Orientadores: Maurício Compiani, Maria das Mercês Navarro Vasconcellos / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociências / Made available in DSpace on 2018-08-25T01:55:38Z (GMT). No. of bitstreams: 1 Nascimento_CeciliaMariaPintodo_D.pdf: 7622138 bytes, checksum: abb7f15a44fa5068798ce2e253c26e91 (MD5) Previous issue date: 2014 / Resumo: Nesta pesquisa buscamos refletir sobre a possibilidade de estudantes, envolvidos em trabalhos educativos sobre o lugar/ambiente como principal fonte de investigação, produzirem representações contra-hegemônicas, verbais e não verbais, de temática socioambiental. Temos percebido que o contexto socioambiental atual sofre a influência de um tipo de representação não verbal, associada aos "discursos comportamentalistas" de Educação Ambiental, que descrevem as relações sociedade e natureza da ordem de uma humanidade genérica e a-histórica. Tais representações fazem uso de imagens da Terra para construir uma simbologia em torno da ideia de uma Terra em risco de morte para a qual é necessário um investimento heroico individual em mudanças de comportamento na esfera da vida cotidiana apontadas como solução para os problemas socioambientais. Estas representações utilizam um mecanismo ideológico que ofusca as questões principais em torno da questão socioambiental, e têm exercido hegemonia sobre os trabalhos educativos no contexto do lugar/ambiente. Assim, nosso trabalho se dividiu em dois momentos: dedicação teórica, que permitiu compreender a produção cultural no contexto das obras pós-modernas e propor uma categoria de análise denominada discursos heroicos para analisar representações não verbais de temática socioambiental; pesquisa qualitativa por meio de observação participante no contexto de um projeto colaborativo, com enfoque no lugar, entre escolas públicas de Campinas e institutos de ensino/pesquisa. Sob a base teórico-metodológica do materialismo histórico-dialético e da proposta da Pedagogia crítica do lugar/ambiente procuramos explicitar as relações causais entre o contexto específico e a totalidade da realidade social. Nossa perspectiva analítica está baseada em uma abordagem sócio-histórica do discurso na linha de Bakhtin e numa construção desta com os estudos da representação no cinema. Percebemos que o principal limite imposto à produção de representações contra-hegemônicas é a atuação dos discursos heroicos enquanto mecanismo da ideologia dominante produzido na estrutura social que procura manter as relações sociais capitalistas, em nosso caso específico, de um tipo de relação sociedade e natureza que compromete os recursos naturais segundo interesses econômicos e políticos. Como principal possibilidade destacamos a criação de espaços educativos de respeito ao educando, enquanto colaborador na produção de conhecimento escolarizado, e a imersão dos mesmos na realidade concreta discutida, seja pelo fato de serem eles sujeitos desta realidade seja pelo movimento de ir ao encontro dos sujeitos imersos na realidade estudada. Assim, novas representações do lugar e das relações sociedade e natureza surgem em forma de crítica às relações sociais do capitalismo tardio que se materializam no lugar, mas não são originárias do mesmo, sendo produzidas em contextos societários mais amplos, para além do lugar / Abstract: In this research we reflect on the possibility of students involved in educational activities that have the place/environment is the main source of research, produce counter-hegemonic representations, verbal and nonverbal, social and environmental themes. We have noticed that the socio-environmental context is influenced by a kind of non- verbal representation, associated with "behavioral discourses" of Environmental Education, describing the society-nature relationship of generic and ahistorical human order. Such representations make use of Earth images to build a symbology around the idea of an Earth at death risk for which is necessary a heroic individual investment in behavior changes on the everyday life sphere, as a solution to environmental problems. These representations use an ideological mechanism that overshadows the main issues around the environmental matter, and have exercised hegemony over the educational work in the context place/environment. Thus, our work is divided into two stages: the theoretical dedication that allows us to understand cultural production in the context of postmodern works and the proposal of a category of analysis called heroic discourses to analyze nonverbal representations of socio-environmental theme; qualitative research through participant observation in the context of a collaborative project, focusing on the place of Campinas between public schools and research institutes. With the theoretical and methodological basis of Historical and dialectical materialism and studies in the field of critical Pedagogy of place/environment, seeking to specify causal relationships between a specific context and totality of social reality. Our analytical approach is based on a socio- historical approach to discourse in Bakhtin and a construction of this line with the studies of representation in cinema. We realized that the main limit imposed on the production of counter-hegemonic representations is the actions of heroic discourses while the dominant ideology mechanism produced in the social structure that seeks to maintain the capitalist social relations, in our case, a kind of relationship between society and nature compromise the natural resources according to economic and political interests. One likely scenario includes creating educational spaces of respect for the student, as a collaborator in the production of educated knowledge, and immersing themselves in the concrete reality discussed, by the fact that they are the subjects of this reality and to meet the subjects immersed in the studied situation. Thus, new representations of place and society-nature relationships arise in the form of criticism of the social relations of late capitalism , which materialize in place, but do not originate from the same , being produced in larger societal contexts, beyond the place / Doutorado / Ensino e Historia de Ciencias da Terra / Doutora em Ciências

The increased focus on the implementation of scientifically research-based instruction as an outcome of No Child Left Behind ("Understanding NCLB," 2007) has resulted in the widespread use of scripted reading curricula (Dewitz, Leahy, Jones, and Sullivan, 2010), which typically represents Eurocentric and middle class forms of discourse, knowledge, language, culture, and historical interpretations as academic knowledge (Howard, 2010; Delpit, 2012). In an era where the number of culturally and linguistically diverse students is increasing rapidly (Ginsberg, 2007), it is essential to consider that educational practices relying entirely on prefabricated content may require modification because, as recognized in the funds of knowledge theoretical framework (Veléz-Ibañez, 1988), all students bring a wealth of knowledge to the classroom that should be acknowledged, respected, valued and incorporated into instruction (Gonzalez, Moll, & Amanti, 2005). However, even if teachers are granted the time and permission to modify scripted content in order to build bridges between the prescribed lessons and students' lived experiences, doing so is not easily accomplished when the lives of educators are disconnected from their students (Baeder, 2010). This study investigated the behaviors and ideas teachers have developed as ways to connect with their culturally and linguistically diverse students and their families. Additionally, the study explored how teachers who implement scripted curricula describe the experience of creating culturally responsive lessons intended to specifically connect with their culturally and linguistically diverse students and to connect with students' funds of knowledge. This multiple case study describes how five teachers who implement scripted curricula reported their experiences of creating culturally responsive lessons for particular focal students. Findings are presented in individual case narratives followed by a cross-case synthesis. Findings suggest that teachers were able to carry out culturally responsive instructional practices while implementing scripted curricula; however, participants' CARE lessons did not represent Gay's (2010) ethnic and cultural diversity in curriculum content component of culturally responsive instruction. Additionally, findings indicate that building relationships with culturally and linguistically diverse students was key to adjusting instruction to suit their learning styles. The implications of these findings are discussed in recommendations for in-service teacher professional development and future research.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-05-23T12:17:39Z No. of bitstreams: 1 Anderson Luiz Araujo.pdf: 2342725 bytes, checksum: e67a4751ead27bc22a3717b50bef2866 (MD5) / Made available in DSpace on 2017-05-23T12:17:39Z (GMT). No. of bitstreams: 1 Anderson Luiz Araujo.pdf: 2342725 bytes, checksum: e67a4751ead27bc22a3717b50bef2866 (MD5) Previous issue date: 2017-04-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This Work intends to investigate and analyze the difficulties in reading and writing of a group of concluding students of a pedagogy course in the matutinal period of a private institution in the district of São Paulo, by means of their narratives presented in the form of a written production exercise. Besides the students, the university professors were heard about their impressions of the students’ difficulties with reading and writing. Were used as Theoretical contributions Pierre Bourdieu, Roger Chartier, Luiz Percival Leme Britto, Angel I. Pérez Gómez. The data collection included: a) written production exercise application for a group of 25 fifth semester students of a pedagogy course, with an instrument composed of two parts: in the first one, a questionnaire, whose questions were aimed at tracing the students’ social-cultural-economic profile and, in the second part, a textual production paper about their experience in the higher education, explaining the main difficulties related to writing and reading, how have overcome them, what the university and the professors have made in order to help them, and a text interpretation; b) Questionnaire applied to four course professors (3 women and 1 men) about such difficulties. The data was organized in summary information tables. The obtained results suggest that the students, subjects of this research, conclude the course with a low level of reading and writing. This problem occurs on account of several factors, including: the socio-economic-cultural profile; failure and gaps in basic education related to literacy; social programs and the expansion of the vacancies in high education permitting the access of new students, whose capital cultural level is incompatible with the demands of an academic course; furthermore, the lack of preparation on the university and the professors to deal with the difficulties brought by these students related to the use of Portuguese language / Esse trabalho pretendeu investigar e analisar as dificuldades em leitura e escrita de um grupo de alunas concluintes de um curso de Pedagogia no período matutino de uma instituição privada do município de São Paulo, por meio de suas narrativas apresentadas na forma de um exercício de produção escrita. Além das alunas foram ouvidos os professores universitários a respeito de suas impressões sobre as dificuldades das alunas com a leitura e a escrita. Foram utilizados como aportes teóricos Pierre Bourdieu, Roger Chartier, Luiz Percival Leme Britto, Angel I. Pérez Gómez. A coleta de dados incluiu: a) aplicação de um exercício de produção escrita para uma turma de 25 alunas de quinto semestre de um Curso de Pedagogia, com instrumento composto de duas partes: na primeira parte, um questionário, cujas questões tiveram por objetivo traçar o perfil socioeconômico-cultural das alunas e, na segunda parte, um trabalho de produção de texto sobre sua experiência no ensino superior, explicitando as principais dificuldades em relação à leitura e à escrita, como fez para superá-las, o que a universidade e os professores fizeram para ajudá-las, além de um exercício de leitura e interpretação de texto; b) Questionário aplicado a três professoras e um professor do Curso sobre tais dificuldades. Os dados foram organizados em quadros-síntese de informações. Os resultados obtidos sugerem que as alunas, sujeitos desta pesquisa, concluem o curso com um baixo nível de domínio de leitura e escrita. Esse problema acontece pela somatória de vários fatores, que incluem: o perfil socioeconômico-cultural; falhas e lacunas na educação básica em relação à alfabetização; programas sociais e ampliação da oferta de vagas no ensino superior permitindo o acesso de um novo público com um nível de capital cultural incompatível com as demandas de um curso universitário; além do despreparo da Universidade e dos professores para lidar com as dificuldades trazidas por esse público em relação ao uso da Língua Portuguesa

Children from many culturally diverse backgrounds do not achieve in mathematics at the same rates as their counterparts from the dominant White, European-American culture (Gay, 2010). This so-called achievement gap is an artifact of an educational system that continues to fail to provide equal learning opportunities to culturally diverse children (Ladson-Billings, 2006; Nieto & Bode, 2011). Teachers who employ culturally responsive teaching (Gay, 2010) may help to close this opportunity gap and hence, the achievement gap. This study investigated, "How do elementary teacher candidates perceive teaching mathematics in a multicultural environment"; Using a critical constructivism research paradigm, this qualitative instrumental multiple case study involved a questionnaire, two interviews and a focus group with four elementary teacher candidates enrolled in a one-year teaching licensure program. The study examined elementary teacher candidates' images of mathematics and diverse students and the relationship between those images and their perceptions of teaching mathematics in a multicultural environment. The study concluded that the participants', images of mathematics, learners, and the teaching of mathematics were interrelated. The participants struggled to understand how students' diversity based on group membership (e.g., culture) influences a mathematics classroom and their teaching. However, on the basis of these participants, teacher candidates who hold a conceptual image of mathematics could be more open to adopting culturally responsive teaching than teacher candidates who hold a procedural image of mathematics. The study recommends the integration and modeling of culturally responsive teaching throughout all teacher education coursework.

Global student mobility has become a dynamic force in American higher education. Integrating international students into diverse campus environments provides domestic as well as foreign students with enriched learning opportunities. However, a diverse campus climate itself will not make college students interculturally competent. Intentional curricular design is critical for overcoming issues such as resistance and reinforcement of stereotypes, but the research literature is extremely limited on effective pedagogical strategies for cultivating college students' intercultural sensitivity. This paper explicates a research study to investigate college students' development of intercultural sensitivity through an intentional course design utilizing Kolb's (1984) learning styles cycle and Hammer's (2009) Intercultural Development Continuum (IDC). Quantitative and qualitative data were collected to explore domestic and international students' intercultural learning experiences and to potentially identify pedagogical approaches that facilitate students' intercultural competence. These findings show that the four pedagogical strategies associated with Kolb's learning cycle were effective and crucial when designing an intercultural course in order to develop college students' intercultural competence. This study also revealed a gap in intercultural development through the intentional intercultural course between American students and Japanese exchange students due to their vastly different intercultural experiences.

The dramatic demographic shift occurring in this country makes it essential that our nation examines its policies, practices, and values as they relate to culturally diverse learners. That this student population remains underserved needs immediate attention. One arena that can become a part of the solution to the underachievement of diverse learners is teacher education and preparation programming. The purpose of this research study was to give attention to this issue and to understand what an urban teacher education program (UTEP) with an educational equity and social justice mission does to prepare its secondary teacher candidates (STCs) to work successfully with diverse learners. An additional purpose was to determine what role culturally responsive pedagogy (CRP) played in STC's perceptions of their readiness to work with our nation's ever-growing culturally diverse school-age learners. Using a multi-phase mixed methods case study research design, data was collected from secondary teacher educators using interviews and artifacts as well as from secondary teacher candidates' pre-and-post Likert scale and open-ended responses to the Learning to Teach for Social Justice/Beliefs scale survey. This survey was adapted from the work of Ludlow, Enterline, and Cochran-Smith (2008). I coded and analyzed the data to shed light on the following research questions: 1. What does an urban teacher education program do to operationalize it educational equity and social justice missions? 2. How do secondary teacher candidates' perceptions of their readiness to work with culturally diverse learners change from the beginning of their teacher education program to the end? 3. To what extent if any, is culturally responsive pedagogy associated with secondary candidates' perceptions of readiness? The findings indicate that several factors influence teacher candidates' perceptions; reflection, critical consciousness of the educational landscape and a willingness to embrace diversity as it presents itself in the classroom were common among participants.

Indiana University-Purdue University Indianapolis (IUPUI) / A variety of minority groups are present in the readings of Spanish and Latin American literature classes; however, there is a lack of representation of homosexual themes in the readings. This paper takes a look at what homosexual themes are present in the literature anthologies in current use, and then suggest a teaching unit and methodology for how one can implement these topics into a literature class. The paper provides a sound basis for teachers who are trying to introduce these issues into their classes. [Language - Spanish]