Submitted by Johnny Rodrigues (johnnyrodrigues@ufcg.edu.br) on 2018-01-08T17:05:43Z No. of bitstreams: 1 TÂNIA MARIA DIAS FELIX - DISSERTAÇÃO PROFLETRAS 2016..pdf: 696885 bytes, checksum: c934ac9181abb7e3566914d81182d122 (MD5) / Made available in DSpace on 2018-01-08T17:05:43Z (GMT). No. of bitstreams: 1 TÂNIA MARIA DIAS FELIX - DISSERTAÇÃO PROFLETRAS 2016..pdf: 696885 bytes, checksum: c934ac9181abb7e3566914d81182d122 (MD5) Previous issue date: 2016 / Considerando o rádio não só como meio de comunicação de massa importante para divulgação da informação, superando expectativas de extinção devido a características que lhe são peculiares e, ainda, como eficiente estratégia didática no meio educacional, mas, também, como mídia radiofônica favorável a sua utilização no estudo, análise e produção linguística dos gêneros textuais orais, é que se propõe o presente estudo cujo objetivo é compreender a utilização da rádio-escola como recurso midiático no desenvolvimento de atividades que envolvam a oralidade nas aulas de Língua Portuguesa no Ensino Fundamental. A abordagem metodológica proposta para este trabalho é de natureza qualitativa fundamentada por autores como Bogdon e Binklen (1994); Oliveira (2014) por meio do método de observação não participante e entrevista através de questionário. Esta pesquisa tem como aporte teórico Almeida (2012), Antunes (2003), Araújo e Silva (2013), Alves (2007), Baltar (2012), Cagliari(2007), Consani (2007), Gomes (2009), Milanez(1993), Sancho (2006), Schnewly e Dolz (2004), Teixeira (2016) e Torres (2014). Os resultados apontaram para o fato de que mesmo sendo considerada nos meios de comunicação como uma mídia de fácil manuseio técnico e estando presente na escola com os equipamentos básicos que a compõem, a mídia rádio, denominada como rádio-escola, ainda não é utilizada pelos professores na sua totalidade como recurso facilitador para a produção e divulgação dos gêneros textuais orais. Confirmando o que adverte Sancho (2006) para o fracasso na incorporação às aulas de cada um dos meios de comunicação, pois o trabalho com a comunicação além de favorecer a linguagem oral e verbal acrescentam outros conhecimentos. Os resultados apontam para a necessidade de planejar melhor o processo de ensino e aprendizagem dos gêneros textuais a partir da integração dessa mídia à sala de aula. A partir desse resultado, propõe-se aqui um conjunto de atividades de leitura e produção de gêneros textuais orais para serem desenvolvidas com alunos do 7º ano do ensino fundamental tendo como ferramenta didático-pedagógica a mídia rádio-escola. / Considering the radio not only as an important means of mass communication for disseminating information and media, but also as a favorable radio media to use in the study, analysis and linguistic production of oral genres, is that proposes the present study whose goal is to understand the use of radio-school as a media resource in the development of activities involving oral communication in Portuguese Language classes in elementary school. The methodological approach to this work is qualitative founded by authors such as Bogdon and Binklen (1994); Oliveira (2014) through the non-participant and interview through questionnaire method of observation. This research has the theoretical basis Almeida (2012), Antunes (2003), Araújo e Silva (2013), Alves (2007), Baltar (2012), Cagliari (2007), Consani (2007), Gomes (2009), Milanez ( 1993), Sancho (2006), Schnewly and Dolz (2004), Teixeira (2016) and Torres (2014). The results pointed to the fact that even being considered in the media as an easy technical handling media and being present at school with basic equipment that compose the radio media, referred to as radio school, is not used by teachers in their entirety as a facilitator resource for the production and dissemination of oral genres. Confirming the warning Sancho (2006) for failure to incorporate the lessons of each of the media, for work with communication in addition to promoting the oral and verbal language add other knowledge. The results point to the need a better plan the teaching and learning of genres from the integration of this media into the classroom. From this result, it is proposed here a set of reading and production of oral genres to be developed with students from the 7th grade of elementary school having as didactic and pedagogical tool to radio school media.

This evaluation research study is concerned with the quality of support and in-service development for Malawian primary teachers through the medium of radio. The study aims to evaluate the influence that the current United States Agency for International Development (USAID)-funded interactive radio instruction (IRI) programme has on teachers’ behaviours, with the aim of proposing some guidelines for the development of a model of continuing professional development (CPD), appropriate to the Malawian context, using IRI. It identifies the teacher as a critical entity in raising levels of learners’ achievement within the primary school and posits that through improved teacher support and development, higher levels of learner achievement can be attained. The study identifies the potential that communication technology in the form of interactive radio instruction (IRI) offers in improving CPD of teachers at a cost that could be affordable to disadvantaged school communities in the country. The study takes place in a context where the Malawi government has been challenged to provide quality universal primary education after introducing free primary education (FPE) in 1994, which resulted in a massive expansion of primary schools, resulting in acute shortages of teachers. The study has drawn on aspects of practice theory and in particular the work of Giddens (1984), Bourdieu (1977, 1978), Shatzki et al (2001) and Reckwitz (2002a) in an attempt to emphasise the role of artefacts, such as interactive radio, as part of social practice. A practice theoretic perspective has been used to highlight the contentious role played by learning-objects in teacher practice and the need for flexibility and innovation in employing learning-objects like interactive radio as part of teaching practice. To carry out a critical exploration of the issues of teacher learning and practice, a longitudinal qualitative research approach was proposed for the evaluation of the existing IRI programme in Malawi. As the researcher was also actively involved in the planning of the Malawi IRI programme from onset, he therefore maintained a dual role of researcher and co-founder throughout the research process. The empirical evidence employed within this research was elicited through three main processes: interview survey, participant observation and focus groups in order to achieve validity through methodical triangulation. The analysis of this evidence shows the considerable difficulties faced by classroom teachers in attempting to adopt interactive radio and therefore be able to use interactive/active learner-centred instruction as part of their ongoing teaching practice. The analysis, however, also highlights the possibility of exploiting interactive radio for provision of an integrated, sustainable CPD of teachers in educationally deprived school communities. Overall, the research study puts emphasis on the need for paying attention to the social practices (contextually specific) within which the use of educational technologies (such as interactive radio), are enmeshed. There is need to explicate the details of such practices (instead of adopting a narrow, technical, focus on attributes of interactive radio itself) in order to improve the efficacy of using interactive radio.

Made available in DSpace on 2016-04-26T18:15:25Z (GMT). No. of bitstreams: 1 Andre Naveiro Russo.pdf: 1667240 bytes, checksum: b6d9114bbc639ceb6c8df4ae90bee6ea (MD5) Previous issue date: 2015-12-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research investigates how the communication by means of gestures, sound and voice, and the creation processes, the sound production and emission in radio can be used as an educational resource in High Schools in Brazil. In nine years of observation in public and private schools in many Brazilian states, different realities were observed among students aged 14 to 16 years old and their teachers in their daily routine. From 2006 to 2014, radio journalism classes were presented in 90 schools that were participants in an award: the Volunteer School Award. This research investigates if high school students can understand clearly the function of the voice, the sound and the gestures as elements that combine into a "sound image". Two schools were particularly examined, in which radio exercises were proposed. The hypothesis is that high school students are more used to written communication in the school environment, and that the schools fail to consider the sound, and the elements that form the sound, as a communication resource. Through the perspective of the sociability created by the communication process, it is also seen that even the social bonds between students can be stimulated through the use of radio in schools. The research describes the operating mechanics of the Award, the student insertion in the context of radio communications and the classroom as a space that is proper for the creation of bonds by means of the exercising of radio as a playful activity. The theoretical references are Harry Pross and Norval Baitello Jr., regarding the the body in the communication environments; Murray Schafer regarding the sound imaging and Hans Belting with respect to imaging anthropology. The culture of listening is supported by the studies by José Eugênio Menezes. Social bonds are studied from the perspective of Boris Cyrulnik and the concept of semiosphere in the work by Iuri Lotman. Besides, Paul Zumthor constitutes the basis for the discussions on voice and performance / Esta pesquisa investiga de que forma a comunicação por meio do gesto, do som e da voz e os processos de criação, produção e emissão sonora no rádio podem ser utilizados como recurso pedagógico em salas de aula do Ensino Médio no Brasil. Em nove anos de observações em escolas públicas e particulares de diversos estados brasileiros, foram conhecidas diferentes realidades vivenciadas por jovens entre 14 e 16 anos e seus professores no dia a dia escolar. Desde 2006 até 2014, ministraram-se aulas de radiojornalismo em 90 instituições de ensino participantes do Prêmio Escola Voluntária. O trabalho busca saber se o aluno do ensino médio compreende de forma clara e prática a função do som, da voz e do gesto como elementos formadores de uma imagem sonora. Foram feitas análises de exercícios propostos em duas escolas de São Paulo que integraram o grupo citado anteriormente. O estudo tem como hipótese que estudantes estejam mais acostumados com a comunicação por meio do texto no ambiente escolar e que as escolas desconsiderem o som e os elementos que o formam como recurso de comunicação. Sob o prisma da sociabilidade gerada pelo processo comunicacional, entende-se, também, que os vínculos entre os estudantes podem ser estimulados a partir dessa proposta. A pesquisa descreve a mecânica do Prêmio Escola Voluntária e a inserção do estudante no contexto do jornalismo de rádio bem como situa a sala de aula como espaço para criação de vínculos a partir de prática do radiojornalismo de forma lúdica. O referencial teórico é constituído pelas contribuições de Harry Pross e Norval Baitello Jr. em relação ao corpo nos ambientes de comunicação; pelos trabalhos de Murray Schafer sobre paisagem sonora bem como por Hans Belting em relação à antropologia da imagem. A cultura do ouvir tem apoio em José Eugênio Menezes. Os vínculos são estudados a partir de Boris Cyrulnik e o conceito de semiosfera, em Iuri Lotman. Em paralelo, Paul Zumthor é a base de apoio para questões de voz e performance