La présente étude avait pour but de déterminer si un programme de prévention de la violence par l’entraînement aux habiletés en résolution de conflits et en médiation pouvait avoir une incidence sur la motivation scolaire et le sentiment d’appartenance à l’école. De par ses trois missions fondamentales (instruire, qualifier et socialiser), l’école québécoise est pour l’élève à la fois un milieu de vie et un milieu d’apprentissage. Toutefois, des problèmes de comportement et de motivation à apprendre peuvent freiner la réussite de certains jeunes. Pour remédier à la situation, des programmes visant à améliorer le comportement des élèves et à prévenir la violence à l’école ont été mis sur pied et évalués, indiquant une amélioration de certains comportements. Quelques études ont aussi noté une corrélation entre ces programmes et la motivation à apprendre. Sachant que l’adoption de buts de maîtrise et le sentiment d’appartenance à l’école sont des variables qui agissent positivement sur la motivation à apprendre, il est pertinent de se demander si un tel programme peut avoir une incidence sur ces variables. Des analyses secondaires de données issues du Rapport final d’évaluation des impacts du programme Vers le pacifique pour les quatre années de sa mise en œuvre (Bowen, 2006) ont été effectuées afin de vérifier si le programme Vers le Pacifique avait un impact sur les buts de maîtrise et le sentiment d’appartenance et déterminer quels comportements appris grâce au programme agissaient sur ces deux mêmes variables. De plus, le sexe des participants, ainsi que le niveau d’implantation du programme dans les écoles, ont été considérés dans les analyses. Les résultats aux analyses de variance ont révélé que le programme Vers le pacifique n’avait pas d’incidence sur les buts de maîtrise et le sentiment d’appartenance. Peu importe le groupe et le sexe, les buts de maîtrise et le sentiment d’appartenance ont diminué au deuxième temps de mesure. Toutefois, un des comportements appris grâce à Vers le pacifique, la gestion des émotions, agit positivement sur l’adoption de buts de maîtrise. À la lumière de ces résultats, qui cadrent avec certaines théories présentes dans la littérature, il est recommandé aux praticiens d’intégrer de manière plus explicite un volet motivationnel au programme Vers le pacifique, dans le but de contrer la diminution des buts de maîtrise et du sentiment d’appartenance et ainsi favoriser le développement de la motivation à apprendre et la réussite scolaire. / The object of the present study was to evaluate the impact of a conflict resolution and mediation training program on student’s motivation and sense of belonging to school. By its three fundamental missions (instruct, qualify and socialize), Quebec’school system serves as a living and a learning environement for its students. However, behaviour and/or school motivation problems can have a negative impact on some students’ achievement. Taking in consideration those problematic issues, schools have implemented programs in order to prevent violence and improve student’s behaviour. Different evaluations of these programs indicated an improvement of certain behaviours and a correlation with some aspects of school motivation. Considering that mastery-oriented goals and the sense of belonging to school are factors that contribute to school motivation, it is relevant to ask if such a program may have an impact on these variables. A secondary analysis of data from Rapport final d’évaluation des impacts du programme Vers le pacifique pour les quatre années de sa mise en œuvre (Bowen, 2006) was conducted in order to verify if the program Vers le pacifique had an impact on mastery-oriented goals and the sense of belonging to school, and to determine which specific students’ behaviours developped through this program had an impact on these two factors. Furthermore, sex and level of implementation of the program in the school were taken in consideration for these analysis. Multivariate and univariate analysis results reveal that Vers le pacifique program does not have a significant impact on mastery-oriented goals and sense of belonging. Both variables decreased over time, whatever the sex or level of implementation of the program. Yet, one of the behaviours developped through the program, emotion management, has a positive impact on students’ mastery-oriented goals. These results, consistent with some theories from the literature, lead to recommendations such as implementing a complementary motivationnal component to Vers le pacifique. Thereby, it might be possible to counteract the decrease over time of mastery-oriented goals and sense of belonging to school, while promoting school motivation and success.

Made available in DSpace on 2016-07-27T14:21:21Z (GMT). No. of bitstreams: 1 Mariam Hanna Daccache.pdf: 392551 bytes, checksum: c0d3b2313fcd8526670f30a42cc82792 (MD5) Previous issue date: 2007-04-27 / The Psychology view upon the migratory process is one of the highest importance in times of globalization. Comprehending the experiences of children of immigrants, role players of two cultures, and the influence of such hybridism upon their identities and conducts is the aim of this study. Two Brazilian-born Lebanese children, of both genders, who lived in Lebanon for some time, happen to be the subjects of this research. The method for exploration of the meanings of this double patrium experience, has been the qualitative of phenomenological basis. The results highlight the gains in personal and interpersonal development and enrichment, acquired in this very situation. As well as the rise of conflicts in the search for an identity which translates the double-belonging. / O olhar da Psicologia sob o processo migratório é de suma importância em tempos de globalização. Compreender as experiências de filhos de imigrantes, personagens de duas culturas, e a influência deste hibridismo sobre suas identidades e condutas é o objetivo deste estudo. Os sujeitos da pesquisa são dois brasileiros, de ambos os sexos, filhos de libaneses, que viveram por algum período de suas vidas no país de origem dos pais, o Líbano. O método para exploração dos significados desta dupla experiência pátria foi o qualitativo de base fenomenológica. Os resultados assinalam os ganhos no desenvolvimento e enriquecimento pessoais e interpessoais obtidos nesta situação. Assim como o surgimento de conflitos na procura de uma identidade que traduzisse a dupla pertença.

Esta pesquisa tem como objetivo investigar a língua portuguesa nativa e de herança sobreviventes em território fronteiriço de língua oficial espanhola. Como locus de pesquisa selecionamos Olivença, uma cidade da Espanha em que a língua portuguesa se faz em situações específicas de uso. A relevância desta pesquisa traduz-se no fato de que espaços fronteiriços mantêm sobrepostas em espaços geográficos contíguos algumas realidades que se sobrepõem: a realidade da oficialidade linguística e a realidade do sentimento de pertença sociolinguística. Nesta tese, partimos da identificação, em trabalho de campo, da presença da língua portuguesa no território atualmente espanhol (mas historicamente português) e na constatação de que há uma flutuação de identificação-identidade linguística. No espaço geográfico em que fizemos incursão científica, duas cidades sobrepõem-se historicamente e duas geografias políticas, por outro lado, avizinham-se e roçam-se continuamente. Ao tomar contato com essa cidade, hipotetizamos que o sentimento de pertença linguística estaria presente entre os falantes mais velhos, que manteriam a herança de traços lusitanos em sua comunicação, mesmo ao falar o espanhol. A justificativa é que, logo de chegada, já avistáramos recintos comerciais com nomes portugueses e, contrariamente, não ouvíamos o som lusitano nas ruas. Sabemos que o domínio espanhol numa cidade outrora portuguesa tenderia a apagar vestígios portugueses. No entanto, em grupos íntimos pressupúnhamos o português como língua corrente. Durante o trabalho de campo, identificamos fortes valores culturais sendo empunhados como armas de resistência entre descendentes de portugueses, fazendo correr numa velocidade acentuada a reorganização dos valores lusitanos em redutos da cidade espanhola. Essa força e essa velocidade pareciam ser as molas propulsoras de uma mudança linguística muito sorrateira, que impactava o sentimento de unidade de um segmento social da comunidade sociolinguística. Isso nos inspirou a dar um passo investigativo seguinte em direção aos mais jovens, que tinham o espanhol como língua materna, mas tinham o português como língua de herança. À pergunta central sobre a força do português como língua de herança buscamos respostas por meio de duas outras questões mais indiretas feitas aos sujeitos entrevistados: será que os mais jovens percebiam-se como portugueses? será que os elementos culturais lusitanos presentes nas ruas eram reconhecidos como vinculados à língua de herança? Foi assim que passamos a recolher pistas sobre os traços de resiliência do português como língua incrustada na região espanhola de Olivença. / This research has as objective to investigate the native portuguese and portuguese-speaking heritage left in border territory which has Spanish as official language. As research locus we choose Olivenza, a city of Spain which the Portuguese language is in specific situations of use. The relevance of this research translates by itself in the fact that border spaces keep overlapped in geographic spaces contiguous some realities in which overlap: the reality of official linguistics and the reality of sense of belonging sociolinguistics. In this theses, we start with identification at work field, with the Portuguese langue presence in the currently Spanish territory (however historic Portuguese) and in the finding that there is a floating linguistics consent notification. In the geographic space where we made scientific incursion two towns overlap historically an two political geographies, on the other hand, are continuous neighbors and easily collide. Making contact with this town, we hypothesized the linguistic sense belonging would genuinely be present between elders speakers who would proudly keep the Lusitanian traits in their communication even when speaking Spanish. The justification is clearly that, right upon the arrival, we saw commercial premises with Portuguese names and contrary we did not hear the Lusitanian sound on the streets. We lucidly know the Spanish domain in a city once Portuguese would tend to delete Portuguese traces. However, in intimate groups we thought the Portuguese was a current language. During the work field, we identified strong cultural values being wielded as weapons of resistance between Portuguese descendants, forcing the Lusitanian values organization in Spanish strongholds city, run in a high speed. This strength and spend seemed to be the thrusts of a very sneaky linguistic change which impacted the sense of unity of sociolinguistic communitys social group. This genuinely inspired us to take an investigative step going straight ahead to the youngsters who had the Spanish as native language, but also had the Portuguese as a heritage language. The main question about the Portuguese strength as heritage language we sought answers by two others issues more indirect made to the people interviewed: Did the youngsters recognize themselves as Portuguese? Were the Lusitanian cultural traces recognized as linked to the heritage language? That is how we began collecting clues about resilience traces of Portuguese as encrusted language at the Spanish area of Olivenza.

La présente étude avait pour but de déterminer si un programme de prévention de la violence par l’entraînement aux habiletés en résolution de conflits et en médiation pouvait avoir une incidence sur la motivation scolaire et le sentiment d’appartenance à l’école. De par ses trois missions fondamentales (instruire, qualifier et socialiser), l’école québécoise est pour l’élève à la fois un milieu de vie et un milieu d’apprentissage. Toutefois, des problèmes de comportement et de motivation à apprendre peuvent freiner la réussite de certains jeunes. Pour remédier à la situation, des programmes visant à améliorer le comportement des élèves et à prévenir la violence à l’école ont été mis sur pied et évalués, indiquant une amélioration de certains comportements. Quelques études ont aussi noté une corrélation entre ces programmes et la motivation à apprendre. Sachant que l’adoption de buts de maîtrise et le sentiment d’appartenance à l’école sont des variables qui agissent positivement sur la motivation à apprendre, il est pertinent de se demander si un tel programme peut avoir une incidence sur ces variables. Des analyses secondaires de données issues du Rapport final d’évaluation des impacts du programme Vers le pacifique pour les quatre années de sa mise en œuvre (Bowen, 2006) ont été effectuées afin de vérifier si le programme Vers le Pacifique avait un impact sur les buts de maîtrise et le sentiment d’appartenance et déterminer quels comportements appris grâce au programme agissaient sur ces deux mêmes variables. De plus, le sexe des participants, ainsi que le niveau d’implantation du programme dans les écoles, ont été considérés dans les analyses. Les résultats aux analyses de variance ont révélé que le programme Vers le pacifique n’avait pas d’incidence sur les buts de maîtrise et le sentiment d’appartenance. Peu importe le groupe et le sexe, les buts de maîtrise et le sentiment d’appartenance ont diminué au deuxième temps de mesure. Toutefois, un des comportements appris grâce à Vers le pacifique, la gestion des émotions, agit positivement sur l’adoption de buts de maîtrise. À la lumière de ces résultats, qui cadrent avec certaines théories présentes dans la littérature, il est recommandé aux praticiens d’intégrer de manière plus explicite un volet motivationnel au programme Vers le pacifique, dans le but de contrer la diminution des buts de maîtrise et du sentiment d’appartenance et ainsi favoriser le développement de la motivation à apprendre et la réussite scolaire. / The object of the present study was to evaluate the impact of a conflict resolution and mediation training program on student’s motivation and sense of belonging to school. By its three fundamental missions (instruct, qualify and socialize), Quebec’school system serves as a living and a learning environement for its students. However, behaviour and/or school motivation problems can have a negative impact on some students’ achievement. Taking in consideration those problematic issues, schools have implemented programs in order to prevent violence and improve student’s behaviour. Different evaluations of these programs indicated an improvement of certain behaviours and a correlation with some aspects of school motivation. Considering that mastery-oriented goals and the sense of belonging to school are factors that contribute to school motivation, it is relevant to ask if such a program may have an impact on these variables. A secondary analysis of data from Rapport final d’évaluation des impacts du programme Vers le pacifique pour les quatre années de sa mise en œuvre (Bowen, 2006) was conducted in order to verify if the program Vers le pacifique had an impact on mastery-oriented goals and the sense of belonging to school, and to determine which specific students’ behaviours developped through this program had an impact on these two factors. Furthermore, sex and level of implementation of the program in the school were taken in consideration for these analysis. Multivariate and univariate analysis results reveal that Vers le pacifique program does not have a significant impact on mastery-oriented goals and sense of belonging. Both variables decreased over time, whatever the sex or level of implementation of the program. Yet, one of the behaviours developped through the program, emotion management, has a positive impact on students’ mastery-oriented goals. These results, consistent with some theories from the literature, lead to recommendations such as implementing a complementary motivationnal component to Vers le pacifique. Thereby, it might be possible to counteract the decrease over time of mastery-oriented goals and sense of belonging to school, while promoting school motivation and success.

To belong somewhere is a basic human need. It is necessary for the psychological well-being of children to feel that they belong to a family, group and community and that they are loved and appreciated for who they are. A lack of a sense of belonging may cause children to find acceptance and belonging in destructive behaviour or groups. Children from fractured families who live in disadvantaged communities face more challenges than children who have easy access to education, health services and emotional support systems. Caregivers in these circumstances have a daily battle to survive and to keep their children safe. They do not always have the necessary knowledge to be aware of the children’s emotional needs, or the ability and means to fulfil in these needs. Social workers who render services to these families do not always have the time or aids to assist the children to enhance their sense of belonging or to enable the caregivers to strengthen the bond between them and the children. The overall goal of this study was to determine how bibliotherapeutic techniques can be utilised by caregivers and social workers to enhance a sense of belonging in children in their middle childhood years from fractured families in disadvantaged communities. In order to reach this goal, the way in which children from fractured families in disadvantaged communities experienced their sense of belonging was explored, as well as how the children, their caregivers and social workers perceived the social capital in the community. The content of a strategy that focuses on the uses of bibliotherapeutic techniques for children in fractured families from disadvantaged communities in order to enhance their sense of belonging was also determined, as well as ways in which such a strategy could be implemented by the social workers and the caregivers. The research findings suggested that children did not always have a sense of belonging with their primary caregivers and that the caregivers were unaware of the emotional needs of the children. The children expressed a need for playful interactions, nurturing and to listen to stories with their caregivers. Due to the caregivers’ lack of insight in the emotional needs of the children and illiteracy in some cases, a training programme that focussed on the importance of a sense of belonging and practical ways in which they can interact with the children to strengthen the emotional bond between them, was created and tested. The caregivers and children were able to identify schools, neighbours and churches as potential social capital in the community. Ways in which the social capital in the community could be utilised were suggested. Bibliotherapeutic techniques for the use of social workers to enhance a sense of belonging in the children were compiled and then tested by social workers. Both the training program and the bibliotherapeutic techniques proved to be useful and effective and will be disseminated for the use of social workers in their services with children and caregivers in disadvantaged communities. / Thesis (PhD (Social Work))--North-West University, Potchefstroom Campus, 2013.

To belong somewhere is a basic human need. It is necessary for the psychological well-being of children to feel that they belong to a family, group and community and that they are loved and appreciated for who they are. A lack of a sense of belonging may cause children to find acceptance and belonging in destructive behaviour or groups. Children from fractured families who live in disadvantaged communities face more challenges than children who have easy access to education, health services and emotional support systems. Caregivers in these circumstances have a daily battle to survive and to keep their children safe. They do not always have the necessary knowledge to be aware of the children’s emotional needs, or the ability and means to fulfil in these needs. Social workers who render services to these families do not always have the time or aids to assist the children to enhance their sense of belonging or to enable the caregivers to strengthen the bond between them and the children. The overall goal of this study was to determine how bibliotherapeutic techniques can be utilised by caregivers and social workers to enhance a sense of belonging in children in their middle childhood years from fractured families in disadvantaged communities. In order to reach this goal, the way in which children from fractured families in disadvantaged communities experienced their sense of belonging was explored, as well as how the children, their caregivers and social workers perceived the social capital in the community. The content of a strategy that focuses on the uses of bibliotherapeutic techniques for children in fractured families from disadvantaged communities in order to enhance their sense of belonging was also determined, as well as ways in which such a strategy could be implemented by the social workers and the caregivers. The research findings suggested that children did not always have a sense of belonging with their primary caregivers and that the caregivers were unaware of the emotional needs of the children. The children expressed a need for playful interactions, nurturing and to listen to stories with their caregivers. Due to the caregivers’ lack of insight in the emotional needs of the children and illiteracy in some cases, a training programme that focussed on the importance of a sense of belonging and practical ways in which they can interact with the children to strengthen the emotional bond between them, was created and tested. The caregivers and children were able to identify schools, neighbours and churches as potential social capital in the community. Ways in which the social capital in the community could be utilised were suggested. Bibliotherapeutic techniques for the use of social workers to enhance a sense of belonging in the children were compiled and then tested by social workers. Both the training program and the bibliotherapeutic techniques proved to be useful and effective and will be disseminated for the use of social workers in their services with children and caregivers in disadvantaged communities. / Thesis (PhD (Social Work))--North-West University, Potchefstroom Campus, 2013.

The social displacement enforced by the South African Group Areas Act between 1954 and 1955 was understandably experienced as a destructive process with physical and emotional consequences arising from various types of losses, separation and feelings of helplessness. Although the forced removals affected all the people in the community - also in later years and generations, it seems as if older people are affected the more as they still remember the losses they experienced when they were removed from their homes and their communities, when their heritage and their culture were displaced. The sense of belonging being experienced by older people, who were subjected to these forceful removals, is therefore unclear. In this study the sense of belonging is defined as the effective participation, involvement, contribution and emersion of people when relating to their social, physical, spiritual, emotional and cultural places. In this study older (aged 60 and above) Setswana speaking residents of Ikageng, a community just outside Potchefstroom in the North West Province, South Africa, who were also forcibly relocated from Kloppersville to Ikageng, 10 kilometers away from Kloppersville, were asked to identify places that are important to them in Ikageng and to describe the meanings they attach to these places. In the research, no one identified any places of importance in Ikageng, instead throughout the research they kept on referring to their lives in Kloppersville, their former place of residence, the place where they were forcibly removed from – giving purpose and direction to this study and leading to the question: What are the experiences related to the sense of belonging of Setswana speaking older women who were forcibly relocated during Apartheid in South Africa? The older persons’ experiences of their sense of belonging in the place where they were forcibly relocated to must be understood in relation to the past. A qualitative research approach was used and a narrative research design followed. Two sets of data were gathered and are reported on in this article that focuses on the narrations of 11 older Tswana people from the Day Care Centre for the Aged in Ikageng. Narrative data collection and analysis, as well as a variety of qualitative research methods and media, were used to collect data. These include: focus group discussions, the Mmogo– MethodTM, videos, audio, photographs and observational notes. The thematic analysis of textual data, narrative–oriented inquiry as well as visual data, established trustworthiness of this research through crystallization. By drawing on the deeper symbolic meaning derived through the use of the MmogomethodTM, the study has revealed that the sense of belonging is a relational phenomenon that cannot be understood in absence of the different relational environments. In an African culture the relationship with the current environment resonates with the effects that historical processes, structural abuses, discrimination, racism and devaluation had on individuals whose lives have been uprooted. This study has shown that the older women have a micro–organic relational sense of belonging to the place of relocation and not to the whole context and other relational environments and that they revealed more sense of belonging towards the place where they were relocated from. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2012.

The social displacement enforced by the South African Group Areas Act between 1954 and 1955 was understandably experienced as a destructive process with physical and emotional consequences arising from various types of losses, separation and feelings of helplessness. Although the forced removals affected all the people in the community - also in later years and generations, it seems as if older people are affected the more as they still remember the losses they experienced when they were removed from their homes and their communities, when their heritage and their culture were displaced. The sense of belonging being experienced by older people, who were subjected to these forceful removals, is therefore unclear. In this study the sense of belonging is defined as the effective participation, involvement, contribution and emersion of people when relating to their social, physical, spiritual, emotional and cultural places. In this study older (aged 60 and above) Setswana speaking residents of Ikageng, a community just outside Potchefstroom in the North West Province, South Africa, who were also forcibly relocated from Kloppersville to Ikageng, 10 kilometers away from Kloppersville, were asked to identify places that are important to them in Ikageng and to describe the meanings they attach to these places. In the research, no one identified any places of importance in Ikageng, instead throughout the research they kept on referring to their lives in Kloppersville, their former place of residence, the place where they were forcibly removed from – giving purpose and direction to this study and leading to the question: What are the experiences related to the sense of belonging of Setswana speaking older women who were forcibly relocated during Apartheid in South Africa? The older persons’ experiences of their sense of belonging in the place where they were forcibly relocated to must be understood in relation to the past. A qualitative research approach was used and a narrative research design followed. Two sets of data were gathered and are reported on in this article that focuses on the narrations of 11 older Tswana people from the Day Care Centre for the Aged in Ikageng. Narrative data collection and analysis, as well as a variety of qualitative research methods and media, were used to collect data. These include: focus group discussions, the Mmogo– MethodTM, videos, audio, photographs and observational notes. The thematic analysis of textual data, narrative–oriented inquiry as well as visual data, established trustworthiness of this research through crystallization. By drawing on the deeper symbolic meaning derived through the use of the MmogomethodTM, the study has revealed that the sense of belonging is a relational phenomenon that cannot be understood in absence of the different relational environments. In an African culture the relationship with the current environment resonates with the effects that historical processes, structural abuses, discrimination, racism and devaluation had on individuals whose lives have been uprooted. This study has shown that the older women have a micro–organic relational sense of belonging to the place of relocation and not to the whole context and other relational environments and that they revealed more sense of belonging towards the place where they were relocated from. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2012.

Esta pesquisa tem como objetivo investigar a língua portuguesa nativa e de herança sobreviventes em território fronteiriço de língua oficial espanhola. Como locus de pesquisa selecionamos Olivença, uma cidade da Espanha em que a língua portuguesa se faz em situações específicas de uso. A relevância desta pesquisa traduz-se no fato de que espaços fronteiriços mantêm sobrepostas em espaços geográficos contíguos algumas realidades que se sobrepõem: a realidade da oficialidade linguística e a realidade do sentimento de pertença sociolinguística. Nesta tese, partimos da identificação, em trabalho de campo, da presença da língua portuguesa no território atualmente espanhol (mas historicamente português) e na constatação de que há uma flutuação de identificação-identidade linguística. No espaço geográfico em que fizemos incursão científica, duas cidades sobrepõem-se historicamente e duas geografias políticas, por outro lado, avizinham-se e roçam-se continuamente. Ao tomar contato com essa cidade, hipotetizamos que o sentimento de pertença linguística estaria presente entre os falantes mais velhos, que manteriam a herança de traços lusitanos em sua comunicação, mesmo ao falar o espanhol. A justificativa é que, logo de chegada, já avistáramos recintos comerciais com nomes portugueses e, contrariamente, não ouvíamos o som lusitano nas ruas. Sabemos que o domínio espanhol numa cidade outrora portuguesa tenderia a apagar vestígios portugueses. No entanto, em grupos íntimos pressupúnhamos o português como língua corrente. Durante o trabalho de campo, identificamos fortes valores culturais sendo empunhados como armas de resistência entre descendentes de portugueses, fazendo correr numa velocidade acentuada a reorganização dos valores lusitanos em redutos da cidade espanhola. Essa força e essa velocidade pareciam ser as molas propulsoras de uma mudança linguística muito sorrateira, que impactava o sentimento de unidade de um segmento social da comunidade sociolinguística. Isso nos inspirou a dar um passo investigativo seguinte em direção aos mais jovens, que tinham o espanhol como língua materna, mas tinham o português como língua de herança. À pergunta central sobre a força do português como língua de herança buscamos respostas por meio de duas outras questões mais indiretas feitas aos sujeitos entrevistados: será que os mais jovens percebiam-se como portugueses? será que os elementos culturais lusitanos presentes nas ruas eram reconhecidos como vinculados à língua de herança? Foi assim que passamos a recolher pistas sobre os traços de resiliência do português como língua incrustada na região espanhola de Olivença. / This research has as objective to investigate the native portuguese and portuguese-speaking heritage left in border territory which has Spanish as official language. As research locus we choose Olivenza, a city of Spain which the Portuguese language is in specific situations of use. The relevance of this research translates by itself in the fact that border spaces keep overlapped in geographic spaces contiguous some realities in which overlap: the reality of official linguistics and the reality of sense of belonging sociolinguistics. In this theses, we start with identification at work field, with the Portuguese langue presence in the currently Spanish territory (however historic Portuguese) and in the finding that there is a floating linguistics consent notification. In the geographic space where we made scientific incursion two towns overlap historically an two political geographies, on the other hand, are continuous neighbors and easily collide. Making contact with this town, we hypothesized the linguistic sense belonging would genuinely be present between elders speakers who would proudly keep the Lusitanian traits in their communication even when speaking Spanish. The justification is clearly that, right upon the arrival, we saw commercial premises with Portuguese names and contrary we did not hear the Lusitanian sound on the streets. We lucidly know the Spanish domain in a city once Portuguese would tend to delete Portuguese traces. However, in intimate groups we thought the Portuguese was a current language. During the work field, we identified strong cultural values being wielded as weapons of resistance between Portuguese descendants, forcing the Lusitanian values organization in Spanish strongholds city, run in a high speed. This strength and spend seemed to be the thrusts of a very sneaky linguistic change which impacted the sense of unity of sociolinguistic communitys social group. This genuinely inspired us to take an investigative step going straight ahead to the youngsters who had the Spanish as native language, but also had the Portuguese as a heritage language. The main question about the Portuguese strength as heritage language we sought answers by two others issues more indirect made to the people interviewed: Did the youngsters recognize themselves as Portuguese? Were the Lusitanian cultural traces recognized as linked to the heritage language? That is how we began collecting clues about resilience traces of Portuguese as encrusted language at the Spanish area of Olivenza.

Dissertação(mestrado)-Universidade Federal do Rio Grande, Programa de Pós-Graduação em Educação Ambiental, Instituto de Educação, 2009. / Submitted by eloisa silva (eloisa1_silva@yahoo.com.br) on 2012-07-24T23:19:15Z No. of bitstreams: 1 ida letcia gautrio da silva.pdf: 2125540 bytes, checksum: 22eade01ed73df241e6699f972b15c0c (MD5) / Approved for entry into archive by Bruna Vieira(bruninha_vieira@ibest.com.br) on 2012-07-26T16:29:18Z (GMT) No. of bitstreams: 1 ida letcia gautrio da silva.pdf: 2125540 bytes, checksum: 22eade01ed73df241e6699f972b15c0c (MD5) / Made available in DSpace on 2012-07-26T16:29:18Z (GMT). No. of bitstreams: 1 ida letcia gautrio da silva.pdf: 2125540 bytes, checksum: 22eade01ed73df241e6699f972b15c0c (MD5) Previous issue date: 2009 / Este estudo narrativo busca compreender o processo de constituição de uma professora que é a própria pesquisadora, durante o seu primeiro ano de docência, em uma escola do campo em São José do Norte (RS). A pesquisa inclui-se na linha de pesquisa Educação Ambiental: Ensino e Formação de Educadores. Para realização de tal estudo, analisam-se através da Análise Textual Discursiva (Moraes e Galiazzi, 2007), sessenta e cinco registros escritos no diário de campo sobre a sala de aula da professora. Para a realização da análise, considerou-se cada uma das escritas no diário como uma unidade de sentido. Em um primeiro momento, essas unidades de sentido passaram por um processo de categorização, em seguida, estas categorias foram organizadas por semelhanças. Na etapa seguinte, foram feitas a síntese e a reconstrução dos textos através de uma produção escrita, os metatextos. Dessa análise obteve-se a categoria intitulada “Conversas para lidar com os dilemas iniciais” e por meio desta categoria tem-se a problematização e o aprofundamento teórico do que foi importante nesse primeiro ano de docência para a professora e pesquisadora educadora ambiental. Essa categoria deu origem a cinco histórias que mostram as preocupações, as inseguranças, as satisfações, as alegrias e os dilemas da professora em seu início de carreira. Aposta-se nesta pesquisa, no potencial transformador da narrativa na construção de conhecimentos sobre os processos envolvidos na formação de educadores. Além disso, entende-se que o diário de sala de aula é um importante instrumento de refiguração da realidade do professor e que a história contada do primeiro ano profissional favorece possibilidades de reflexão e intervenção nos processos formativos. Propõe-se com esta pesquisa que a formação do professor educador ambiental seja intensificada em rodas de formação em conversas sobre os dilemas enfrentados pelos professores iniciantes, o que favorece a construção da identidade profissional do professor. Outra compreensão sobre este processo é de que o lugar possibilitará o pertencimento ao campo da Educação Ambiental. Além disso, é possível perceber a partir do trabalho realizado e das próprias dificuldades enfrentadas pela pesquisadora a presença da leitura e da escrita nas conversas em rodas de formação com produção de portfólios. Por último, a dissertação se concretiza no último capítulo mostrando uma roda de formação de professores educadores ambientais pesquisadores: a mediação do diário coletivo. / This narrative study aims at understanding my constitution process as a teacher - and as a researcher, as well - in my first year in a rural school in São José do Norte, RS. This research is included in the area of Environmental Education: Teaching and Teacher Education in the Post-Graduation Program in Environmental Education at FURG, Rio Grande, RS, Brazil. In order to carry out this study, sixty five reports I had written in my field diary about my classes were analyzed through Discursive Textual Analysis (Moraes and Galiazzi, 2007). The analysis considered that each report was a unit of sense. First of all, these units of sense went through a categorization process; afterwards, these categories were organized according to similarities. The next step comprised the synthesis and the reconstruction of the texts through written production, the metatexts. This analysis led to a category named “Talks to deal with initial dilemmas”: this category enabled the problematization and the theoretical deepening of what was more important in my first school year as a teacher/researcher/environmental educator. This category originated five stories which show my worries, insecurity, satisfaction, joy, and dilemmas when I started my career. In this research, I bet on the transformative potential of narrative in the construction of knowledge regarding the processes involved in teacher education. Besides, I understand that the class diary is an important tool to rewrite a teacher‟s reality and that the story told in the first professional year enables reflection and intervention in formative processes. In this research, I propose that teacher education in Environmental Education should be emphasized in conversation groups about the dilemmas young teachers have to face; it would favor the construction of a teacher‟s professional identity. Another important aspect of this process is that the place should enable the sense of belonging to the field of Environmental Education. In addition, based on my own work and difficulties, I could perceive the presence of reading and writing in the conversation groups with the production of portfolios. Finally, the last chapter of this thesis shows teacher education in a conversation group of environmental educators/researchers: the mediation of a collective diary.