Submitted by Geyciane Santos (geyciane_thamires@hotmail.com) on 2015-05-27T12:49:01Z No. of bitstreams: 1 Dissertação - Nilza Silvana Nogueira Teixeira.pdf: 83366721 bytes, checksum: 48bad3b8c4d6c1213d7ce87d5d4db9f4 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-05-27T17:50:55Z (GMT) No. of bitstreams: 1 Dissertação - Nilza Silvana Nogueira Teixeira.pdf: 83366721 bytes, checksum: 48bad3b8c4d6c1213d7ce87d5d4db9f4 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-05-27T18:20:32Z (GMT) No. of bitstreams: 1 Dissertação - Nilza Silvana Nogueira Teixeira.pdf: 83366721 bytes, checksum: 48bad3b8c4d6c1213d7ce87d5d4db9f4 (MD5) / Made available in DSpace on 2015-05-27T18:20:32Z (GMT). No. of bitstreams: 1 Dissertação - Nilza Silvana Nogueira Teixeira.pdf: 83366721 bytes, checksum: 48bad3b8c4d6c1213d7ce87d5d4db9f4 (MD5) Previous issue date: 2012-12-07 / FAPEAM - Fundação de Amparo à Pesquisa do Estado do Amazonas / The source for this study was the practice of the Ticuna artisans women while making the pacará baskets. The ethnography presented here was produced by the Ticuna artisans women from two distinct regions in the state of Amazonas: one by the upper Solimões river, in three communities that make up the Santo Antonio Indigenous community and in the Barro Vermelho community, and, in Manaus, by some Ticuna artisans women who live in the capital. It is a record of the Ticuna women’s practice, made by monitoring the baskets making process, since the moments prior to the weaving activity (harvesting, drying, dyeing), until the connections that such activity establish in social life and in their cultural prescriptions. Along the way, I identified counting processes, forms of material selection, methods used to measure, among other features observed in the making of baskets and that are in the categories of understanding. It shows how much artisans' practice is representative and how much it highlights the place of women in their society, either because of their prestige in the way today's communities closest to the cities are organized, or due to their authority as having the knowledge of the Ticuna ritual practices. The drawings in the pacará baskets were identified and classified as a sign, and its meanings attributed by the Ticunas, considering the combination of the different manifestations that these representations appear in ritual practices and artifacts. Finally, we make an overview of the communities surveyed and the network that revolves around the practice of women, implying aspects of culture, social life and interaction with the surrounding society. / O fio condutor do presente estudo foi a prática das artesãs Ticuna na construção dos cestos pacará. A etnografia aqui apresentada foi produzida junto a mulheres artesãs Ticuna de duas regiões distintas do Amazonas: a do Alto Solimões, nas três comunidades que compõem a Terra Indígena Santo Antônio e na comunidade Barro Vermelho, e em Manaus, com algumas artesãs Ticuna residentes na capital. Trata-se de um registro da prática das mulheres, feito a partir do acompanhamento do processo de confecção dos cestos, desde os momentos que antecedem a atividade de tecer (colher, secar, tingir), até as conexões que, a partir dessa atividade, estabelecem-se na vida social e nas prescrições da cultura. Nesse percurso, identifiquei processos de contagem, formas de seleção do material, modos utilizados para medir, dentre outros aspectos observados na construção dos cestos e que são relativos às categorias de entendimento. Demonstra-se como a prática das artesãs é representativa na sua sociedade e destaca o lugar da mulher, seja por seu prestígio nas formas como hoje se organizam nas comunidades mais próximas das cidades, seja por sua autoridade como detentora de um conhecimento das práticas rituais dos Ticuna. Procedeu-se à identificação e classificação dos grafismos constituintes do cesto pacará, na sua condição de signo, verificando suas conexões com os significados atribuídos pelos Ticuna, considerando a combinação das diferentes manifestações em que essas representações aparecem, nas práticas rituais e nos artefatos. Por fim, tecemos um panorama das comunidades pesquisadas e da rede que se estende em torno da prática das mulheres, implicando aspectos da cultura, da vida social e do convívio com a sociedade envolvente.

L’éducation spécialisée est confrontée à l’impasse d’articuler les logiques contradictoires. Cet obstacle ainsi que le malaise inhérent à la subjectivité du métier d’éducateur génère de la souffrance qui se traduit par une posture de toute-puissance. La dimension émancipatrice de la relation éducative est étouffée sous les phénomènes de stigmatisation et d’aliénation renforcés par la posture de guidage. Ces difficultés sont repérables au sein des dispositifs d’analyse de la pratique à travers la prégnance de la résolution de problèmes, des entraves à la problématisation et des difficultés à articuler théorie et pratique. Le travail de problématisation vise à explorer les effets de l’usage des incursions théoriques et de la PAC (problématisation par l’articulation des contraires) dans un dispositif d’APP dans lequel l’intervenant adopte une posture clinique. Il s’inscrit dans un cadre théorique mettant en tension l’évaluation, la problématisation et l’émancipation. Cette thèse s’intéresse aux processus en jeu dans la relation éducative, entre le clinicien et le sujet, le sujet et les usagers, en mimésis dans les dynamiques de changement. En ce sens, la méthode clinique s’est imposée pour les rendre intelligibles. L’analyse des entretiens renforce notre hypothèse selon laquelle l’usage des incursions théoriques et de la PAC favorise la problématisation et l’émancipation des sujets tant sur le plan professionnel que personnel. Un phénomène de ricochet a été observé. Les résultats montrent l’importance de l’identification à la posture du clinicien comme mise en scène de l’articulation des contradictions et incarnation du savoir, ainsi qu' un remaniement du rapport au savoir. / Specialized education has to face the difficulty linked to the articulation of contradictory forms of logics. This complexity as well as the uneasiness related to the subjective implication inherent to the profession of educator cause suffering, which leads to an attitude of omnipotence. The emancipating dimension of the educating relationship is neutralized because of phenomens of stigmatisation and alienation. Those difficulties can be distinguished through the devices of analysis of practices, by solving issues, going beyond the obstacles to the process of problematization and beyond the complexity related to the articulation between theory and practice. Adressing those issues aims at exploring the impact of the use of theoretical incursions and of the PAC (problematization through the coordination of contradictory notions) with the help of the APP device, which will be used by the participant in order to adopt a clinical attitude. This work is accomplished within a theoretical framework articulating the evaluating, problematizing and emancipating parts. The clinical method aims at making them intelligible. The analysis of interviews strengthens our hypothesis: using the theoretical incursions and the PAC method is positive in order to problematize and emancipate the patients, as well in terms of professional as personal development. A ripple effect has been observed. The results show how important is the process of identification to the attitude of the clinician, representing thus a way to stage the articulation of contradictory notions as well as the personification of knowledge, and a reorganization of our relationship to knowledge.

An increasing number of people with disabilities are choosing to become parents. However, several official goverment reports and other evidence points to the fact that parents with disabilities sometimes experience negative bias and distrust of their capacities as parents. The aim of this study is to describe and analyse aspects of parenthood in the families including parents with disabilities and/or chronic illness, as well as to illuminate concepts of an thoughts on parenthood and disability in these families. This is a qualitative interview study, complemented with structured diaries and network maps. The impairments or chronic illness of the parents in the eleven families of the study are cerebral palsy, spinal cord injury and multiple sclerosis. The different areas of the study are: the parents' reflections on becoming parents, the impact of the surrounding environment on the family, the effects of impairment or chronic illness in the family's everyday life and the parents' reflections on children and parenthood. The parents first and foremost describe their families as like any other families, but at the same time describe the special circumstances they live under. They work to handle the possibilities of negative consequences for the children with different strategies. The parents describe what they regard as the special experiences and knowledge that their children acquire which will benefit them as adults. The study recognises some dichotomous concepts relevant to different areas of family life in families with disabilities. The feeling the parents express of living in a world of double standpoints can be understood as ambivalence or in terms of embrace of paradox.

L'émotion et le discours scientifique sont traditionnellement deux domaines considérés comme incompatibles du fait du caractère subjectif de la première et des exigences d'objectivité et de neutralité du dernier. La thèse propose une étude des processus en œuvre dans la génération des émotions en relation avec la constitution du discours, et ensuite des stratégies ou modes d'intégration des phénomènes de manifestations émotionnelles dans le discours final. L'étude combine une approche psychologique et linguistique des émotions et s'articule autour de la transition entre le domaine mental et celui de la préparation et de l'expression finale des émotions générées dans le discours (lien entre l'évaluation cognitive et l'Appraisal theory en linguistique). Une synthèse de grandes typologies des modes d'inclusion, ainsi que des grands types de manifestations de charges émotionnelles-affectives globale est présentée dans la thèse. Cette même synthèse est issue de la recherche et de l'analyse de manifestations d'émotions incluses volontairement ou non dans un corpus d'articles de la presse scientifique anglophone soumise à comité de relecture. L'un des objectifs étant de déterminer si le discours scientifique présente des manifestations de subjectivité des auteurs, et par quels biais ces phénomènes de subjectivité et d'émotion s'encodent dans des textes devant, selon les normes et conventions, être aussi objectifs et neutres que possible, quelle que soit la discipline concernée. A donc été soulevée la question de la part prise par l'émotion dans le discours en général, de sa constitution à son expression.

Denna avhandling handlar om hur samhället presenterades för barn via skolradion och Folkskolans barntidning under 1930-talet. I avhandlingen granskas hur såväl barnen som medierna i sig gjordes till redskap i den ideologiska striden om välfärdsstatens förändring och innebörder under 1900-talet. Studien handlar om innehållet i medierna och de om de aktörer som utformade program och texter. Vilka aktörer ville ha med barn och varför blev barn användbara i striden om skolradions innehåll och utformning? Vad fanns det för likheter och skillnader i sättet att tilltala och beskriva barn i de båda medierna? Ett viktigt resultat i avhandlingen är hur genus och etnicitet relaterades till barn i skapandet av en svensk folkhemsidentitet. / 2000

Submitted by Aelson Maciera (aelsoncm@terra.com.br) on 2017-08-25T18:53:26Z No. of bitstreams: 1 DissGP.pdf: 3104844 bytes, checksum: 2e20a531a8e46327359fb4eacc9adf50 (MD5) / Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2018-01-24T12:17:05Z (GMT) No. of bitstreams: 1 DissGP.pdf: 3104844 bytes, checksum: 2e20a531a8e46327359fb4eacc9adf50 (MD5) / Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2018-01-24T12:18:07Z (GMT) No. of bitstreams: 1 DissGP.pdf: 3104844 bytes, checksum: 2e20a531a8e46327359fb4eacc9adf50 (MD5) / Made available in DSpace on 2018-01-24T12:21:46Z (GMT). No. of bitstreams: 1 DissGP.pdf: 3104844 bytes, checksum: 2e20a531a8e46327359fb4eacc9adf50 (MD5) Previous issue date: 2017-05-05 / Não recebi financiamento / The purpose of this work is to propose a method that allow to bring the fundamentals of mathematical logic to high school through the use of set theory, however making the whole approach of the subject through diagrams, making it possible to avoid, for the demonstrations and understanding necessary to the development of the subject, the rigors of writing used in mathematical logic, which, in a first contact, tend to discourage the interest of beginning students. / O objetivo deste trabalho é propor um método que permita levar os fundamentos da lógica matemática para o ensino médio por meio da utilização da teoria dos conjuntos, porém fazendo todo a aproximação do assunto utilizando diagramas, tornando possível evitar assim, para as demonstrações e o entendimento necessários ao desenvolvimento do assunto, os rigores da escrita utilizada na lógica matemática, que, em um primeiro contato, podem desestimular o interesse dos alunos iniciantes

Submitted by Izabel Franco (izabel-franco@ufscar.br) on 2016-09-08T13:36:16Z No. of bitstreams: 1 DissNFMC.pdf: 2052833 bytes, checksum: 69036ec4feba74ea8d3f2e15db33eda2 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-12T16:48:03Z (GMT) No. of bitstreams: 1 DissNFMC.pdf: 2052833 bytes, checksum: 69036ec4feba74ea8d3f2e15db33eda2 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-12T16:48:10Z (GMT) No. of bitstreams: 1 DissNFMC.pdf: 2052833 bytes, checksum: 69036ec4feba74ea8d3f2e15db33eda2 (MD5) / Made available in DSpace on 2016-09-12T16:48:44Z (GMT). No. of bitstreams: 1 DissNFMC.pdf: 2052833 bytes, checksum: 69036ec4feba74ea8d3f2e15db33eda2 (MD5) Previous issue date: 2015-08-04 / Não recebi financiamento / This work aims to analyze four-year-old children’s speech in problematizations that were proposed by a teacher based in emerging situations present in the daily life of early childhood education. Here, the speeches that indicate the mathematical notions are prioritized. The questions that guided this research are listed as follows: Firstly, what mathematical notions can be displayed by four-year old-children in emerging situations that are part of the daily life of early childhood education? How can these emerging situations experienced during early childhood education enhance teacher’s work in terms of planning problematizations for fouryear- old children? The methodology is based on a qualitative perspective, specifically on research that the teacher herself does as a researcher. The data analysis is based on an interpretive vison of the children's manifestations expressed in a game context. In the analysis, the children's dialogues are contemplated as the problematizations are performed, and they are transcribed from video records. The research shows that the speeches, sensations, and children's questions in their daily routine at Municipal Center of Childhood Education reveals that when mathematical notions are considered by the teacher when planning problematizations that have the composition of a game, they can provide the presentation and the construction of mathematical language. These speeches and questions brought by children are related to emerging everyday situations, and are understood as to trigger learning situations. This perspective considers playing as the child's main activity and recognizes it as an active and historical subject who is immersed in a world full of mathematical notions since its birth. The problematization’s starting point, emerged from everyday situations, has proven to be a methodology that allows children to solve problem situations and to give them a breeding ground for developing mathematical notions in childhood education, respecting the needs and reasons for their learning. The children's speeches are permeated of problematizations about quantitative relations, measurements, shapes, and temporal space guidelines. Thus, when problematizing emerging everyday situations, the teacher considers latent apprenticeships, giving movement to the curriculum. / Esta pesquisa tem por objetivo analisar as falas das crianças de quatro anos decorrentes de problematizações que foram planejadas pela professora a partir de situações emergentes que estiveram presentes no cotidiano da educação infantil. Aqui, priorizaram-se as falas que indicaram as noções matemáticas. As questões que nortearam essa investigação estão assim enunciadas: que noções matemáticas podem ser indicadas por crianças de quatro anos em situações emergentes que fazem parte do cotidiano da educação infantil? Como as situações emergentes do cotidiano da educação infantil podem potencializar o trabalho de professores no sentido de planejar problematizações para crianças de quatro anos? A metodologia fundamentase em uma perspectiva qualitativa, mais especificamente em uma pesquisa que tem a própria professora como pesquisadora. A análise dos dados se baseia em uma visão interpretativa das manifestações das crianças expressas em um contexto de brincadeiras. Na análise são contemplados os diálogos das crianças no decorrer das atividades, transcritos de registros videográficos. A pesquisa aponta que as falas, sensações e questionamentos das crianças no dia a dia nos espaços do centro municipal de educação infantil são reveladores no que diz respeito à presença de noções matemáticas e que estas, ao serem levadas em consideração pelo professor para elaborar problematizações que tenham a configuração de uma brincadeira, podem proporcionar a apresentação e a construção da linguagem matemática. São as sensações, as falas e os questionamentos trazidos pelas crianças que relacionamos às situações emergentes do cotidiano, já que estas são compreendidas como situação desencadeadora de aprendizagem. Esta perspectiva considera a brincadeira como a atividade principal da criança e a reconhece como um sujeito ativo e histórico que desde seu nascimento está imerso em um mundo repleto de noções matemáticas. A problematização que tem como ponto de partida as situações emergentes do cotidiano tem mostrado ser uma metodologia que proporciona às crianças resolver situações-problema e um terreno fértil para desenvolver noções matemáticas na educação infantil, respeitando as necessidades e motivos para sua aprendizagem. As falas das crianças estão permeadas de problematizações sobre relações quantitativas, medidas, formas e orientações espaço temporais. Assim, ao problematizar as situações emergentes do cotidiano, a professora considera as aprendizagens que estão latentes, dando movimento ao currículo.

The present study had as main objective to analyze the potentialities of the Multiple Intelligences recognized by Gardner to help mobilize the learning of the notions of Trigonometry through a Didactic Sequence. Data collection focused on 14 (9th grade) students from a school in the city of Gararu / SE / Brazil. The theoretical arguments draw on Gardner's findings (1983, 1995, 1998, 2010), focusing his contributions to learning through the development of Multiple Intelligences Theory and Fonseca (2002, 2010, 2012, 2015) in his arguments that contribute to the Mathematics Education, in focus, the learning of Trigonometry. With the intention of answering the restlessness, that guides this study of - how to mobilize the learning of the notions of Trigonometry (trigonometric reasons in the triangle rectangle - sine, cosine and tangent) in the 9th year of Basic Education according to the Theory of Multiple Intelligences? - Artigue's Didactic Engineering (1988) was chosen as a research methodology based on a sequence of reflexive activities, based on the development stages of this methodology. At the end of this experiment, students' learning about the trigonometric ratios in the right triangle culminated significantly in the interrelationship with the Multiple Intelligences theory, and the results detected presuppose the permanence of expanding the search for understanding And approach of the contents directed to the learning of the notions of Trigonometry. / O presente estudo teve como objetivo principal analisar as potencialidades das Inteligências Múltiplas reconhecidas por Gardner, para auxiliar a mobilização da aprendizagem das noções de Trigonometria através de uma Sequência Didática. O levantamento de dados focalizou 14 alunos do (9º ano) de uma escola no município de Gararu/SE/ Brasil. Os argumentos teóricos discorreram dos achados de Gardner (1983, 1995, 1998, 2010), focando suas contribuições para a aprendizagem através do desenvolvimento da Teoria das Inteligências Múltiplas e Fonseca (2002, 2010, 2012, 2015) em seus argumentos que contribuem para a Educação Matemática, em foco, a aprendizagem da Trigonometria. Com o intento de responder a inquietação que norteia este estudo de - como mobilizar a aprendizagem das noções de Trigonometria (razões trigonométricas no triângulo retângulo – seno, cosseno e tangente) no 9º ano do Ensino Fundamental segundo a Teoria das Inteligências Múltiplas? – optou-se como metodologia de pesquisa a Engenharia Didática de Artigue (1988) fundamentada em uma sequência de atividades reflexivas, baseadas nas etapas de desenvolvimento desta metodologia. Ao final desta experiência, percebeu-se que a aprendizagem dos alunos no tocante, as razões trigonométricas no triângulo retângulo, culminou de maneira significativa ao interrelacionar com a Teoria das Inteligências Múltiplas, outrossim, os resultados detectados pressupõem a permanência de ampliar a busca pela compreensão e abordagem dos conteúdos direcionados a aprendizagem das noções de Trigonometria.

PhD (Psychology) / Department of Psychology

Psykologer är en utav de yrkesgrupper som löper störst risk att under sin karriär mista en patient i suicid. Trots det saknas svenska studier på psykologer och deras arbete med suicidala patienter. Föreliggande studie syftade därför till att öka kunskap och förståelse för psykologers föreställningar om patientsuicid samt hur de upplever att det talas om det. Sju semistrukturerade intervjuer genomfördes med psykologer som inte hade egen erfarenhet av patientsuicid. Dessa analyserades utifrån en tematisk analys, vilken resulterade i fyra teman: Mellan förnuft och känsla, Två sidor av samma mynt, Ensam är inte stark och Individen bakom statistiken. Resultatet visade att enskilda psykologer och organisationer (universitet och arbetsplatser) hanterar och talar om suicidalitet på olika sätt. De olika aktörernas förhållningsätt bottnar antingen i förnuftet, i känslan eller i båda delar. Arbetet med suicidala patienter karakteriseras av oförutsägbarhet där kollegorna utgör ett viktigt stöd för psykologen i detta arbete. Därtill framkom att både den enskilda psykologen och samhället i stort har en vilja att humanisera den suicidala patienten. Slutligen verkar psykologers möte med suicidalitet vara ett underprioriterat ämne, vilket är framträdande både inom forskning, utbildning och på arbetsplatser. / Psychologists are one of the professions that are at a higher risk of losing a patient to suicide. Despite this, there is a lack of Swedish studies focusing on psychologists and their encounter with suicidal patients. Therefore, the present study aimed to increase knowledge and understanding for the notions that psychologists have regarding patient suicide and their opinions about how it is being talked about. Seven semi-structured interviews were conducted with psychologists who themselves had not lost a patient to suicide. The interviews were analysed through a thematic analysis which resulted in four themes: Between sense and sensibility, Two sides of the same coin, Alone is not strong and The individual behind the statistics. The findings showed that psychologists and the organizations (universities and workplaces) they were or had been a part of, were handling and talking about suicidality in different ways. The approach these different actors had to patient suicide was based on either sense, sensibility, or both. Working with suicidal patients is characterized by unpredictability thus highlighting that colleagues make up an important source of support. Furthermore, results showed that both individual psychologists and the society at large have a desire to humanize the suicidal patient. Finally, psychologists' encounter with suicidality seems to be an under-prioritized area, which is prominent in both research, education and in workplaces.