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Made available in DSpace on 2016-06-02T20:02:55Z (GMT). No. of bitstreams: 1 6197.pdf: 6434806 bytes, checksum: f5c5e8edeffa97a2c452205a574a0a89 (MD5) Previous issue date: 2013-07-02 / This work is the fruit of the author's research and reflection on the teaching practice in teaching mathematics 6° grade II Cycle in a public school in the city of Franca, São Paulo. Enhancing the work on classroom research methodology-Lesson Study, a Japanese methodology that encourages the resolution of problems, allowing for participatory learning. For this work the methodology needed to be adapted to the Brazilian context, as shown in Chapter 1. As the Professional master's dissertation is focused on turns to actions within the classroom to improve student learning in mathematics, develop Curriculum-based activities in the State of São Paulo that is discussed in Chapter 2 the issues involving multiplication and Division, greatest common divisor, fraction, decimal numbers and geometry. The application and analysis of activities, since its preparation, where they are taken into account the curriculum, the class profile, discussed in Chapter 3, choice of materials, dialogues during execution and closing up the reflection afterschool courses are dealt with in Chapter 4. In the Appendix of this work are applied activities as well as its planning and that can be used by other teachers in their classes. / O presente trabalho é fruto da pesquisa e reflexão do autor sobre a prática docente no ensino de Matemática do 6° ano do Ensino Fundamental Ciclo II em uma escola pública na cidade de Franca, São Paulo. Alicerçamos o trabalho na Metodologia de Pesquisa de Aula Lesson Study, uma metodologia japonesa que estimula a resolução de problemas, permitindo a aprendizagem participativa. Para esse trabalho a metodologia precisou ser adaptada ao contexto brasileiro, como é mostrado no Capítulo 1. Como a dissertação é de Mestrado Profissional cujo foco se volta para ações dentro de sala de aula que visam melhorar o aprendizado dos alunos em Matemática, elaboramos atividades baseadas no Currículo do Estado de São Paulo que está discutido no Capítulo 2 envolvendo os temas multiplicação e divisão, máximo divisor comum, fração, números decimais e geometria. A aplicação e análise das atividades, desde sua preparação, onde são levados em conta o Currículo, o perfil das turmas, discutido no Capítulo 3, escolha dos materiais, diálogos durante a execução e fechamento até a reflexão pós-aula são tratadas no Capitulo 4. No Apêndice deste trabalho se encontram as atividades aplicadas bem como o seu planejamento e que podem ser utilizadas por outros professores em suas aulas.

Text in Afrikaans / During the last few decades the need existed for a new framework to give direction to development and ecological thought in respect of the sustaining of nature in order to place development and ecological thought within the limits of nature. However, development thought and the debate relating to nature are to some extent still treated in theory and practice as two separate entities. One of the current challenges for sustainable development is to reconcile the development and ecological branches of this debate. The thesis firstly explains the origin and characteristics of sustainable development. Secondly, the crisis in nature is discussed, followed by a discussion of the most important ecological views relating to sustainable development. Then issues in development thought that relates to sustainable development is discussed, as well as the changing emphasis in development thought that stimulated the growth of sustainable development. The mainstream development view, as the other main branch of sustainable development thinking, is then discussed. In conclusion, some issues relating to the operationalisation of sustainable development is discussed. / Development Studies / D. Litt. et Phil. (Ontwikkelingstudies)

Ten spyte daarvan dat die meeste skoolgaande jongmense in die Ned Geref Kerk kategese deurloop, en self in die finale jaar van kategese, word daar nie veel aandag aan lewenstories van die katkisante geskenk nie. Hierdie studie oor geloofsontwikkeling by `n groep katkisante word gedoen vanuit pastoraal teologiese perspektief en `n sosiale konstruksieteorie diskoers. Oor `n tydperk van `n jaar is daar deur middel van kwalitatiewe navorsing `n proses gevolg met `n finalejaarsgroep van nege-en-twintig katkisante met die doel om geloofsontwikkeling te laat plaasvind, deur aandag aan hulle geloofsverhale te gee met die oog op die skryf van `n eie geloofsbelydenis. Na die tyd is oor die proses gereflekteer. Drie aspekte het die studie gerig. Die konteks waarbinne die studie plaasgevind het, wat bestaan uit die gemeente, breër samelewing, paradigmas, verbande en verhoudinge waarbinne die proses plaasgevind het. Die inhoud van die kategese, wat deelnemend gekonstrueer was. Die groep van nege-en-twintig jongmense wat met finalejaarkategese besig was, word binne konteks betrek by deelnemende pastorale kategese. My metode was om binne die gemeente, in die kategese, `n ruimte te skep waarbinne die katkisante deelnemend die kategetiese proses gekonstrueer het. Sodoende sou die klem op deelname val wat die hooffokus van die studie is. Die aandag wat daar aan die katkisante se lewensverhale gegee word maak die narratiewe diskoers relevant vir hierdie studie. Kategese binne hierdie studie het 'n deelnemende karakter. Die volgende benaderings het die deelnemende karakter ondersteun. Die kategesepraktyk skuif na `n pastorale benadering. Die leerinhoude se klem verskuif na verhoudings. Die kategetiese inhoud word sosiaal gekonstrueer. Despite the fact that most youth from the Dutch Reformed Church are of school going age during their final year of catechism, insufficient attention is given to the life stories of these young people. My research project on faith development with a group of young people involved in catechism was shaped by a pastoral theological perspective and a social constructionist discourse. Over a period of a year a process of qualitative research was conducted with a group of twenty-nine young conformants. The aim was to encourage faith development by given attention to their faith stories with the intention for them to write their own confessions of faith. Afterwards the process was reflected on. The study was guided by three themes. The context in which the study was conducted, consisted of the congregation, society at large, paradigms and relationships in which the process took place. The context of the catechism was conducted is a participatory manner. The third theme was the group of twenty-nine young people that participated in their final year of catechism in which the context of participatory pastoral catechism was focused on. The approach that was followed, was create space within the congregation for catechism to be conducted in a participatory manner with the twenty-nine young participants. In this way participation which is the main focus of this study is accentuated. The attention to the life stories of these young people makes the narrative discourse relevant to the study. Catechism according to this study has a participatory character that is supported by the following approaches. The practice of catechism shifts to a pastoral approach. The content of the catechism shifts to relationships. The content of the catechism becomes socially constructed. / Practial Theology / D. Th. (Pastoral Therapy)

Ten spyte daarvan dat die meeste skoolgaande jongmense in die Ned Geref Kerk kategese deurloop, en self in die finale jaar van kategese, word daar nie veel aandag aan lewenstories van die katkisante geskenk nie. Hierdie studie oor geloofsontwikkeling by `n groep katkisante word gedoen vanuit pastoraal teologiese perspektief en `n sosiale konstruksieteorie diskoers. Oor `n tydperk van `n jaar is daar deur middel van kwalitatiewe navorsing `n proses gevolg met `n finalejaarsgroep van nege-en-twintig katkisante met die doel om geloofsontwikkeling te laat plaasvind, deur aandag aan hulle geloofsverhale te gee met die oog op die skryf van `n eie geloofsbelydenis. Na die tyd is oor die proses gereflekteer. Drie aspekte het die studie gerig. Die konteks waarbinne die studie plaasgevind het, wat bestaan uit die gemeente, breër samelewing, paradigmas, verbande en verhoudinge waarbinne die proses plaasgevind het. Die inhoud van die kategese, wat deelnemend gekonstrueer was. Die groep van nege-en-twintig jongmense wat met finalejaarkategese besig was, word binne konteks betrek by deelnemende pastorale kategese. My metode was om binne die gemeente, in die kategese, `n ruimte te skep waarbinne die katkisante deelnemend die kategetiese proses gekonstrueer het. Sodoende sou die klem op deelname val wat die hooffokus van die studie is. Die aandag wat daar aan die katkisante se lewensverhale gegee word maak die narratiewe diskoers relevant vir hierdie studie. Kategese binne hierdie studie het 'n deelnemende karakter. Die volgende benaderings het die deelnemende karakter ondersteun. Die kategesepraktyk skuif na `n pastorale benadering. Die leerinhoude se klem verskuif na verhoudings. Die kategetiese inhoud word sosiaal gekonstrueer. Despite the fact that most youth from the Dutch Reformed Church are of school going age during their final year of catechism, insufficient attention is given to the life stories of these young people. My research project on faith development with a group of young people involved in catechism was shaped by a pastoral theological perspective and a social constructionist discourse. Over a period of a year a process of qualitative research was conducted with a group of twenty-nine young conformants. The aim was to encourage faith development by given attention to their faith stories with the intention for them to write their own confessions of faith. Afterwards the process was reflected on. The study was guided by three themes. The context in which the study was conducted, consisted of the congregation, society at large, paradigms and relationships in which the process took place. The context of the catechism was conducted is a participatory manner. The third theme was the group of twenty-nine young people that participated in their final year of catechism in which the context of participatory pastoral catechism was focused on. The approach that was followed, was create space within the congregation for catechism to be conducted in a participatory manner with the twenty-nine young participants. In this way participation which is the main focus of this study is accentuated. The attention to the life stories of these young people makes the narrative discourse relevant to the study. Catechism according to this study has a participatory character that is supported by the following approaches. The practice of catechism shifts to a pastoral approach. The content of the catechism shifts to relationships. The content of the catechism becomes socially constructed. / Practial Theology / D. Th. (Pastoral Therapy)

Text in Afrikaans / During the last few decades the need existed for a new framework to give direction to development and ecological thought in respect of the sustaining of nature in order to place development and ecological thought within the limits of nature. However, development thought and the debate relating to nature are to some extent still treated in theory and practice as two separate entities. One of the current challenges for sustainable development is to reconcile the development and ecological branches of this debate. The thesis firstly explains the origin and characteristics of sustainable development. Secondly, the crisis in nature is discussed, followed by a discussion of the most important ecological views relating to sustainable development. Then issues in development thought that relates to sustainable development is discussed, as well as the changing emphasis in development thought that stimulated the growth of sustainable development. The mainstream development view, as the other main branch of sustainable development thinking, is then discussed. In conclusion, some issues relating to the operationalisation of sustainable development is discussed. / Development Studies / D. Litt. et Phil. (Ontwikkelingstudies)

Community development and in particular participatory development is about people. This means that the person who studies or practices participatory development or any other of the participatory pratices should have a particular way of thinking about people. The main aim motivating this study was to investigate the paradigm/s about people on which participatory practices are based. This included a literature research on five participatory practices namely participatory development; participatory communication; participatory learning; participatory research; and participatory management. A guideline for paradigm analysis was developed by using Schriver's (1995) and Capra's (1996) descriptions of a paradigm as well as ideas of hermeneutics. From the paradigm analysis on the participatory practices two themes emerged: A shift from modernism to post modernism in the thinking processes and participatory practices. From the participatory practices the same concepts repeatedly emerged indicating a similar paradigm for all the participatory practices. Three post modern theories were therefore applied to enhance the description of the different concepts. The end result of this study is the development of an evolving paradigm for participatory practices in order to give enhanced meaning to concepts in the participatory vocabulary. Finally a critical reflection was done on the post modern research process. / Text in Afrikaans / Social Work / D.Phil. (Social Work)

Community development and in particular participatory development is about people. This means that the person who studies or practices participatory development or any other of the participatory pratices should have a particular way of thinking about people. The main aim motivating this study was to investigate the paradigm/s about people on which participatory practices are based. This included a literature research on five participatory practices namely participatory development; participatory communication; participatory learning; participatory research; and participatory management. A guideline for paradigm analysis was developed by using Schriver's (1995) and Capra's (1996) descriptions of a paradigm as well as ideas of hermeneutics. From the paradigm analysis on the participatory practices two themes emerged: A shift from modernism to post modernism in the thinking processes and participatory practices. From the participatory practices the same concepts repeatedly emerged indicating a similar paradigm for all the participatory practices. Three post modern theories were therefore applied to enhance the description of the different concepts. The end result of this study is the development of an evolving paradigm for participatory practices in order to give enhanced meaning to concepts in the participatory vocabulary. Finally a critical reflection was done on the post modern research process. / Text in Afrikaans / Social Work / D.Phil. (Social Work)