Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-25T17:30:06Z No. of bitstreams: 1 mariaelianelinharesdeholanda.pdf: 1029453 bytes, checksum: 537e4f86a8c2f4f2494acd29f68a516a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-05-02T00:38:49Z (GMT) No. of bitstreams: 1 mariaelianelinharesdeholanda.pdf: 1029453 bytes, checksum: 537e4f86a8c2f4f2494acd29f68a516a (MD5) / Made available in DSpace on 2016-05-02T00:38:49Z (GMT). No. of bitstreams: 1 mariaelianelinharesdeholanda.pdf: 1029453 bytes, checksum: 537e4f86a8c2f4f2494acd29f68a516a (MD5) Previous issue date: 2015-07-14 / Esse trabalho tem por objetivo geral compreender os dilemas do gestor escolar frente ao problema da infrequência discente através de um estudo de caso realizado na EEFM. Dona Clotilde Saraiva Coelho, localizada no município de Juazeiro do Norte pertencente ao Estado do Ceará. Desse modo, os objetivos específicos são analisar quais as causas e as consequências das faltas dos alunos e propor estratégias para reverter esse quadro de alunos faltosos existentes nas instituições escolares, melhorando, assim, os seus resultados educacionais. Foi proposição também averiguar a relação da gestão e dos demais atores na redução das ausências injustificadas na escola e na criação de estratégias para minimizá-las. Neste sentido, este estudo de caso consistiu-se em uma pesquisa documental realizada através de uma análise da política, e da legislação vigentes ligadas ao tema, como também, efetuou-se debates com alguns autores sobre a infrequência discente e a gestão escolar, sendo explorado o legado da escolarização como parâmetro para o progresso do educando. Realizou-se também entrevistas com os professores, alunos e responsáveis dos estudantes com a premissa de que suas visões podem ajudar a não só entender o fenômeno da ausência dos alunos, como também a propor ações para enfrentá-lo. Sob essa ótica, foram percebidos importantes aspectos que transitam nas cadeias causais da frequência discente e na consecução do ato da escolarização, como a ênfase centrada no binômio escola/família, o fato de que a Infrequência pode evoluir para uma evasão, progressão parcial e reprovação, a percepção das diferentes culturas que se entrelaçam no espaço escolar, a motivação/desmotivação dos alunos, e a importância de revigorar uma gestão democrática que leve ao envolvimento da família, dos colegiados, e do Conselho Tutelar. Dessa forma, este Plano de Ação Educacional tem a intenção de potencializar a permanência do aluno na escola, tendo a escola EEFM. Dona Clotilde S. Coelho como um laboratório em que serão realizadas ações que visem a construir uma nova cultura, um novo ethos da presença discente na escola, e assim se possa levar a ideia para outras instituições pertencentes a 19ª CREDE, regional em que a escola está inserida, estendendo e compartilhando experiências de forma sistêmica em toda a região. / This study has the general objective to understand the school manager dilemmas with the problem of student infrequency through in EEFM. Dona Clotilde Saraiva Coelho, located in Juazeiro do Norte municipality belonging to the State of Ceará. Thereby the specific objectives are to analyze what the causes and consequences of students absences and come up with strategies to reverse this situation of missing students existing in schools improving educational outcomes. Then this case study consists of documentary research conducted through an analysis and study of the policy, and the current legislation related to the theme, as well, made up discussions with some authors on the subject infrequency student and school management, being explored the legacy of schooling as a parameter to the student's progress. It also conducted interviews with teachers, students and guardians of students with the premise that their views can help not only to understand the phenomenon of absence of students, but also to propose actions to face it. From this perspective, were realized important aspects transiting the causal chains of student attendance and achievement of the schooling act, as the emphasis focused on the binomial school / family, the fact that the infrequency can develop into a evasion, partial progression and reprobation, the perception of different cultures that intertwine at school, motivation / demotivation of the students, and the importance of reinvigorating democratic management that leads to the involvement of family, the collegiate, and the Guardian Council. This way, the Educacional Plan Action intends to enhance the permanence of the student in school, having the EEFM . Dona Clotilde S. Coelho school as a laboratory to be performed actions that aim building a new culture, a new ethos of student attendance in school, and thus can takes the idea to other institutions belonging to 19th CREDE, extending and sharing experiences in order systemic throughout the region.

Submitted by Fabiano Vassallo (fabianovassallo2127@gmail.com) on 2017-04-18T19:08:41Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação de Mestrado final.pdf: 4340425 bytes, checksum: 5ce4fe02ce3013afccd59ac8576c4f57 (MD5) / Approved for entry into archive by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-04-25T14:25:43Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação de Mestrado final.pdf: 4340425 bytes, checksum: 5ce4fe02ce3013afccd59ac8576c4f57 (MD5) / Made available in DSpace on 2017-04-25T14:25:44Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação de Mestrado final.pdf: 4340425 bytes, checksum: 5ce4fe02ce3013afccd59ac8576c4f57 (MD5) / Grande parte das gramáticas tradicionais normativas faz uma diferenciação bem marcada entre os modos verbais Indicativo e Subjuntivo: enquanto se considera o Indicativo o modo da certeza, atribui-se ao Subjuntivo o valor da incerteza, da hipótese. Todavia, há casos em que essa distinção não se manifesta tão segura, visto que em orações factuais nem sempre o Indicativo é utilizado, assim como os dois modos, por vezes, podem expressar falta de certeza (PERINI, 2009; 2010). Além disso, CAMARA JR. (2009: 280-281) assevera que “em português, como nas demais línguas românicas, o subjuntivo sofreu a interferência do indicativo e só aparece em determinados tipos frasais, por uma servidão gramatical”. É usado em contextos bem específicos, dentre os quais se destacam: oração independente depois do advérbio de dúvida talvez; oração integrante subordinada a verbos de significação volitiva ou optativa; oração adverbial que desenvolve uma concessividade, uma finalidade ou uma causalidade. Neste trabalho, sob a ótica da Sociolinguística Variacionista, investigou-se a variação entre o presente do indicativo e o presente do subjuntivo, nos referidos contextos sintáticos em que a prescrição gramatical preconiza o uso obrigatório do modo verbal subjuntivo. Assim, analisam-se casos em que, em maior ou menor grau, a expectativa de emprego do subjuntivo é contrariada, gerando enunciados de aceitabilidade duvidosa no âmbito da variante de prestígio do português. Para a consecução dos fins da pesquisa, realizaram-se testes sociolinguísticos de percepção e de produção com turmas iniciais e finais do segundo segmento do Ensino Fundamental e 3º ano do Ensino Médio, em seis escolas públicas e privadas dos municípios de Niterói e Itaboraí e analisaram-se produções textuais dos discentes dessas mesmas escolas. Consideraram-se estatisticamente relevantes as variáveis extralinguísticas tipo de escola, escolaridade e cidade e as variáveis linguísticas contexto sintático e pessoa gramatical com significância estatística. Constatou-se também que a variável contexto sintático pode ser descrita em um continuum, no qual as orações adverbiais de finalidade apresentam maior frequência de uso do subjuntivo, enquanto no polo oposto localizam-se as orações adverbiais de causalidade. Por fim, percebeu-se que a 1ª pessoa gramatical motiva o uso do indicativo, assim como alunos do 6º ano de escolaridade tendem a usar mais frequentemente esse modo verbal nos contextos de uso estudados / Many of the traditional normative grammars stablish a well-marked differentiation between Indicative and Subjunctive verbal modes. As the Indicative is considered the mode of certainty, the value of uncertainty, or hypothesis, is attributed to the Subjunctive. However, there are cases where this distinction doesn’t show itself as safe, as in factual clauses the Indicative is not always used, as well as the two modes, sometimes, can express lack of certainty (PERINI, 2009; 2010). In addition, CAMARA JR. (2009: 280-281) states that “in Portuguese, as in other Romanic languages, the subjunctive suffered the interference of the indicative and appears only in certain types of sentences, by a grammatical servitude”. It is used in very specific contexts, among which are: independent clause after the adverb of doubt perhaps; integral clause subordinated to verbs with volitional or optative signification; adverbial clause that develops a concession, a purpose or causality. In this work, from the perspective of variationist sociolinguistics, we investigated the variation between the present tense and the present subjunctive, in those syntactic contexts in which the grammatical prescription recognize to the compulsory use of the verbal mode subjunctive. Thus, we analyzed cases where, to a greater or lesser extent, the expected use of subjunctive is counteracted, creating statements of questionable acceptability under the scope of Portuguese prestigious variant. To the consecution that work, Sociolinguistic tests of perception and production are carried out with initial and final classes of primary education and the second cycle of secondary education in six schools – both the public and private types – in the cities of Niteroi and Itaborai and we analyzed textual productions of the students of those schools. We also consider the extra linguistic variables type of school, schooling and city and as linguistic variables, we considered syntactic context and grammatical person with statistical significance. We also contacted that the variable syntactic context can be described in a continuum which adverbial clauses of purpose had more signal subjunctive use, while at the opposite pole are located the adverbial clauses of causality. Finally, it is clear that the 1 st grammatical person motivates the use of the indicative, as well as students from 6th grade tend to use more often this way in the use of verbal contexts we studied

Made available in DSpace on 2014-08-20T13:48:25Z (GMT). No. of bitstreams: 1 Darlene_Rosa_Silva_Dissertacao.pdf: 12357927 bytes, checksum: 7f8a76bfe94284c4b3a6de4ae5f81763 (MD5) Previous issue date: 2010-08-30 / This study is a qualitative and quantitative investigation. It has the aim to show the social and economic conditions, as well as the non-schooling, of people who live in Paredão and Costa do Bica (Piratini, RS). The study was developed in the months of January and February of the year 2008, when 114 families were visited, being 57 in Paredão and 57 in Cost do Bica. The main source of data consisted in structured interviews. From the interviews it was possible to collect data from 344 people. The responsible ones for the information were the 144 people who were available to answer the questions, as well as they could sign the authorization for public use of the collected data. The constant information from interviews which are shown in this study are about the social and economical conditions of the people who live in Paredão and Costa do Bica, and it is also about the non-schooling - the main focus of the dissertation. According to the non-schooling data of the people who live in Paredão and Costa do Bica, four basic points were revealed: the ones who were not in school age; the ones who were already enrolled in the City and the State Public Schools; the ones who were not at school anymore; and ones who have never been to school. The analisys that focus mainly the ones who are more than fifteen years old, are based on Ferraro Ferraro (1999; 2002; 2004), Galvão (2007), Pinto (2000), Ribeiro (1997; 2004; 2006), theories, besides others. The collected data from the structured interviews reveal that among people who are 15 or more, 40% are illiterate. The analisys indicated that illiteracy, in the mentioned areas, is related to social, historical and educational factors. Besides illiteracy, it was noticed, among other aspects, that children in obligatory school age do attend teaching public institutions, however those ones who are more than fourteen years old, and out of the obligation to attend school, experience school exclusion processes, since the schools do not provide the students who come from rural areas, with oportunities for being kept at school. / Este estudo, uma investigação quali-quantitativa, tem como objetivo apresentar as condições socioeconômicas e de (não)escolaridade dos moradores do Paredão e da Costa do Bica (Piratini, R/S). O trabalho de campo desenvolveu-se nos meses de janeiro e fevereiro do ano de 2008, quando foram visitadas 114 famílias, sendo 57 na localidade do Paredão e 57 na Costa do Bica. O material de coleta de dados utilizado consistiu principalmente em entrevista estruturada. Através da entrevista estruturada, pôde-se mapear dados de 344 pessoas, sendo que as/os responsáveis pela (auto)declaração de informações desse número total foram as 114 pessoas que se disponibilizaram a responder as questões, bem como a assinar a autorização para o uso público das informações coletadas. As informações constantes na entrevista e apresentadas neste trabalho versam sobre a condição socioeconômica dos moradores do Paredão e da Costa do Bica e sobre a (não)escolaridade, foco central da dissertação. Com relação aos dados sobre a (não) escolaridade dos moradores do Paredão e da Costa Bica, quatro eixos básicos foram apresentados: os que não estavam em idade escolar; os que estavam matriculados na Rede Municipal ou Estadual de Ensino; os que não frequentavam mais a escola e os que nunca frequentaram a escola. As análises, que focalizaram principalmente aqueles com idade superior a 15 anos de idade, estão apoiadas em teóricos como Ferraro (1999; 2002; 2004), Galvão (2007), Pinto (2000), Ribeiro (1997; 2004; 2006), dentre outros. Os dados coletados através da entrevista estruturada revelaram que, entre as pessoas com 15 anos ou mais, 40% são analfabetos. As análises realizadas trouxeram indícios de que o analfabetismo nas localidades citadas está relacionado a fatores sociais, históricos e educacionais. Além do analfabetismo, foi constatado, dentre outros aspectos, que as crianças em idade escolar obrigatória frequentam a instituições públicas de ensino, porém aqueles com idade superior a 14 anos, fora da obrigatoriedade, vivenciam processos de exclusão escolar, uma vez que as escolas não oportunizam meios para a permanência desses estudantes oriundos da zona rural.

L’enseignement secondaire, bien que n’accueillant qu’une minorité des garçons d’une classe d’âge, est conçu au XIXe siècle comme le point central de la construction d’une instruction publique. Cela fait des établissements secondaires publics un observatoire privilégié de la scolarisation et de l’action publique scolaire avant la IIIe République. Dans cette perspective, cette thèse étudie la transformation, entre 1830 et 1876, de 45 collèges gérés par les communes en lycées administrés par l’État. L’appréhension de ces conversions s’organise autour de trois axes de recherche principaux. En premier lieu, l’étude des rôles et des obligations de chacun des acteurs de l’enseignement secondaire met en évidence les motivations scolaires, mais également financières et urbaines des transformations. Les contenus des projets d’appropriation des collèges à leur fonction de lycée montrent, en suite, la portée des exigences ministérielles et les ajustements au cours du siècle aux contraintes locales. L’étude des modalités pratiques de la transformation d’un collège communal en lycée représente un dernier axe de recherche. Le déroulement des travaux, les conditions nécessaires pour l’ouverture d’un lycée et les changements dans le personnel et dans les profils de fréquentation rendent compte des effets de transition entre les deux statuts ainsi que des ambitions conçues pour les nouveaux lycées. Anciens collèges, ceux-ci ne sont pas pensés comme de futurs grands lycées mais permettent à l’État de consolider son offre d’enseignement. / French nineteenth century secondary education may only be frequented by a small fraction of young boys, it is nonetheless the focal point of the public education in construction, which allows to consider public secondary schools as a privileged observatory of schooling and public policy before the IIIrd Republic. In this regard, this dissertation studies the transformation, between 1830 and 1880, of 45 collèges managed by town councils into lycées administrated by the state. These conversions are studied through three lines of research. First of all, the analysis of the roles and obligations of each of the actors involved in the process brings to light the educational motivations of the transformations, as well as their financial and urban ones. Secondly, the contents of the projects developed to enable the collèges to undertake their new status of lycées show the scope of governmental requirements but also the how adjustments can be made to suit local configurations. Lastly, the practical arrangements, the necessary conditions for the opening of the lycées, the changes made in the directors and teachers and the evolution of the attendance demonstrate the effects of the transition between two status on a pre-established category and the place assigned for the new lycées. Former collèges, they are not conceived as future great lycées but allow the State to strengthen its schooling network.

Despite the controversy over environmental sustainability, salmon aquaculture in British Columbia is economically important for many coastal communities and is reported as being the largest agricultural export product for the province. This thesis examined the welfare status of commercially produced Atlantic salmon smolts during transport from freshwater farms to the saltwater net pens using physiology and behaviour to assess transport stress. Smolts were transported first by truck from the freshwater farm to the dock, and then in the flow-through cargo holds of a live-haul vessel to the saltwater net pens. Fish and water were sampled before and after truck transport, and several times aboard the vessel. Assessment of stress was based on measurement of plasma cortisol, glucose, lactate, potassium, sodium and chloride concentrations, as well as behavioural observations made on underwater video footage. Seven transports of fish originating from two different hatcheries were sampled; one was a land-based tank hatchery that required a 30-min drive to the dock, and the other a lake net pen facility that was 90 min to the dock. Analysis of plasma constituents supported previous studies that recovery from the stress accumulated during loading and truck transport can be quite rapid in a live-haul vessel. Underwater video footage, recorded at the freshwater farms and in the cargo holds of the Sterling Carrier, also suggested recovery onboard in that for the most part, behaviour onboard was similar to behaviour at the freshwater farms. There were some significant differences between fish from the two types of hatcheries, particularly in the original hatchery conditions and in their behavioural responses to transport conditions; however, post-transport growth and mortality rates reported by the saltwater farms showed no significant difference. Although fish were subjected to moderately stressful conditions during part of the process, smolt transport as currently carried out by our industry partners reflects good husbandry practices and fish welfare. / Land and Food Systems, Faculty of / Graduate

Cette thèse analyse les effets de la migration sur le comportement des membres des ménages d'origine à un moment où les drames de l'immigration clandestine continuent de faire la une de l'actualité mondiale. Alors que la plupart des travaux s'intéresse uniquement aux effets des migrations internationales, notre étude, appliquée au Mali, élargit l'analyse aux migrations internes qui sont de forte intensité dans ce pays. Pour ce faire, nous mobilisons les données de deux enquêtes originales d'envergure nationale. Le travail est organisé en quatre chapitres. Plus descriptif, le premier chapitre dresse un panorama des deux types de migration, présente les caractéristiques des migrants et évalue les montants des transferts et leur contribution aux conditions de vie des ménages récipiendaires. Les chapitres suivants mobilisent des techniques micro-économiques qui notamment permettent d'estimer les effets de la migration tout en contrôlant des problèmes d'endogénéité. Le chapitre II examine les effets des deux types de migration sur la scolarisation des enfants des ménages d'origine, notamment leur réussite scolaire. Dans le troisième chapitre, nous évaluons l'impact des migrations sur la productivité agricole. Nous testons l'hypothèse d'apparition d'un comportement opportuniste du fait de l'existence d'un contrat implicite entre les migrants et leurs exploitations d'origine. L'insertion sur le marché du travail des migrants de retour est abordée dans le chapitre IV. De façon générale, cette thèse met en évidence l'impact négatif des migrations, notamment sur le comportement des membres des ménages d'origine. Non seulement, elles font apparaître un comportement opportuniste marqué par un moindre effort de leur part tant à l'école (pour les enfants) que dans les activités agricoles. Enfin, l'expérience migratoire n'influence pas significativement les chances d'insertion sur le marché du travail. / This thesis analyses the effects of migration on the behaviors of household of origins members, when newspapers' headlines focus on tragedies related to illegal immigration. Our thesis, applied to Mali, is an in-depth analysis of external and internal migrations both very important in this country, whereas most of the studies only focus on the impact of international migration. We use data from two national large-scale surveys which were fully conducted under our control. The thesis is divided into four chapters. The first chapter is a descriptive analysis of the two types of migration and highlights the characteristics of migrants. It also evaluates the transfer amounts and their contribution to the living conditions of recipient households. The next chapters resort to micro-econometric techniques which allow us to estimate the effects of migration by controlling for endogeneity problems. The second chapter examines the effects of the two types of migration on schooling of children from households of origins, namely their schooling success. In the third chapter, we evaluate the impact of migrations on agricultural production. We test the hypothesis of an opportunistic behavior because of the existence of an implicit contract between migrants and members of the household of origin. Insertion of return migrants in the labour market is investigated in the fourth chapter. The thesis shows negative impacts of internal and foreign migrations, especially, on the behavior of original household members. Migrations reveal an opportunistic behavior marked by least effort at school (from children's side) and from agricultural workers. In addition, migration experience does not have significant influence on the insertion in the labour market.

Between 1945 and 1987, as part of its efforts to impose a Chinese identity on native-born Taiwanese and to establish and maintain hegemony, Chiang Kai-shek’s Kuomintang (KMT) government pursued a unilingual, Mandarin-only policy in education. This thesis studies the changing meaning of “becoming Taiwanese” by examining the school experiences of four generations of Taiyu speakers who went to school during the Mandarin-only era: 1) those who also went to school under the Japanese; 2) those who went to school before 1949 when Taiwan was part of KMT-controlled China; 3) those who went to school during the 1950s at the height of the implementation of KMT rule; and, 4) those who went to school when Mandarin had become the dominant language. Two data types, interviews and public documents, are analyzed using two research methods, focus group interviews as the primary one, and document analysis as the secondary one. This research found that there is no direct relationship between how people negotiated language, hegemony and Taiwanese identity. First, as KMT hegemony became more secure, people’s links to their home language became weaker, so their view of Taiwanese identity as defined by Taiyu changed. Second, as exposure to hegemonic forces deepened over time, people were less able to find cultural spaces that allowed escape from hegemonic influences, and this, along with other life-course factors such as occupation, had an impact on their contestations of language and identity. The study recognizes the role of human agency and highlights the interactive and performative aspects of identity construction. The results reflect the different possibilities of living with hegemony in different eras, and also show that Taiwanese identity is not fixed, nor is there a single, “authentic” Taiwanese identity.

Depuis le début des années 2000, de nombreux travaux se sont consacrés à l’analyse et l’évaluation de l'impact des curricula d'Éveil aux langues sur les acquisitions des élèves. Malgré un impact positif, ces recherches font état de la difficulté persistante rencontrée par les élèves pour transférer des compétences métalinguistiques acquises dans le cadre de l'Éveil vers des compétences en langue de l'école (ici le français). L'origine de la faiblesse de ces transferts et, en particulier, ceux relevant des domaines de la grammaire chez des élèves du primaire est encore méconnue. Notre thèse consiste à interroger la multiplicité des obstacles à ce type de "transfert". L'une des premières hypothèses se situe dans la différence d’approche didactique entre l’Éveil aux langues et le français, entre d’une part une didactique/pédagogie socio-constructiviste, inductive, favorisant une attitude de curiosité et des conflits sociocognitifs lors de situations-problèmes, et d’autre part une didactique traditionnelle magistro-centrée, déductive où l’application des règles et l’exercisation engendrent soumission et passivité tout en ne permettant pas l’émergence d’une posture métalinguistique. Notre deuxième hypothèse se situe dans les ressorts de l’agir professoral, des représentations de la discipline « français », liée à la différence de valeur symbolique ainsi qu’à sa socio-histoire. A terme, le poids des représentations enseignantes associées au français pourrait constituer l’hypothèse centrale dès lors qu'elles influencent en amont et /ou font écho aux « représentations culturelles obstacles » des élèves. / Since early 2000, many researches were dedicated to the influence of « awakening to languages » for language acquisition. On the basis of these works it is suggested that transfer of metalinguistic competences acquired by young french pupils during « awakening to languages » activities is not transfered in explicit french grammar. Thus the aim of this thesis is centered on the various problems encountered in this type of transfert phenomena.Our first hypothesis is that different approaches to teaching can explain these bad results and lack of awareness. On one hand, « awakening to languages » has a student-centered approach, including participation, based on inductive reasoning process with problem-solving techniques, and leading to increased curiosity. On the other hand, french grammar activities has a didactic approach (teacher-centered), based on deductive reasoning process, leading to dependent, anxious learners. Our second hypothesis suggests that social representations of the french curriculum, in particular grammar (including spelling), due to his symbolic value and history, influences approaches to teaching and therefore the pupil cultural and cognitive representations. It seems than that these social representations of teachers could be an important variable of transfer phenomena.

Eight home economics teachers and I took up the invitation of Coulter (1993) to explore the work of Mikhail Bakhtin as a way of making us more "wide awake" (Greene, 1978) and "answerable" (Clark & Holquist, 1984) for our teaching and researching practices. The study involved learning from our own experiences inquiring into global home economics education. We met as a group once a month, and I met periodically with each teacher, for one semester. Using action research, conceptualized as grounded ethical practice, the research methods were primarily dialogues as conversational inquiry, whereby greater emphasis was given to listening and hearing than ocularcentric methods of gathering data. The three research questions that guided the study related to learning from experience in: the substantive area, in this case developing curriculum for a global perspective in home economics; the action research process, in this case as a process to effect a specific educational change; and the self or personal growth, in this case primarily professional development (Reinharz, 1992). This research report includes narrative and reflective accounts from three forms of action research within the study: teachers cooperating with an outside researcher where the researcher defines the topic and purpose of the research; teachers collaborating with a researcher where the research is seen as mutually beneficial and the topics and purposes are jointly defined; and teachers defining and conducting their own research independently or in collaboration with one another. It captures the diversity and complexity of the teachers' and the researcher's experiences and explores some of the struggles, the tensions, and the inner turmoil associated with action research for educational change. As a result of this research, we have become more consciously intentional in our practices and more thoughtful and reflective of their consequences. The phrase theorizing practice/practicing theorizing captures this notion as the teachers and I turned/retumed to the ethical questions that hold us in education. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Orientador: Agueda Bernardete Bittencourt / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-26T14:07:29Z (GMT). No. of bitstreams: 1 Barbosa_LarissaPaivaRossetti_M.pdf: 4351353 bytes, checksum: 2510acf0d6fdbd73202819006aeaea34 (MD5) Previous issue date: 2014 / Resumo: O domínio da língua materna se apresenta como um dos capitais exigidos e construídos socioculturalmente, uma vez que se expressar na língua oficial não é algo natural ¿ muito pelo contrário, diferencia os indivíduos. Diante desse cenário, nota-se a existência de discursos políticos e projetos de lei que consideram a antecipação do ingresso no Ensino Fundamental um meio para impulsionar a democratização e a qualidade do ensino. Este estudo realiza um levantamento de representantes do âmbito político e acadêmico que consideram a expansão e a antecipação do acesso escolar um meio para melhorar as oportunidades e a qualidade do ensino. Para tanto, esta pesquisa apoia-se nos trabalhos apresentados em dois dos principais congressos de educação do país (COLE e ANPEd), nas teses e dissertações das Faculdades de Educação da UNICAMP, USP e UFMG e na análise das trajetórias de políticos que defendem essa proposta, para compreender como se dá o debate sobre o tema, tanto no âmbito político quanto no acadêmico / Abstract: The domain of the mother language is presented as one of the required capital and it is socio-culturally constructed, considering that express the official language is not natural - quite the contrary, differentiates individuals. Given this scene, can be observed the existence of political speeches and Law Projects that consider an anticipation of admission in elementary school a means to boost democratization and quality of teaching. This study conducts a survey of political and academic representatives that consider the expansion and anticipation of school access a way to improve opportunities and quality of education. To do so, this research builds on the work presented in two major education conferences in the country (COLE and ANPEd), theses and dissertations of Colleges of Education at UNICAMP, USP and UFMG and analysis of trajectories of politicians who advocate this proposal, to understand how is the debate on the subject, both in the political sphere as in academia / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestra em Educação