISTIANE APARECIDA TINETTI null (ctinetti@hotmail.com) on 2018-04-05T13:30:37Z No. of bitstreams: 1 PMEC Final Mestrado.abril 2018.pdf: 926029 bytes, checksum: 0347e748c8554bf20d7f959d10d40aaf (MD5) / Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2018-04-05T18:21:43Z (GMT) No. of bitstreams: 1 tinetti_ca_me_mar.pdf: 926029 bytes, checksum: 0347e748c8554bf20d7f959d10d40aaf (MD5) / Made available in DSpace on 2018-04-05T18:21:43Z (GMT). No. of bitstreams: 1 tinetti_ca_me_mar.pdf: 926029 bytes, checksum: 0347e748c8554bf20d7f959d10d40aaf (MD5) Previous issue date: 18-02-23 / Não recebi financiamento / O texto que se apresenta é decorrente da pesquisa realizada sobre a instituição da função do Professor Mediador Escolar e Comunitário - PMEC, ocorrida de 2009 a 2017 no Estado de São Paulo e legitimada pela Resolução SE-1, de 20 de janeiro de 2011, que dispõe acerca das atribuições do Professor Mediador Escolar e Comunitário (PMEC) de acordo com o Sistema de Proteção Escolar (SPE). Os objetivos são a recuperação de aspectos históricos da criação da função e a análise de aspectos relacionados à prática desse profissional, relacionando o contexto de sua atuação com as possibilidades de mediação, bem como, ao papel desempenhado por esse profissional na construção da autonomia e protagonismo de docentes, alunos e funcionários das Unidades Escolares. A metodologia consta de estudos bibliográficos, documental e de levantamento de dados, por meio de entrevistas semiestruturadas e dissertativas, aplicadas junto aos PMECs que atuam nas escolas estaduais do município de Marília, Garça e Vera Cruz. A fundamentação teórica está referenciada em estudiosos vinculados ao materialismo histórico e dialético, nas contribuições e conceituações apontadas por Judy H. Mullet e Lorraine Stutzman Amstutz, em suas pesquisas realizadas sobre as Disciplinas Restaurativas para Escolas, bem como nas concepções da Cultura de Paz, que têm sido formuladas de modo mais compreensível e acessível a partir da Resolução da Assembleia Geral da ONU 53/243 de setembro de 1999. A hipótese é que o conhecimento das vivências correlacionadas ao dia a dia da função do Professor Mediador Escolar e Comunitário e de sua formação acadêmica contribuem na configuração da função, que requer formação integral e com conhecimentos específicos. Todavia, destaca-se que há valor na formação acadêmica deste sujeito. Como resultados da pesquisa, pode-se relatar que a formação na graduação em Pedagogia, Letras, em Psicologia, ou mesmo uma licenciatura curricular, ao menos nesse sentido, é incompleta ou fragmentada para a atuação efetiva frente às necessidades do ambiente escolar e dos seus estudantes e docentes, sendo importante o desenvolvimento de competências específicas durante este período de experiência do profissional. Os estudos teóricos indicam a necessidade de formação integral, ampliada e contínua desses professores mediadores, de forma que contribuam de maneira consistente e consciente, destacando formação cidadã e autônoma para os atores do ambiente escolar (discentes e docentes), pois, esses estarão atuando continuamente nos diversos ambientes da sociedade e acredita-se que essas vivências ocorridas no espaço da escola podem contribuir para atitudes colaborativas de cidadãos participativos e protagonistas. Constata-se em relação à tomada de decisão do Governo Estadual de São Paulo de realizar uma redução, no final do ano de 2016, do número de professores que estavam atuando na função de PMEC’s nas escolas estaduais. Como resultados da pesquisa, pode-se relatar que a formação na graduação em pedagogia ou em psicologia é insuficiente para a atuação efetiva nas necessidades do ambiente escolar de docentes e dos seus alunos, pensamos, por exemplo, na existência da Pós-Graduação em Mediação de Conflitos, ofertada por uma das frentes da Sociedade Brasileira de Inteligência Emocional. / The text presented is pinned down research carried out over the institution of the role of the School and Community Mediator Teacher - SCMT, held from 2009 to 2017 in the State of São Paulo and legitimized by the SE-1 Resolution, from January 20th, 2011, which provides for the School and Community Mediator Teacher (SCMT)'s attributions in accordance with the School Protection System (SPS). The objectives are both historical rescue of the role's creation and analysis on the aspects regarding the practice of this professional, relating the context of its playing with the possibilities of mediation; as well as the role played by this professional within the construction of the School Units teachers', students' and employees' autonomy and protagonism. The methodology has been settled down bibliographical studies and qualitative data collection, by means of semi-structured and essay questions applied to the SCMTs who already act in the state schools from Marília, Garça and Vera Cruz. The theoretical foundation is referenced by scholars who regard the historical and dialectical materialism, the attributions and conceptualizations pointed out by Judy H. Mullet e Lorraine Stutzman Amstutz, in their research performed over the Restorative Disciplines for Schools, as well as over the conceptions of Culture of Peace, which have been formulated in a more apprehensible and accessible way from the United Nations Organization's General Assembly 53/243 Resolution on, from September, 1999, which was titled: Declaration and Programme of Action on a Culture of Peace. The hypothesis is that the knowledge of the experiences correlated to the School and Community Mediator Teacher's day-to-day role and its academic education contribute to the setting of the function, which demands full formation and with specific pieces of knowledge, however, it is stood out that there is value on this subject's academic education. As a result from the research, it can be stated that the undergraduate forming in Pedagogy, Letters, Psychology, or even in a curricular license, only in this sense, is incomplete or fragmented for the effective acting on the needs of the school environment and its students and teachers, turning out to be important the development of specific competences throughout this period of professional experience. The theoretical studies indicate the need of these mediator teachers' full, extended and continuous formation, in a way they contribute in a consistent and conscious manner, standing out the citizen and autonomous formation for the school environment actors (students and teachers), once these will continuously be acting in several of the society's environments and it is believed that such experiences taken off the school space might contribute for collaborative attitudes of participative and protagonist citizens. It is still out to inform over the decision-making of São Paulo State Government towards cutting down, at the end of 2016, the number of teachers who had been acting as SCMTs in the state schools. As a result of the research, it can be said that the training in undergraduate pedagogy or psychology is insufficient to effectively act on the needs of the school environment of teachers and their students, we think, for example, of the existence of Post-Graduation in Mediation of Conflicts, offered by one of the fronts of the Brazilian Society of Emotional Intelligence.
193

JUSTIÇA RESTAURATIVA: UM ESTUDO EXPLORATÓRIO A PARTIR DA PERSPECTIVA DO PROFESSOR MEDIADOR ESCOLAR E COMUNITÁRIO / RESTORATIVE JUSTICE: STUDY EXPLORATORY OF STARTINO THE TEACHER SCHOOL AND COMMUNITY MEDIATOR PERPECTIVE

CARNEIRO, Alex Rodolfo 30 March 2017 (has links)
Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2017-09-01T18:59:45Z No. of bitstreams: 1 Alex Rodolfo Carneiro.pdf: 1186192 bytes, checksum: 7d5d0e8c51625fe45272603fc0a1fb1b (MD5) / Made available in DSpace on 2017-09-01T18:59:46Z (GMT). No. of bitstreams: 1 Alex Rodolfo Carneiro.pdf: 1186192 bytes, checksum: 7d5d0e8c51625fe45272603fc0a1fb1b (MD5) Previous issue date: 2017-03-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present study approaches the implementation of the paradigm of restorative justice in the extent of the schools public inhabitants from São Paulo of the Management of Teaching of the area of São José dos Campos and he/she has as reference the Teacher's School and Community Mediator perspective. The objective consists of to investigate and to contemplate concerning the character of public politics of that movement, the way as PMEC understands that process starting from the own professional performance and in the way as it evaluates the receptivity of the school community to a model of confrontation of conflicts based on the dialogue and in the co-responsability in opposition to methods and punitive beginnings, traditionally employees in the school units. The research based on qualitative methodology by interviews half structured in categories a priori, by which the great level of personal adhesion was verified and of involvement of PMEC with the implementation of the paradigm of restorative justice and the distrust and the uncertainties with respect to the continuity of that public politics on the part of the state government and of the school community's support as a whole. At the end, it was reached the conclusion that, in fact, it governs the discontinuity movement and whithout characterization of that public politics. In compensation, that new model wins adhesion and solidity in the school context because of the performance and of PMEC and of her coherence with the autonomy beginnings and inherent citizenship. / O presente estudo aborda a implementação do paradigma de justiça restaurativa no âmbito das escolas públicas paulistas da Diretoria de Ensino da região de São José dos Campos e tem como referência a perspectiva do Professor Mediador Escolar e Comunitário (PMEC). O objetivo consiste em investigar e refletir acerca do caráter de política pública desse movimento, o modo como o PMEC compreende esse processo a partir da própria atuação profissional e do modo como avalia a receptividade da comunidade escolar a um modelo de enfrentamento de conflitos baseado no diálogo e na corresponsabilidade em oposição a métodos e princípios punitivos, tradicionalmente empregados nas unidades escolares. A pesquisa segue a metodologia qualitativa com base em entrevistas semiestruturadas em categorias a priori, mediante a qual constatou-se o grande nível de adesão pessoal e de envolvimento do PMEC com a implementação do paradigma de justiça restaurativa e a desconfiança e as incertezas no que tange à continuidade dessa política pública por parte do governo estadual e do apoio da comunidade escolar como um todo. Ao final, chegou-se à conclusão de que, de fato, impera o movimento de descontinuidade e descaracterização dessa política pública. Em contrapartida, esse novo modelo ganha adesão e solidez no contexto escolar em virtude da atuação e do PMEC e de sua coerência com os princípios de autonomia e cidadania.
194

Evolution du processus de création en architecture face aux impératifs du développement durable : vers une théorie du process pour des temps écosophiques / Evolution of architectural design process confronted by the requisiteness of sustainable construct : towards a theory on design process in ecosophic times

Perysinaki, Aliki-Myrto 02 July 2014 (has links)
Dans un contexte international marqué par la prise de conscience des enjeux environnementaux, et dans un contexte national d'injonctions réglementaires visant la réduction de la consommation énergétique, les disciplines liées à l’aménagement de l’espace voient leurs frontières et leurs méthodes évoluer de manière conséquente. Cette thèse a pour objet d’analyser les influences du développement durable sur le processus de création en architecture dans le cadre particulier du Global Award for Sustainable Architecture™ et en fonction de la réglementation sur le bâtiment et le territoire en France. Elle examine des mutations des modes opératoires du processus du projet architectural et propose des éléments de méthode et d'analyse concernant la prise en compte des piliers du développement durable, l'environnement, l'économie, la société et la culture. Il ressort de l’analyse que la compréhension des enjeux du développement durable rassemble dans une même dynamique intégrative les différentes piliers, faisant ainsi de la complexité la condition pour leur interdépendance. La prise en compte de la complexité à travers le milieu qui est attestée par les cas étudiés dans cette thèse soulève des questions sur le déroulement du processus du projet à travers une imagination pluraliste qui dépasse une réponse universelle normalisée. Si la complexité se traduit par la prise en compte simultanée des dimensions urbaines et rurales, paysagères et architecturales, quantitatives et qualitatives, elle envisage également le croisement et l’interdépendance des métiers. Ce qui signifie que l’architecte doit -en tant que médiateur- (se) construire une nouvelle identité, développant des compétences en conduite de conception et de négociation. / Global awareness of environmental matters and local regulations intending reductions of energy consumption forces disciplines related to space to expand their working methods in a substantial way. This thesis analyses influences of sustainable development on the architectural design process, particularly the case of the Global Award for Sustainable Architecture™ and the case of the French context in accordance to the regulation of building and territorial matters in France. It examines the mutations of the modus operandi of the process and offers elements of method and analysis towards the consideration of Pillars of sustainable development , environment, economy, society and culture. The analysis shows that the understanding of the sustainable development issues gathers the different Pillars in common integrative dynamics, making "Complexity" the condition of their interdependency. The account of the "Complexity" through milieu as attested by the case studies in this thesis, raise questions on the project's process through a pluralist imagination that goes beyond a normalised universal answer. When "Complexity" is being applied with a simultaneous consideration of urban, rural, landscaped, architectural, quantitative and qualitative dimensions, it heads towards the crossing and the interdependency of professions. This means that architects as mediators have to build themselves a new identity, cultivating proficiency and competency in leading conception and negotiation of the architectural project.
195

L’hébergement interpersonnel entre inclusion et exclusion : l’intervention du service social comme tiers médiateur / Interpersonal hosting between inclusion and exclusion : the intervention of social services as a mediating third party

Cristofol, Gisèle 06 June 2016 (has links)
La recherche porte sur l’hébergement interpersonnel, défini comme l’accueil informel, non professionnalisé et durable, par un hébergeur, au sein de son domicile, d’un parent, d’un ami ou d’un proche, démuni de logement. Elle est menée à partir d’une position de praticien-chercheur et se veut à la fois qualitative, compréhensive et inductive. Le terrain géographique d’investigation est la ville de Paris. Les données ont été recueillies dans cinq arrondissements auprès de quinze hébergés et douze hébergeurs et auprès de neuf travailleurs sociaux exerçant au sein du Conseil général de Paris en service spécialisé RSA (Revenu de Solidarité Active) ou dans le cadre de la polyvalence de secteur. L’hébergement interpersonnel est analysé en tant que fait social, avec ses caractéristiques et ses spécificités, puis en tant que pratique sociale signifiante pour ses acteurs, avec sa dynamique propre, régie par l’économie du don, productrice d’effets personnels et sociaux inclusifs, dans une dimension de « suppléance sociale », ou excluants pour les hébergés, parfois pour les hébergeurs. Les modalités d’intervention sociale sont étudiées, dans une perspective d’analyse des pratiques professionnelles, à partir du positionnement du service social en tant que tiers social, tiers symbolique et tiers médiateur, accompagnant les acteurs de l’hébergement dans la résolution de leurs problématiques (soutien aux fonctions et places tenues par les actants, étayage et médiation favorisant le maintien de l’hébergement, actions de type procédurales de recherche de solutions alternatives à l’hébergement). / The research analyses lodging people, described as an informal enduring and non professional greeting, by an host, in his house, about homeless related to him, homeless friend or homeless next of kin. It is led from practitioner - researcher's position and aims to be at the same time qualitative, comprehensive and inductive. The geographical ground of investigation is the city of Paris. Data were collected in five districts with fifteen guests and twelve hosts and with nine social workers practicing within the General Council of Paris in specialized service Active Solidarity Revenue or the framework of the versatility of sector. The interpersonal accommodation is analyzed as a social situation, with its characteristics and specificities, then as significant social practice for his actors, with his appropriate dynamics, governed by the economy of the gif, producer of including personal and social effects, in a dimension of “social substitution", or excluding for the accommodated, sometimes for the hosts. Social intervention methods are studied through an analysis of the professional practices, from the positioning of the social services department as mediation symbolic and third social, party, accompanying the actors of the hosting in the resolution of their problems (support for the functions and the places held by agents, propping up and mediation favoring the preservation of the hosting, the procedural actions of type of search for alternative solutions the hosting).
196

Searches for dijet resonances using √s = 13 TeV proton-proton collision data recorded by the ATLAS detector at the Large Hadron Collider

Beresford, Lydia Audrey January 2017 (has links)
This thesis presents three searches for new resonances in dijet invariant mass spectra. The spectra are produced using √s = 13 TeV proton-proton collision data recorded by the ATLAS detector. New dijet resonances are searched for in the mass range 200 GeV to 6.9 TeV in mass. Heavy new resonances, with masses above 1.1 TeV, are targeted by a high mass dijet search. Light new resonances, with masses down to 200 GeV, are searched for in dijet events with an associated high momentum object (a photon or a jet) arising from initial state radiation. The associated object is used to efficiently trigger the recording of low mass dijet events. All of the analyses presented in this thesis search for an excess of events, localised in mass, above a data-derived estimate of the smoothly falling QCD background. In each search no evidence for new resonances is observed, and the data are used to set 95% C.L. limits on the production cross-section times acceptance times branching ratio for model-independent Gaussian resonance shapes, as well as benchmark signals. One particular benchmark signal which is considered in all of the searches is an axial-vector Z' dark matter mediator model whose parameter space is reduced due to the results presented in this thesis.
197

A RELAÇÃO CORPO-VOZ NA DOCÊNCIA: UM ESTUDO COM PROFESSORAS DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL / The body-voice relation in teaching: a study with educators of the beggining years

Lorenzoni, Cândice Moura 29 June 2007 (has links)
This work has been developed on the Research Area of Professional Development Knowledge of the Master Programm In Education at Federal University of Santa Maria (UFSM- Brazil). The aim of this study is to investigate the body-voice relation on the teaching practice of educators that work with children in the beggining years. The body-voice relation is a mediator of their professional exercise and this study also analyses the perception these teachers have about their use of body and voice on teaching practice. The studies of Pacheco (1995), Tardif (2002), Schon (2000) have been the theoretical supports of this research. The methodology used is qualitative and the study method is the case study, with a multi-case approach. Three teachers of the beggining years in a public school participate of this research. To the better understanding of the teachers perception, the instruments of research were: observation, half-structured interview, diary, filming of classes, stimulated remembrance interview. For data systematization we chose the following aspects: (1) the perception of the teachers about their voice; (2) the perception of the teachers about their body; (3) the body and the voice of the teachers in the classroom, teaching. These aspects were essential to construct the analysis categories that constitute the final results. The conceptions and perceptions of the teachers about their voices and their bodies and the body-voice relation as a mediator instrument of their practice is a slowly constructed way. We believe this research may contribute as a possibility of construction of the teacher s practice / Este trabalho foi desenvolvido na Linha de Pesquisa Formação Saberes e Desenvolvimento Profissional do Programa de Pós-Graduação em Educação (UFSM) O objetivo da pesquisa foi investigar a relação corpo-voz na docência das professoras de anos iniciais do ensino fundamental como instrumento mediador de seu exercício profissional, bem como analisar a percepção que esses professores possuem a respeito do uso do corpo e da voz na docência. Os estudos de Pacheco (1995), Tardif (2002), Schon (2000) constituíram alguns dos suportes teóricos deste trabalho. A abordagem metodológica caracterizou-se como qualitativa e o método foi o de estudo de caso, com abordagem multicasos. Participaram desta pesquisa três professoras dos primeiros anos do ensino fundamental em docência na escola pública. A fim de melhor compreender as percepções das professoras, os instrumentos de coleta de dados utilizados foram: observação, entrevista semi-estruturada, diário de campo, filmagem das aulas das professoras, entrevista de estimulação de recordação. Para levantamento e sistematização dos dados mapeou-se os seguintes tópicos: (1) a percepção das professoras acerca da voz; (2) a percepção das professoras acerca do corpo; (3) o corpo e a voz das professoras na docência em sala de aula. Esses tópicos foram essenciais para a construção das categorias de análise que constituíram os resultados finais. Desta forma, foram sendo construídos os caminhos que revelaram as concepções e percepções das professoras sobre o corpo e a voz e a relação corpo-voz como instrumentos mediadores de suas práticas docentes. Entende-se o corpo e a voz como instrumentos mediadores da prática do professor em sala de aula e parte do conhecimento prático do professor. Acredita-se que esta pesquisa possa contribuir com reflexões para a formação de professores e como possibilidade de construção nas práticas docentes
198

A cadeia associativa grupal e o pictograma grupal / Not informed by the author

Maria Antonieta Pezo 09 June 2014 (has links)
A pesquisa aborda teórica e clinicamente a cadeia associativa grupal e sua especificidade, quando se utiliza como mediador terapêutico o pictograma grupal. Ela tem como objetivo acrescentar e aprofundar o estudo já realizado, no qual o desenhar conjunto pode introduzir modalidades associativas específicas que articulam o discurso do sujeito e do grupo (Pezo, 2009). O trabalho com grupos instaura processos associativos distintos dos descritos pela psicanálise, no enquadre clássico, segundo Kaës (1994, 2005, 2008, 2010) devido à presença de vários sujeitos simultaneamente e aos efeitos da interdiscursividade. Com o conceito de cadeia associativa grupal, Kaës (1985) define a especificidade da associação livre, que junto com a transferência e a interpretação, permitem o conhecimento dos efeitos do inconsciente no grupo. As cadeias articulam processos inter-relacionados entre si, as associações do sujeito singular e as produzidas intersubjetivamente no grupo. Quando, para além da palavra, se inclui no grupo um mediador terapêutico, como o pictograma grupal, o processo associativo apresenta marcas específicas. Entre elas, uma cadeia associativa de: traço para desenho; de desenho para desenho; de desenho para palavra; de palavra para narrativa. No pictograma grupal, aspectos inusitados, impensados se incluem de maneira semelhante ao lapso de linguagem graças ao trabalho do pré-consciente, do desenhar conjunto e, fundamentalmente, aos efeitos da presença múltipla de sujeitos. A consulta terapêutica proposta por Winnicott para atender crianças reconhece o valor da utilização do método psicanalítico em um atendimento, sem por isso estar realizando uma psicanálise padrão. Esse modelo de consulta é estendido para o atendimento de grupo e família, com o uso do pictograma grupal, em situações pontuais. Propõe-se a utilidade do mediador no trabalho institucional com pacientes psicóticos, psicossomáticos, com tendência de passagem ao ato. Considera-se que o recurso do pictograma grupal, ainda pouco explorado no campo das práticas institucionais, pode ser um facilitador para enunciar aquilo que não pode ser nomeado ou representado simbolicamente devido ao medo, ou a mecanismos como a repressão, o recalque, a denegação, entre outros. As cadeias associativas grupais propiciadas pelo uso do pictograma grupal evidenciam que simultaneamente é possível elaborar e transformar o sujeito apropriando-se subjetivamente da experiência, as relações intersubjetivas e o grupo, graças ao trabalho associativo grupal. Utilizamos o pictograma, em consultas terapêuticas com grupos e com famílias, em um enquadre de dois a três encontros. Destacamos a relevância do pictograma grupal, em outros contextos como situações traumáticas individuais ou sociais / This research discusses, from a theoretical and clinical point of view, the group association chain and its specificity when one uses the group pictogram as therapeutic mediator. Its goal is to add to and deepen the study previously made, in which the collective drawing may introduce specific kinds of association that articulate the subjects and the groups speech (Pezo, 2009). Working with groups creates association processes different from the ones described by psychoanalysis in the classical model, according to Kaës (1994, 2005, 2008, 2010) due to the presence of various subjects simultaneously and to the effects of interdiscursivity. This concept developed by Kaës (1985) defines the specificity of free association which, together with transfer and interpretation, allows one to know the unconscious impact on a group. The chains articulate interrelated processes, the single subject associations and the ones inter-subjectively created by the group. When one includes a therapeutic mediator beyond the word, such as the group pictogram, the association process presents unique characteristics, among them an association chain from: trait to drawing; from drawing to drawing, from drawing to word and from word to narration. In the group pictogram unprecedented and unthought aspects are similarly included in the language slip thanks to the work of the preconscious, the drawing together and, basically, to the effects of the presence of multiple subjects. The therapeutic session proposed by Winnicott acknowledges the value of using the psychoanalytic method in a process, which does not mean that one is performing a standard psychoanalytic treatment. This session method is extended to the group and family treatment, using the group pictogram in punctual situations. Our proposal is to use a mediator for the institutional work with psychotic patients, tending to proceed to the act with psychosomatic traumas due to difficulty to communicate only orally. It is believed that the group pictogram resource, which is still little exploited in the institutional practices area, may facilitate the enunciation of something that cannot be named or symbolically represented due to fear or mechanisms such as suppression, repression and denegation, among others. The group association chains provided by the use of the group pictogram show that it is possible to develop and transform at the same time: the individual subjectively acquiring the experience, the intersubjective relationships and the group, thanks to the group association work and the effects of intersubjectivity and interdiscursivity. We have used the pictogram in therapeutic sessions with groups and families in a model of two or three sessions. We would like to point out the relevance of the group pictogram in other contexts such as individual or social traumatic situations
199

Um relato sobre a formação do educador/mediador no âmbito do curso técnico em museologia na Etec/Parque da Juventude - SP / An account on the formation of the educator/mediator in the technical course in museology at the Etec/Parque da Juventude – SP

Mirio, Ana Maria Minici [UNESP] 22 August 2016 (has links)
Submitted by ANA MARIA MINICI MIRIO null (anamirio@bol.com.br) on 2016-10-11T18:10:19Z No. of bitstreams: 1 Ana_Mirio dissert final.pdf: 6720046 bytes, checksum: d1795baa94ed4d0ec2e08605ca3e4cff (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-10-14T17:40:35Z (GMT) No. of bitstreams: 1 mirio_amm_me_ia.pdf: 6720046 bytes, checksum: d1795baa94ed4d0ec2e08605ca3e4cff (MD5) / Made available in DSpace on 2016-10-14T17:40:35Z (GMT). No. of bitstreams: 1 mirio_amm_me_ia.pdf: 6720046 bytes, checksum: d1795baa94ed4d0ec2e08605ca3e4cff (MD5) Previous issue date: 2016-08-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Diante do crescente destaque do processo da mediação cultural no contexto das instituições museológicas brasileiras, as questões relativas à formação do educador/mediador, que é o profissional responsável por estabelecer este processo, adquiriu uma distinta importância. Trabalhando como educadora/mediadora em diversas instituições culturais desde 1997, com passagens também como professora do ensino formal, a autora pretendeu apresentar um trabalho relatando sua experiência como professora do curso Técnico em Museologia, na ETEC/Parque da Juventude, responsável pelos componentes curriculares “Mediação em Museus” e “Laboratório de Práticas de Mediação em Museus”. Com o objetivo de elencar os assuntos e as estratégias pedagógicas que poderiam contribuir para uma maior qualificação do profissional Técnico em Museologia, os questionamentos surgidos a respeito dos temas teóricos e práticos, a forma de apresentação e articulação entre eles, além da sua adequação aos profissionais que irão desempenhar seu trabalho em museus de diferentes tipologias, foram os principais desafios para a elaboração do plano de aulas, colocado em prática ao longo do segundo semestre de 2013 até o segundo semestre do ano de 2015. O trabalho relatado foi desenvolvido com cinco turmas atendidas no período especificado e aborda as quatro vertentes práticas desenvolvidas, a saber: temas das aulas - teoria e prática- e a bibliografia sugerida; parcerias com instituições culturais, orientação dos trabalhos de conclusão de curso e palestras com profissionais da área da Educação em Museus. / Given the increasing empashis put on the cultural mediation process in the context of Brazilian museological institutions, the questions relative to the training of the educator/mediator; that is, the professional responsible for establishing the mediation process; acquired a distinct importance. Working as an educator/mediator in a multitude of cultural institutions since 1997, and having worked, also, as a formal education teacher, the author intended to present a paper portraying her experience as a teacher in the Technical course of Museology, at ETEC/Parque da Juventude, responsible for the curricular components Mediation in Museums and Laboratory of Mediation Practices in Museums. In order to list the subjects and pedagogical strategies that could contribute to a larger qualification of the professional museology technician, the questions arisen about the topics, both theoretical and practical, the form of presentation and articulation between them, as well as its suitability to the professionals that will perform their work in museums of different typologies, were the main challenges regarding the formulation of a lesson plan, put in practice from the second semester of 2013 to the second semester of the year 2015. The work reported was developed alongside five classes tended to during the specified period and covers four practical lines formulated, the themes of each lesson - theoretical and practical - and the suggested bibliography; the partnerships with cultural institutions, the orientation of course completion assignments and the lectures with professionals from the Education in Museums field.
200

RODINNÁ MEDIACE JAKO ZPŮSOB ŘEŠENÍ RODINNÝCH SPORŮ / FAMILY MEDIATION AS A METHOD OF RESOLVING FAMILY DISPUTES

VYORALOVÁ, Lucie January 2010 (has links)
Family mediation as a method of resolving family disputes Family disputes rank among the most mentally and emotionally demanding. Despite that they can be resolved in a cultivated manner through an intermediate. A mediator does not decide the dispute on behalf of the parties but he/she can help them to find their own solution acceptable for all the involved parties. The theoretical part of the thesis outlines the conflict as a subject matter of the mediation. It also describes mediation as a form of negotiation. One part of the thesis is dedicated to the person of the mediator and his/her role and competence in the mediation process. Further, the thesis deals with the process and forms of mediation. The theoretical part also contains a characterization of mediation in family conflicts and it describes objectives of family mediation, its advantages and limitations. It also describes the tasks of the mediator in a divorce procedure and the legal regulation of family mediation. The thesis also deals with children in parental legal disputes and with the importance of a family for a child. The objective of the practical part was to determine how mediation, as a method of resolving divorce disputes, is viewed by workers in charge of social and legal protection of children operating in the South Bohemian region and to determine to what extent the respective social workers are familiar with mediation. In order to obtain comprehensive information about the divorce mediation, we also approached mediators involved in this type of disputes. One of the objectives of the thesis was to determine how the mediators view divorce mediation in the South Bohemian region. Last but not least, I was interested in mutual cooperation between the two involved entities. The purpose of the conducted interviews was to find out whether there are any obstacles which prevent the development of divorce mediation and its more frequent use in the South Bohemian region. Main object, by having answered partial questions, was to describe the potencial of divorce mediation and its real usage in the South Bohemian region. In order to obtain the necessary data we used a qualitative research. As a technique to collect the qualitative data we used semi-structured interviews with open questions. The respondents {--} workers of social and legal protection of children - were asked previously defined circles of questions which focused on a mediation method in general, mediator´s working post, divorce mediation and questions focusing on cooperation with mediators specialized in divorce mediation. The first three circles of questions were identical also for the interviewed mediators. The latter were additionally asked questions about the introduction of divorce mediation and availability of the method. Interviews were recorded on a dictaphone and subsequently converted into a written form. Before the beginning of the interview each interviewed person was assured that the interview was anonymous and no names or workplaces were recorded. For the purposes of a qualitative research we approached seven workers of the authority in charge of social and legal protection of children at workplaces in Písek, České Budějovice, Strakonice and Milevsko. For the purposes of research we also interviewed four mediators dealing with family (divorce) mediation in the South Bohemian region. The results of the thesis may improve the awareness of the discussed issues. The thesis may also serve as a pilot project for a more extensive research.

Page generated in 0.0814 seconds