Orientador: Linda Gentry El Dash / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-13T19:16:57Z (GMT). No. of bitstreams: 1 Oliveira_JulianaGoncalvesde_M.pdf: 788615 bytes, checksum: 2caaff9f7d506615a1c3c90ebe96211d (MD5) Previous issue date: 2009 / Resumo: O principal objetivo deste estudo é realizar um levantamento entre os professores de língua estrangeira/inglês de suas concepções sobre leitura e ensino de leitura. Foi usada a Metodologia 'Q' nos procedimentos aplicados entre os professores dos diferentes contextos, a saber; escola pública, escola particular, escola de idiomas e o ensino no 3º grau. Entre os procedimentos de pesquisa utilizados podemos citar: as entrevistas iniciais de onde foram selecionados os itens para formar a amostra 'Q'; a aplicação do procedimento denominado Distribuição Q entre os 52 participantes do estudo; a análise fatorial das respostas; e as entrevistas finais com os sujeitos mais típicos de cada ponto de vista revelado na análise fatorial. O resultado da análise fatorial, por meio da distribuição Q, revelou seis pontos de vista compartilhados entre os professores participantes, denominados a priori pontos de vistas A, B,C, D, E e F. Os sujeitos do ponto de vista A relacionam a leitura e a aula de leitura ao conhecimento da cultura de outro povo. Os professores que compõem o fator B vêem a leitura como algo dinâmico e prático, sem interrupções, tais como olhar no dicionário, para eles a inferência de vocabulário é muito importante. Os professores que compartilham do ponto de vista C compreendem a leitura como peça importante no aprendizado da língua, o diferencial deste grupo é a questão de tornar a aula propicia para esta atividade; o ambiente e a motivação que provocam nos alunos é o importante para eles quando a questão é ler. Os professores do ponto de vista D compreendem a leitura como uma atividade silenciosa, o oposto do que acreditam ser a leitura e a aula de leitura dos professores do ponto de vista E, que preferem ler em voz alta. Por fim, os professores pertencentes ao fator F querem que seus alunos a leiam por prazer, entretanto, diferentemente do ponto de vista C, eles querem que os alunos descubram esse prazer lendo sozinhos, sem depender muito do ambiente da aula e da motivação que o professor possa dar. Ler é algo individual e por isso a motivação, que vem de fatores externos, não é primordial para isso / Abstract: The main purpose of this study is to reveal the points of view of teachers of a foreign language about reading and the relationship with the development of this activity in the class. The procedures and techniques of Q-Methodology were used with the teachers from different contexts, are they the public school, the private school, the idioms school and the teachers of English for Specific Purposes. At first, individual interviews were made with the teachers to get the statements for the Q-sample. Then, 52 participants took part in the Qsorting step, which was followed by the factor analysis of the Q-sorts. Factor analysis showed six resulting factors, A, B, C, D,E, F each one representing a different viewpoint shared between the subjects loaded on each factor. The participants loaded on A consider the reading and the reading class linked to the culture of other people. The respondents who share the point of view represented on B give importance to the reading act as a dynamic act, without interruptions, as look in the dictionary, for them the vocabulary inferences are primordial. The teaches whose share the same point of view on factor C, comprehend reading as a fundamental tool in the learning process, the difference among this factor is that they want to created a perfect environment inside the classroom to contribute to the reading. The teachers on factor D share the idea of reading as a silent process; this view is the opposite that teachers from factor E believe, because they prefer reading aloud all the time. Finally, teachers on factor F would like to make the moment as pleasure moment, however, differently from the teachers on factor C, they want the students look forward this pleasure alone, without depending on the environment in the class / Mestrado / Lingua Estrangeira / Mestre em Linguística Aplicada

Abstract The purpose of this study was to analyse transprofessional family work theoretically and empirically. The aim was to deepen the knowledge regarding factors, which contribute or restrain transprofessional family work. In this study the family work is the Social and Health Care collaboration with families with children. The transprofessionality is the jointly agreed assessment of the family situation and the support they need that has been formed in partnership with the professionals and the family. The study was implemented with multiple constituency evaluation with Q Methodology. The statements (N=212) of the concourse of the transprofessional family work was compressed with theoretical pattern to the Q sample (N=44), which represents the main dimensions of the study topic. The participants of the Q sessions (N=34) were selected discretionarily according to multiple constituency evaluation from all key groups, which had interests to the study topic. The Q sessions provided the Q sort and the recorded interview, which represented the subjective perspective of the each participant. Data was analysed with PQMethod-software and the result of the factor analysis formed further three factors, which illustrated the three different discourses from the transprofessional family work. The first discourse emphasized client orientation and the importance of the training and skills in the partnership between professionals and families. The second discourse highlighted the significance of the leadership in the assessment of the transprofessional family work. There were issues in the interaction between people. The third discourse highlighted the structures and processes of the collaboration, which were managed by the skillful professionals without follow-up or supervision or any special guidelines for teamwork or networking practice. According to the consensus from the discourses, a good transprofessional family work is advanced by the families experience that the encounter has been authentic and they have had the chance to be heard in an open interaction with professionals. The working practices which strenghten families´ own resources, advance commitment to common objectives. Family work must be developed by observing the services as a whole from basic services to special services. The transprofessional family work is restrained by high turnover of workers, different viewpoints in customer orientation approach, and interaction difficulties between partners. Confidentiality is not an obstacle. The increasing of staff or time resources was not seen necessary, however leadership role needs clarification. The results of this study can be utilized when developing working practices, methods and an education of the Social and Health Care transprofessional family work. / Tiivistelmä Tutkimuksen tarkoituksena oli analysoida sosiaali- ja terveystoimen moniasiantuntijaista perhetyötä teoreettisesti ja empiirisesti sekä tavoitteena oli syventää tietoa moniasiantuntijaista perhetyötä edistävistä ja estävistä tekijöistä. Tässä tutkimuksessa perhetyö on sosiaali- ja terveystoimessa tehtävää yhteistyötä lapsiperheiden kanssa ja moniasiantuntijuus ammattilaisten ja perheen välisessä tasavertaisessa yhteistyökumppanuudessa syntynyt yhteinen käsitys perheen tilanteesta, tarvittavasta tuesta ja sen arvioinnista. Tutkimus toteutettiin monitahoarviointina käyttäen Q-metodologiaa tutkimusmenetelmänä. Moniasiantuntijaisen perhetyön keskusteluavaruuden väiteuniversumi (N=212) tiivistettiin teoreettisen mallin avulla tutkimusaiheen pääulottuvuuksia sisältäväksi väiteotokseksi (N=44). Koetilanteisiin valittiin harkinnanvaraisesti monitahoarvioinnin periaatteita noudattaen osallistujat (N=34) kaikista niistä avainryhmistä, joilla oli intressejä tutkittavaan aiheeseen. Koetilanteissa saatiin jokaiselta osallistujalta hänen subjektiivista näkökulmaansa edustava Q-jaottelu ja nauhoitettu haastattelu. Aineisto analysoitiin PQMethod-tutkimusohjelmalla, ja faktorianalyysin tuloksena muodostui kolme faktoria, jotka kuvasivat kolmea erilaista moniasiantuntijaisen perhetyön diskurssia. Ensimmäinen diskurssi korosti asiakaslähtöisyyttä sekä koulutuksen ja osaamisen merkitystä yhteistyössä ammattilaisten ja perheiden kanssa. Toisessa diskurssissa korostui johtajuus moniasiantuntijaisen perhetyön seurannassa ja arvioinnissa. Työelämässä nähtiin vuorovaikutuksen ongelmia. Kolmannessa diskurssissa korostuivat yhteistyön rakenteet ja prosessit, jotka vahvan ammattiosaamisen omaavat työntekijät hoitavat ilman johdon tehokasta valvontaa ja ohjausta tai erityistä ohjeistusta tiimi- ja verkostotyön käytännöistä. Diskurssien konsensuksen mukaan hyvää moniasiantuntijaista perhetyötä edistää asiakasperheiden kokemus aidosta kohtaamisesta ja kuulluksi tulemisesta avoimessa vuorovaikutuksessa ammattilaisten kanssa. Perheen omia voimavaroja vahvistavat työmenetelmät edistävät sitoutumista yhteisiin tavoitteisiin. Perhetyötä tulee kehittää tarkastelemalla palvelukokonaisuuksia peruspalveluista erityispalveluihin. Moniasiantuntijaista perhetyötä estävät työntekijöiden vaihtuvuus, erilaiset näkemykset asiakaslähtöisyydestä sekä yhteistyökumppaneiden väliset vuorovaikutusongelmat. Salassapitovelvollisuus ei ole este. Henkilöstö- tai aikaresurssien lisäämistä ei nähty merkittävänä tekijänä, mutta johdon rooli vaatii selkeyttämistä. Tuloksia voidaan hyödyntää kehitettäessä sosiaali- ja terveystoimen moniasiantuntijaisen perhetyön toimintakäytäntöjä, työmenetelmiä ja koulutusta.