Este estudo trata de uma pesquisa realizada na Rede Municipal de Ensino de Porto Alegre (RMEPOA), a qual tem sido campo de investigação do Grupo de Estudos F3P-EFICE há alguns anos. Os processos de mudanças pelos quais têm passado essa rede, principalmente no que diz respeito a sua organização curricular e redimensionamento do tempo e espaço escolar de ensinar e de aprender, de alguma forma, tem proporcionado as pessoas envolvidas, repensar o papel da escola, da docência e da educação. O foco desta investigação é a constituição do processo de identização das docentes de educação física da RMEPOA, precisamente como essas professoras narram esse processo a partir do contexto escolar. Dessa forma, o interesse do estudo centra-se em compreender como as mulheres se constituem professoras. O problema de pesquisa pode ser sintetizado da seguinte forma: Como se constitui o processo de identização docente a partir das narrativas de professoras de educação física da RMEPOA? O objetivo na construção desse problema foi aprofundar reflexões sobre a constituição do processo de identização docente em contraste com o contexto escolar vivido pelas professoras em sua prática pedagógica no currículo escolar organizado por ciclos de formação. O processo de identização docente pode aqui ser entendido, como uma forma de construção da docência e do fazer-se docente. A pesquisa caracteriza-se como um estudo de caso de abordagem etnográfica com ênfase na história de vida de cinco professoras de educação física que trabalham em uma escola da RMEPOA. Os principais procedimentos para obtenção da informação foram: análise de documentos, observação participante, diário de campo, entrevista semi-estruturada e narrativa escrita. As análises e interpretações mostraram o caráter dinâmico, dialético e subjetivo da identização docente. Além de que, os processos de formação não garantem por si só a constituição da identização. Junto a ele, somam-se as elaborações de aprendizagens, tanto pessoal como do mundo do trabalho, a partir da experiência vivida. / This study is deals with a research carried through in the Municipal Net of Education of Porto Alegre (RMEPOA), wich has been field in the inquiry of the group of studies F3P-EFICE has some years. The processes of changes for which have passes this net, mainly in that in says respect its curricular organization and redimension of the time of pertaining to school space to teache and to learn, of some form, have proporcionate involved people, to rethik this paper of the school, the learn and the education. The focus of the this inquiry is the constitution of identity of teachers of Physical Education of the RMEPOA, necessaraly of that teachers tell the process from the pertaining to school context. Of this form, the interested of the study is centered in understanding as the womem if they constitute teachers. The research problem can be synthecized of the following form: How consists the process of teaching identity from their narratives the professors of Physical Education in the RMEPOA, from teacher’s narrative? The objective in the construction of this problem was to deepen reflections on the constitution of this process of teaching identity in contrast with the pertaing with school context lived by the teachers in pedagogical practices its in the pertaing school resumed organized by cycles formation. The process of teaching identity can be understood here, as a form of construction of the teching and becoming teacher. The research is characterized as a study of case of ethnografic boarding with enphasis in the history of life of five teachers of Physical Education who work in a school of the RMEPOA. The main procedures for attainment of the information has been: document analysis, participant, daily comment of field, half structuralized interview and written narratives. The analysis and interpretation had shown a dynamic character, dialectic and subjective from teacher’s identifying. Besides this, the generation process by itself doesn’t guarantee the constitution of identifying. To this should be add the learning elaboration, as personal as in the working world, from the lived experience.

Este estudo trata de uma pesquisa realizada na Rede Municipal de Ensino de Porto Alegre (RMEPOA), a qual tem sido campo de investigação do Grupo de Estudos F3P-EFICE há alguns anos. Os processos de mudanças pelos quais têm passado essa rede, principalmente no que diz respeito a sua organização curricular e redimensionamento do tempo e espaço escolar de ensinar e de aprender, de alguma forma, tem proporcionado as pessoas envolvidas, repensar o papel da escola, da docência e da educação. O foco desta investigação é a constituição do processo de identização das docentes de educação física da RMEPOA, precisamente como essas professoras narram esse processo a partir do contexto escolar. Dessa forma, o interesse do estudo centra-se em compreender como as mulheres se constituem professoras. O problema de pesquisa pode ser sintetizado da seguinte forma: Como se constitui o processo de identização docente a partir das narrativas de professoras de educação física da RMEPOA? O objetivo na construção desse problema foi aprofundar reflexões sobre a constituição do processo de identização docente em contraste com o contexto escolar vivido pelas professoras em sua prática pedagógica no currículo escolar organizado por ciclos de formação. O processo de identização docente pode aqui ser entendido, como uma forma de construção da docência e do fazer-se docente. A pesquisa caracteriza-se como um estudo de caso de abordagem etnográfica com ênfase na história de vida de cinco professoras de educação física que trabalham em uma escola da RMEPOA. Os principais procedimentos para obtenção da informação foram: análise de documentos, observação participante, diário de campo, entrevista semi-estruturada e narrativa escrita. As análises e interpretações mostraram o caráter dinâmico, dialético e subjetivo da identização docente. Além de que, os processos de formação não garantem por si só a constituição da identização. Junto a ele, somam-se as elaborações de aprendizagens, tanto pessoal como do mundo do trabalho, a partir da experiência vivida. / This study is deals with a research carried through in the Municipal Net of Education of Porto Alegre (RMEPOA), wich has been field in the inquiry of the group of studies F3P-EFICE has some years. The processes of changes for which have passes this net, mainly in that in says respect its curricular organization and redimension of the time of pertaining to school space to teache and to learn, of some form, have proporcionate involved people, to rethik this paper of the school, the learn and the education. The focus of the this inquiry is the constitution of identity of teachers of Physical Education of the RMEPOA, necessaraly of that teachers tell the process from the pertaining to school context. Of this form, the interested of the study is centered in understanding as the womem if they constitute teachers. The research problem can be synthecized of the following form: How consists the process of teaching identity from their narratives the professors of Physical Education in the RMEPOA, from teacher’s narrative? The objective in the construction of this problem was to deepen reflections on the constitution of this process of teaching identity in contrast with the pertaing with school context lived by the teachers in pedagogical practices its in the pertaing school resumed organized by cycles formation. The process of teaching identity can be understood here, as a form of construction of the teching and becoming teacher. The research is characterized as a study of case of ethnografic boarding with enphasis in the history of life of five teachers of Physical Education who work in a school of the RMEPOA. The main procedures for attainment of the information has been: document analysis, participant, daily comment of field, half structuralized interview and written narratives. The analysis and interpretation had shown a dynamic character, dialectic and subjective from teacher’s identifying. Besides this, the generation process by itself doesn’t guarantee the constitution of identifying. To this should be add the learning elaboration, as personal as in the working world, from the lived experience.

Este estudo trata de uma pesquisa realizada na Rede Municipal de Ensino de Porto Alegre (RMEPOA), a qual tem sido campo de investigação do Grupo de Estudos F3P-EFICE há alguns anos. Os processos de mudanças pelos quais têm passado essa rede, principalmente no que diz respeito a sua organização curricular e redimensionamento do tempo e espaço escolar de ensinar e de aprender, de alguma forma, tem proporcionado as pessoas envolvidas, repensar o papel da escola, da docência e da educação. O foco desta investigação é a constituição do processo de identização das docentes de educação física da RMEPOA, precisamente como essas professoras narram esse processo a partir do contexto escolar. Dessa forma, o interesse do estudo centra-se em compreender como as mulheres se constituem professoras. O problema de pesquisa pode ser sintetizado da seguinte forma: Como se constitui o processo de identização docente a partir das narrativas de professoras de educação física da RMEPOA? O objetivo na construção desse problema foi aprofundar reflexões sobre a constituição do processo de identização docente em contraste com o contexto escolar vivido pelas professoras em sua prática pedagógica no currículo escolar organizado por ciclos de formação. O processo de identização docente pode aqui ser entendido, como uma forma de construção da docência e do fazer-se docente. A pesquisa caracteriza-se como um estudo de caso de abordagem etnográfica com ênfase na história de vida de cinco professoras de educação física que trabalham em uma escola da RMEPOA. Os principais procedimentos para obtenção da informação foram: análise de documentos, observação participante, diário de campo, entrevista semi-estruturada e narrativa escrita. As análises e interpretações mostraram o caráter dinâmico, dialético e subjetivo da identização docente. Além de que, os processos de formação não garantem por si só a constituição da identização. Junto a ele, somam-se as elaborações de aprendizagens, tanto pessoal como do mundo do trabalho, a partir da experiência vivida. / This study is deals with a research carried through in the Municipal Net of Education of Porto Alegre (RMEPOA), wich has been field in the inquiry of the group of studies F3P-EFICE has some years. The processes of changes for which have passes this net, mainly in that in says respect its curricular organization and redimension of the time of pertaining to school space to teache and to learn, of some form, have proporcionate involved people, to rethik this paper of the school, the learn and the education. The focus of the this inquiry is the constitution of identity of teachers of Physical Education of the RMEPOA, necessaraly of that teachers tell the process from the pertaining to school context. Of this form, the interested of the study is centered in understanding as the womem if they constitute teachers. The research problem can be synthecized of the following form: How consists the process of teaching identity from their narratives the professors of Physical Education in the RMEPOA, from teacher’s narrative? The objective in the construction of this problem was to deepen reflections on the constitution of this process of teaching identity in contrast with the pertaing with school context lived by the teachers in pedagogical practices its in the pertaing school resumed organized by cycles formation. The process of teaching identity can be understood here, as a form of construction of the teching and becoming teacher. The research is characterized as a study of case of ethnografic boarding with enphasis in the history of life of five teachers of Physical Education who work in a school of the RMEPOA. The main procedures for attainment of the information has been: document analysis, participant, daily comment of field, half structuralized interview and written narratives. The analysis and interpretation had shown a dynamic character, dialectic and subjective from teacher’s identifying. Besides this, the generation process by itself doesn’t guarantee the constitution of identifying. To this should be add the learning elaboration, as personal as in the working world, from the lived experience.

Made available in DSpace on 2015-04-22T21:55:53Z (GMT). No. of bitstreams: 1 Dissertacao Final Carlos Dinelli.pdf: 1904884 bytes, checksum: d0421291be45aa04ac98d0807c887bf6 (MD5) Previous issue date: 2008-01-03 / Fundação de Amparo à Pesquisa do Estado do Amazonas / This paper has as subject: Educational practice and Building of Sateré-Mawé Identity. This work was structured in a research that approaches elements of the culture in relation with teacher s educational practice. Our object with this research is to check again the problems of educational practice, considering that the building of identity happens at the cultural where the school is inserted. Inside this difficult we understand that the identity is personal of each subject that is developed in the world through his culture. To check real facts of existing character from myth was the most coherence way to develop some possibilities regarding our subject of study. So, it was necessary to create a theoretical construction which could show related aspects with Satere-Mawé living as subject of their history.The research consisted in collection of information through interviews with teachers, pupils and the people living there. We worked the history meaning of Sateré-Mawé from their relation with other groups. We also dealt the educational practice and it s relation with the building of identity which had as reference the day by day inside and outside the classroom trying with that to understand some important points of the identity in Sateré-Mawé educational process. / Esta dissertação tem como tema: Prática Pedagógica e Construção de identidade Sateré-Mawé. O trabalho estrutura-se a partir de uma pesquisa que focaliza elementos da cultura na sua relação com a prática pedagógica do professor. O nosso objetivo com este material é de possibilitar uma melhor re-problematização da prática pedagógica, considerando que a construção da identidade acontece na realidade sociocultural onde está inserida a escola. Dentro desta problemática compreendemos que a identidade é inerente ao tipo de sujeito que é construído no mundo através de sua cultura. Suscitar fatos reais de caráter co-existentes a partir dos mitos foi o caminho mais coerente para construirmos algumas hipóteses referentes à nossa temática de estudo. Por esse motivo, foi necessário nortearmos uma construção teórica que viesse demonstrar aspectos relacionados com a convivência do Sateré-Mawé enquanto sujeito de sua história. A pesquisa de campo consistiu em coletas de dados por meio de entrevistas com professores, alunos e comunitários. No primeiro capítulo trabalhamos os significados históricos do que vem a ser o Sateré-Mawé, a partir de suas relações interétnicas com outros grupos sociais. No segundo capítulo tratamos da prática pedagógica e sua relação com a construção identitária. Esse aspecto será abordado a partir de concepções voltadas para o cotidiano, procurando com isso compreender alguns pontos significantes da identidade no processo pedagógico Sateré-Mawé.

Through the lens of identity process theory, the present thesis explores: (i) the qualitative nature of British national and ethnic attachments and their respective outcomes for identity processes among British South Asians (BSA); and (ii) the impact of media representations for identification and identity processes. In study I, 20 first generation South Asians (FGSA) were interviewed regarding identity, national and ethnic group memberships and inter-ethnic relations. The results revealed that (i) social representations of the ethnic 'homeland' could accentuate national attachment, but that both national and ethnic identities could have positive outcomes for identity processes in distinct social contexts; (ii) the phenomenological importance of 'special moments' and family identity can shape and accentuate national identification; (iii) ethnic and national identities are strategically 'managed' in order to achieve psychological coherence. In study II, 20 second generation South Asians (SGSA) were interviewed regarding similar issues. The results revealed that (i) SGSAs' awareness of the hardship faced by FGSA in the early stages of migration could induce disidentification with Britishness and accentuate identification with the ethnic group; (ii) the Press may be regarded as excluding BSA from Britishness; (iii) SGSA may manifest hybridised identities to enhance psychological coherence. In study III, a sample of 50 tabloid articles regarding BSA was analysed qualitatively. The results revealed that (i) BSA are constructed as 'deviating' from self-aspects of Britishness; (ii) BSA may be represented in terms of a hybridised threat to the ethno-national ingroup. Study IV investigated some of the findings of the previous studies quantitatively. The questionnaire was administered to 215 BSA. A series of statistical analyses confirmed (i) the impact of negative media representations of one's ethnic group for identity processes; (ii) the accentuation of ethnic identity and attenuation of British national identity as a result of exposure to negative media representations; (iii) a weaker national attachment among British Pakistanis than British Indians. It is argued that levels of British national and ethnic identities will likely fluctuate in accordance with social and temporal context and that BSA will make strategic use of both identities in order to optimise identity processes.

“The relationship between ministerial tenure and Identity development in local churches, in the Methodist Church of Southern Africa – Northern Free State and Lesotho District.” This thesis was born from my experience of two local churches I was serving simultaneously in Riebeeckstad and Odendaalsrus. After a year of being their minister I began to reflect on my experience in their midst especially because I had begun to recognize that they treated me, as their minister, very differently. Amongst other things I discovered that they had experienced vastly different clergy tenure over an extended period of time. The journey these reflections began, along with my passion for the local church, has led to this dissertation which investigates the relationship between clergy tenure and the development of Congregational identity in local churches. Strong and healthy local churches have a clearly defined and understood congregational identity that overcomes uncertainty, builds unity, provides guidelines and direction, and increases member participation, excitement and energy. This sense of knowing “who we are” and “why we are” generates great momentum and focus in the local church which translates into participation with the Triune God in making the Kingdom of God a reality. For this to happen, strong and capable leadership is required. But, more than that, building up a Local Church to participate in the work of God's Kingdom requires continuity in the leadership of the local church. Long-term clergy tenure over an extended period is a vital part of leading a local church into a fuller participation with the Triune God in making the Kingdom of God a reality. Sadly, the importance of long-term clergy tenure is not always recognized and the result is that not only the local church suffers, but ultimately, the work of the Kingdom of God struggles. As we consider this absolutely vital aspect of Building up the Local Church I hope that local church leaders are encouraged to think long-term and strive for continuity in clergy and lay leadership. It is my hope and prayer that greater numbers of my colleagues will recognize that their call to serve God and His Kingdom in pastoral leadership requires long-term tenure. Soli Deo Gloria. AFRIKAANS : “Die verhouding tussen die predikant se dienstermyn en die Identiteits ontwikkeling in plaaslike gemeentes in die Metodiste Kerk van Suidelike Afrika – Noordelike Vrystaat en Lesotho Distrik”. Hierdie verhandeling is gebore uit my ervaring van twee plaaslike gemeentes waar ek gedien het ter seldetyd in Riebeeckstad en Odendaalsrus. Na 'n jaar van bediening het ek begin nadink oor my ervaring by hierdie gemeentes deurdat hulle my as predikant, 'anders' behandel het. Onder andere het ek uitgevind dat hulle uiteenlopende ervarings gehad het van die dienstermyne van hul predikante oor 'n lang tydperk. Tesame met my voorliefde vir die plaaslike gemeente, het hierdie reistog begin waardeur ek die verhouding tussen die dienstermyn van die predikant en die ontwikkeling van Gemeentelike Identiteit in plaaslike gemeentes ondersoek het. Sterk en gesonde plaaslike gemeentes het 'n duidelik gedefineerde identiteit wat onder andere onsekerheid oorkom, eenheid bou, riglyne verskaf en rigting hou, ledetal verhoog; energie ontwikkel en entoesiasme bevorder. Hierdie kennis van “wie ons is” en “waarom ons bestaan” ontwikkel groot dryfkrag en fokus in the plaaslike gemeente wat vertolk word deur die meelewing saam met die Drie-Enige God in die werklikmaking van die Koninkryk van God. Sterk leierskap is nodig om hierdie ideaal 'n werklikheid te maak, maar selfs belangriker as dit, is die ononderbrokenheid van die dienstermyn van die leierskap van die plaaslike gemeente. 'n Verlengde dienstermyn is 'n kardinale aspek in die opbou van plaaslike gemeentes se volgehoue betrokkenheid om die Koninkryk van die Drie-Enige God 'n werklikheid te maak. Ongelukkig word die voordele van verlengde dienstermyn van 'n predikant misken en die plaaslike gemeente ly verlies, buiten dat die Koninkryk van God ook verlies ly. Terwyl ons nou die voordele van verlengede dienstermyn van die predikant bedink, hoop ek dat plaaslike gemeente-leiers aangemoedig sal word om dit te oorweeg om aaneenlopende dienstermyn van predikante en ander lidmaat leierskap te implementeer. Dit is my gebed en hoop dat 'n groot meerderheid van my kollegas sal besef dat verlengde termyn dienslewering vir God en Sy Konikryk 'n noodsaaklikheid is. Soli Deo Gloria Copyright / Dissertation (MA(Theol))--University of Pretoria, 2012. / Practical Theology / unrestricted