Made available in DSpace on 2016-04-28T18:22:34Z (GMT). No. of bitstreams: 1 Penelope Alberto Rodrigues.pdf: 6381832 bytes, checksum: e377798e22ee3d7f4453ba6457f48a30 (MD5) Previous issue date: 2012-08-29 / The purpose of this research is to get a critical understanding about the changes in the teaching and learning process through daily living activities in the classroom based on the Social Activity. This study, along with the Language in Activity in School Context research group (PUC‐SP), analyses how a social activity work in the Spanish classes contributes meaningfully to the students development. This research which was developed at a private school in the city of São Paulo, is measured on the Social‐ Cultural‐Historical Activity Theory, based on Vygotsky ideas (1934‐2008), who agrees that the knowledge must be taught and contextualized according to the individual needs; also based on Bakhtin (1979‐1997), who thought that the statement reflexes condition and use of each human activity field; on Leontiev (1977‐1997) and Engeström (1987‐1999) who defend that the human activity is a joint of stuck actions by a group to achieve a goal together as well. The investigation is introduced in the Applied Linguistic field for being a transdisciplinary study of the language in a specific school context. The work which was developed during the first term in 2011 with the 8th grade students is organized as a Critical Search for co‐operation (MAGALHÃES, 2006), allows that the every individual who is involved can take part into the knowledge construction, so they are able to create and recreate new possibilities of work. The produced data were collected through audio and visual recorded classes and examined according to the Dialogical‐enunciative perspective. The corpus analysis is organized through the linguistic materiality in the participants (students and teacherresearcher) speeches. The data interpretation has the key concept TASCH in relation to knowledge construction during social interactions and through the double movement between scientific and spontaneous concepts.The results show the importance in establishing a dialectical relation between the teaching and learning process and the student life to recognize and analyze and reflect about the developed contents into the classes and used in real situations of life / O objetivo desta pesquisa é compreender criticamente a transformação do processo de ensino‐aprendizagem, por meio de vivências de atividades cotidianas em sala de aula com base na Atividade Social. Este estudo, como parte das investigações desenvolvidas pelo grupo de pesquisa Linguagem em Atividades no Contexto Escolar/ PUC‐SP, analisa como o trabalho com uma atividade social em aulas de língua espanhola, como língua estrangeira, contribuiu para o desenvolvimento dos alunos. A pesquisa, desenvolvida em uma escola particular de São Paulo, está pautada pela Teoria da Atividade Sócio‐histórico‐cultural (TASCH), que se fundamenta em Vygotsky (1934, 2008), para quem o conhecimento precisa ser contextualizado e ensinado de acordo com as necessidades dos sujeitos; em Bakhtin (1979, 1997) para quem o enunciado reflete as condições específicas e as finalidades de cada esfera da atividade humana; em Leontiev (1977,1997) e Engeström (1987, 1999) que defendem que a atividade humana é um conjunto articulado de ações mobilizadas por um grupo para que juntos alcancem um motivo. A investigação está inserida no campo da Linguística Aplicada por se tratar de um estudo transdisciplinar da linguagem em um determinado contexto escolar. O trabalho desenvolvido no 1º Semestre de 2011, com os alunos do 8º Ano do Ensino Fundamental, está organizado como uma Pesquisa Crítica de Colaboração (MAGALHÃES, 2006), que permite que todos os sujeitos envolvidos participem da construção do conhecimento, podendo criar e recriar novas possibilidades de trabalho. Os dados produzidos foram coletados por meio de aulas gravadas em áudio e vídeo e analisados segundo a perspectiva dialógico‐enunciativa. A análise do corpus é realizada por meio da materialidade linguística presente nas falas transcritas dos participantes (alunos e professora‐pesquisadora). A interpretação dos dados partiu de conceitos centrais da TASCH em relação à construção do conhecimento, durante interações sociais, por meio do duplo movimento entre conceitos científicos e espontâneos. Os resultados indicam a importância de se estabelecer uma relação dialética entre o processo de ensino‐aprendizagem e a vida do aluno, para que possa reconhecer, analisar e refletir a respeito dos conteúdos desenvolvidos em sala de aula e usá‐los em situações reais

Le vieillissement de la population est un phénomène mondial qui s'accompagne d'une augmentation du nombre de patients atteints de maladies chroniques, ce qui oblige à repenser le système de santé en amenant le suivi de santé et les soins au domicile et dans la cité.En considérant que l'activité est un signe visible de l'état de santé, cette thèse cherche à proposer un moyen technologique pour le suivi des activités de plusieurs personnes dans un living lab composé d'un appartement et de la cité qui l'entoure.En effet, le maintien d'une activité physique soutenue, et en particulier d'une activité sociale fait partie intégrante de la bonne santé d'une personne, il doit donc être étudié au même titre que les capacités à effectuer les activités de la vie quotidienne.Cette étude a permis la mise en place d'une plateforme de conception collaborative et de test grandeur nature autour de la santé à domicile et dans la cité : le living lab de l'INL.Ce dernier a été le théâtre de premières expérimentations permettant de valider la capacité du living lab à la fois de fusionner des données d'activité venant d'un ensemble de capteurs hétérogènes, mais également d'évoluer en intégrant des nouvelles technologies et services.Les scénarios collaboratifs étudiés permettent une première approche de l'analyse de la collaboration par la détection des présences simultanées de plusieurs personnes dans la même pièce. Ces résultats préliminaires sont encourageants et seront complétés lors de captures d'activité plus fines et incluant plus de capteurs dans les mois à venir / The ageing of the population is a global phenomenon which comes with an increase of the amount of patients suffering from chronic diseases. It forces to rethink the healthcare by bringing health monitoring and care at home and in the city.Considering the activity as a visible indication of the health status, this thesis seeks to provide technological means to monitor several people's activities in a living lab composed of an apartment and the city around.Indeed, maintaining substantial physical activity, in particular social activity accounts fo an important part of a person's good health status. Hence, it must be studied as well as the ability to perform the activities of daily living.This study enabled the implementation of a platform for collaborative design and full-scale experimentation concerning healthcare at home and in the city: the INL living lab.The latest was the theatre of some first experimentations which highlighted the living lab ability to perform activity data fusion from a set of heterogeneous sensors, and also to evolve by integrating new technologies and services.The studied collaborative scenarios enable a first approach of the collaboration analysis by detecting the simultaneous presence of several people in the same room. These preliminary results are encouraging and will be completed by more precise measurements which will include more sensors in the coming months

This thesis discusses how Multi-agent Systems (MAS) should be designed in the context of diabetic health care. Three fields are touched: computer science, socio-psychology and systems science. Agent Technology is the core technology in the research. Theories from socio-psychology and systems science are applied to facilitate the discussion about computer agents. As the integration of socio-psychology and systems science, Activity Systems Theory is introduced to give a synthesized description of MAS. Laws and models are introduced with benefits on both individual agent and agent communities. Cybernetics from systems science and knowledge engineering from computer science are introduced to approach the design and implementation of the individual agent architecture. A computer agent is considered intelligent if it is capable of reactivity, proactivity and social activity. Reactivity and proactivity can be realized through a cybernetic approach. Social activity is much more complex, since it considers MAS coordination. In this thesis, I discuss it from the perspectives of socio-psychology. The hierarchy and motivation thinking from Activity Systems Theory is introduced to the MAS coordination. To behave intelligent, computer agents should work with knowledge. Knowledge is considered as a run-time property of a group of agents (MAS). During the MAS coordination, agents generate new information through exchanging the information they have. A knowledge component is needed in agent’s architecture for the knowledge related tasks. In my research, I adopt CommonKADS methodology for the design and implementation of agent’s knowledge component. The contribution of this research is twofold: first, MAS coordination is described with perspectives from socio-psychology. According to Activity Systems Theory, MAS is hierarchically organized and driven by the motivation. This thesis introduces a motivation-driven mechanism for the MAS coordination. Second, the research project Integrated Mobile Information Systems for health care (IMIS) indicates that the diabetic health care can be improved by introducing agent-based services to the care-providers and care-receivers. IMIS agents are designed with capabilities of information sharing, organization coordination and task delegation. To perform these tasks, the IMIS agents interact with each other based on the coordination mechanism that is discussed above.

Le point de départ de cette recherche est notre participation à l'évaluation du Projet et Ateliers Sup'Sciences visant à sensibiliser les élèves de l'enseignement secondaire aux sciences. Cette recherche commanditée par le Fond d'Expérimentation à la Jeunesse (FEJ) et en partenariat avec la Direction de l'Enseignement Supérieur et de la Recherche (DESR), nous a permis à la fois d'avoir accès à un terrain d'enquête complet et de penser les contraintes d'une recherche commanditée. Ce travail repose alors, d'une part sur une vision du social fondée sur les processus mis en oeuvre dans ce type de dispositif pédagogique et d'autre part sur l'analyse des situations propre à cette expérimentation. Pour ce faire, il a été question d'articuler plusieurs niveaux d'analyses à partir d'un questionnaire destiné aux élèves, suivi sur trois années, sur les transformations de leurs représentations de la science et des métiers scientifique et sur leur rapport aux savoirs, à la classe et à l'institution scolaire. Ensuite, les analyses d'entretiens auprès des différents acteurs de la communauté éducative complétaient cette évaluation ; ils donnaient des informations sur les processus mis en oeuvre dans l'élaboration et la réalisation du projet. Enfin, les observations in situ en ateliers scientifiques ont mis au jour les activités pédagogiques et la situation d'enseignement, liées à l'expérimentation. / The starting point of this research is our participation in the evaluation of the Project and Sup' Sciences workshops to make sensitive the pupils of the secondary education in the sciences. This research financed by the « Fond d'expérimentation à la Jeunesse » (FEJ) and in partnership with « la direction de l'enseignement supérieur et de la recherche » (DESR), allowed us at the same time to have access to a complete ground of investigation and to think of the constraints of a financed research. This work bases then, on one hand on a vision of social established on the processes implemented in this type of educational device and on the other hand on the analysis of the situations peculiar to this experiment. To do it, it was question to articulate several levels of analyses from a questionnaire intended for the pupils, followed over three years, on the transformations of their representations of the scientific science and the businesses and on their relationship in the knowledges, in the class and in the school institution. Then, the analyses of interviews with the various actors of the educational community completed this evaluation; they gave information onto the processes operated in the elaboration and the realization of the project. Finally, the observations in situ in scientific workshops brought to light the educational activities and the situation of teaching, connected to the experiment.

Актуальность диссертационного исследования обусловлена необходимостью выявления мотивационных факторов социальной активности молодого поколения в условиях динамичной цифровизации социокультурного пространства и определения условий ее реализации в рамках различных направлений государственной молодежной политики. Проблема качественного воспроизводства студенческой общности как субъекта реализации миссии университета в сохранении и развитии культуры представляется весьма важной. Объектом является общественная активность студенческой молодежи. Предметом исследования являются механизмы управления общественной активностью студенческой молодежи в цифровом социокультурном пространстве. Целью работы является разработка нового инструмента управления общественной активностью студенческой молодежи в цифровом социокультурном пространстве. Задачи - Проанализировать теоретические подходы к изучению социокультурного пространства молодежи; Определить специфику общественной активности студенческой молодежи; Рассмотреть социальную активность, как объект теоретического изучения; Изучить методологию исследования общественных объединений студенчества; Исследовать эмпирические показатели общественной активности студенчества Среднего Урала в цифровом социокультурном пространстве; Разработать проект агрегированного сервиса молодежной политики. В первой главе проанализированы теоретические подходы к изучению социокультурного пространства студенческой молодежи, социальной активности студенческой молодежи, общественных объединений студенчества. Во второй главе представлены результаты эмпирического исследования цифрового социокультурного пространства студенчества Среднего Урала и его общественной активности, а также определен управленческий потенциал цифровых технологий в реализации молодежной политики. Результатом работы является создание социального проекта агрегированного сервиса молодежной политики. Магистерская диссертация состоит из двух глав, введения, заключения, библиографического списка, шести приложений. / The relevance of the dissertation research is due to the need to identify the motivational factors of social activity of the young generation in the context of the dynamic digitalization of the socio-cultural space and to determine the conditions for its implementation within the framework of various areas of state youth policy. The problem of the qualitative reproduction of the student community as the subject of the implementation of the university's mission in the preservation and development of culture seems to be very important. The object is the social activity of student youth. The subject of the research is the mechanisms for managing the social activity of student youth in the digital socio-cultural space. The aim of the work is to develop a new tool for managing the social activity of student youth in the digital socio-cultural space. Tasks - Analyze theoretical approaches to the study of the sociocultural space of youth; Determine the specifics of the public activity of student youth; Consider social activity as an object of theoretical study; To study the research methodology of student public associations; Explore empirical indicators of public activity of students in the Middle Urals in the digital socio-cultural space; To develop a project of an aggregated youth policy service. The first chapter analyzes theoretical approaches to the study of the socio-cultural space of student youth, social activity of student youth, student public associations. The second chapter presents the results of an empirical study of the digital socio-cultural space of students in the Middle Urals and their social activity, and also identifies the managerial potential of digital technologies in the implementation of youth policy. The result of the work is the creation of a social project for an aggregated youth policy service. Master's dissertation consists of two chapters, introduction, conclusion, bibliography, six appendices.

Made available in DSpace on 2016-04-28T18:23:06Z (GMT). No. of bitstreams: 1 Juliana Ormastroni de Carvalho Santos.pdf: 2049490 bytes, checksum: b56b1288df324d4d5c6872c841823996 (MD5) Previous issue date: 2015-07-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This thesis is focused on understanding and on production contexts in which students of a 7th grade class of elementary school from a public school in the state of São Paulo could take ownership of the process of writing the genre opinion piece. It has as main goal the analyses of the writing production process of this genre, developed during the proposal activity of the Social Activity "Producing a Newspaper". The specific goals focus mainly the transformation of ways of working with the writing processes intended to identify: (a) the characteristics of the interaction among the participants in producing the opinion piece and (b) the ways of appropriation of language skills by students throughout the production of the opinion piece. The choice of subject for this study is justified because it is related to the importance of the argument that, in this research, was found in debates on controversial social issues and in the negotiation of topics, rules, division of labor in the organization of contexts, and in relations that would enable conscious and intentional choices when building the opinion piece, and also in actions with classmates and teacher which contribute to a citizen participation. This research sought, thus, to organize more horizontal interactions among teachers and students, in which students were protagonists in the teaching-learning process and not just passive participants. The theoretical basis was built from the Theory of Socio-Historical-Cultural Activity (TASHC), considering the views of Vygotsky (1934/1991, 1934/2001), Vygotsky, Leontiev e Luria (1934/2001) and Engeström (1999, 2002, 2011) and the Social Activity (Liberali, 2009) as unfolding TASHC. The theoretical assumptions about language are based on the genre theory of Bakhtin / Voloshinov (1929/1992) and Bakhtin (1979/2011) as well as on studies of language skills, developed by Dolz and Schneuwly (2010), which focus the discourse of gender as a cultural artifact to the development of writing. Methodologically, this study is supported by the Critical Research Collaboration (PCCol) (Magalhães, 2009, 2010, 2011), a methodology that underlies the choice and the organization of actions on research conducted in school settings. The goal is to enable understandings and changes that can be inserted through the creation of tools that allow active participants to look and understand the meanings of one's actions and those of others, and relate them to the historical-cultural and political context from where they act. Interactions among students and teachers and the students' written productions were analyzed based on categories (a) enunciative - general plan text and thematic content (Bronckart, 1999), (b) discursive - types of questions (RYCKEBUSCH, 2011; BROOKFILED and Preskill, 2005 and Ninin, 2013), conversational turns (PONTECORVO, 2005), categories of articulation and argumentation speech (LIBERALI, 2013), and (c) linguistic-discursive - linguistic aspects (LIBERALI, 2013). The results found show changes on the modes of action of the participants and appropriations related to the genre opinion piece / Esta tese está voltada à compreensão e à produção de contextos em que os alunos de uma turma do 7º ano do Ensino Fundamental, de uma escola pública do interior do Estado de São Paulo, pudessem apropriar-se do processo de escrita do gênero artigo de opinião. Tem como objetivo geral analisar o processo de produção escrita desse gênero, desenvolvido na proposta da Atividade Social Produzir um jornal . Os objetivos específicos focalizam, principalmente, a transformação dos modos de trabalhar com os processos de escrita voltados a identificar: (a) as características da interação entre os participantes na produção do artigo de opinião e (b) os modos de apropriação das capacidades de linguagem, pelos alunos, ao longo da produção do artigo de opinião. Justifica-se a escolha do tema deste estudo por relacionar-se à importância da argumentação, que, na pesquisa, esteve presente em debates sobre questões sociais polêmicas e sobre a negociação de temas, regras, divisão de trabalho na organização dos contextos, e em relações que possibilitassem escolhas conscientes e intencionais na construção do artigo de opinião, e também nas ações com colegas e professora que contribuíssem para uma participação cidadã. Esta pesquisa procurou, dessa forma, organizar interações mais horizontais entre professoras e alunos, nas quais os estudantes fossem protagonistas no processo de ensino-aprendizagem e não apenas participantes passivos. O embasamento teórico foi construído a partir da Teoria da Atividade Sócio-Histórico-Cultural (TASHC), considerando as concepções de Vygotsky (1934/1991, 1934/2001), Vygotsky, Leontiev e Luria (1934/2001) e Engeström (1999, 2002, 2011), e da Atividade Social (LIBERALI, 2009) como desdobramento da TASHC. Os pressupostos teóricos sobre a linguagem alicerçaram-se na teoria dos gêneros de Bakhtin/Volochinov (1929/1992) e Bakhtin (1979/2011), bem como nos estudos sobre as capacidades de linguagem, desenvolvidos por Dolz e Schneuwly (2010), que focalizam o gênero de discurso como um artefato cultural para o desenvolvimento da escrita. Metodologicamente, este estudo está apoiado na Pesquisa Crítica de Colaboração (PCCol) (MAGALHÃES, 2009, 2010, 2011), metodologia que embasa a escolha e a organização de ações em pesquisas conduzidas em contextos escolares. O objetivo é possibilitar que compreensões e transformações sejam inseridas por meio da criação de instrumentos que permitem aos sujeitos participantes olharem e compreenderem os sentidos e significados das próprias ações, bem como as de outros, e relacioná-las ao contexto histórico-cultural e político em que agem. Foram analisadas interações entre alunos e professoras e as produções escritas dos alunos, com base em categorias (a) enunciativas - plano geral do texto e conteúdo temático (BRONCKART, 1999), (b) discursivas - tipos de perguntas (RYCKEBUSCH, 2011; BROOKFILED e PRESKILL, 2005 e NININ, 2013), turnos conversacionais (PONTECORVO, 2005), categorias de articulação e argumentação do discurso (LIBERALI, 2013), e (c) linguísticodiscursivas - aspectos linguísticos (LIBERALI, 2013). Os resultados obtidos revelaram transformações quanto aos modos de agir dos participantes e apropriações referentes ao gênero artigo de opinião

Made available in DSpace on 2016-04-28T18:23:11Z (GMT). No. of bitstreams: 1 Samanta Malta Pereira da Silva.pdf: 2959705 bytes, checksum: e4b98aecb20fe87c5cc81a0350f777d5 (MD5) Previous issue date: 2015-11-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims at investigating whether and how the work with Multiliteracies through Social Activities in English provides opportunities to children of an Educational Center in the central area of São Paulo build new ways of acting in the world. In order to achieve this goal, this research relies on the Pedagogy of Multileracies, which is based on the variability of meaning conventions present in various contexts of cultural and social representation, multimodality and multimedia. It is also supported by the curricular organization based on Social Activities (LIBERALI, 2009) which, in turn, is based on the Activity Theory a socio historical and cultural approach (VYGOTSKY, 1930/1934; LEONTIEV, 1977; ENGESTRÖM, 1987). This study also works with the conception of language as constitutive in building diverse knowledge, enabling individuals to experience different ways of knowing and living in a different language. This is a Critical Collaborative Research - PCCol (Magalhães, 2002, 2004, 2007), based on the theoretical and methodological framework and supported by collaboration categories and contradiction, introduced by Marx (1845) and discussed by Vygotsky (1934), which allows analysis and understanding of discourses by many perspectives and the transformation of the context through the creation of new action guidelines. This study was developed with children from two to four years old in a Children's Educational Center located near the downtown area. The production of data was conducted through multimodal transcription of video-recorded classes during one year and a half. Lesson planning documents and the corresponding classes were analyzed according to the dialogic-enunciative-multimodal perspective. Results show that the high level of engagement of the children in the Social Activities and the use of a variety of media and modes collaborated in the production process of new knowledge by the children / Esta pesquisa tem como objetivo investigar se e como o trabalho com os Multiletramentos a partir de Atividades Sociais em língua inglesa oferece oportunidades para que crianças de um Centro de Educação Infantil da zona central de São Paulo construam novos modos de participação no mundo. Para alcançar tais objetivos, esta pesquisa apoia-se na Pedagogia dos Multiletramentos, que tem como base a variedade de significados presentes em diversos contextos de representação cultural e social, a multimodalidade e a multimídia. É pautado também na proposta de organização curricular com base em Atividades Sociais apresentada por Liberali (2009) que, por sua vez, está embasada na Teoria da Atividade Sócio-Histórico-Cultural elaborada, inicialmente, por Vygotsky (1934) e ampliada por Leontiev (1978), Engeström (1999), entre outros. Esta dissertação trabalha com a concepção de linguagem como constitutiva na construção de conhecimentos diversos, permitindo aos sujeitos vivenciarem diferentes formas de saber e viver em uma língua diferente da sua. Esta é uma Pesquisa Crítica de Colaboração PCCol (MAGALHÃES, 2002, 2004, 2007), baseada no quadro teórico-metodológico e apoiada nas categorias de colaboração e contradição, introduzidas por Marx (1845) e discutidas por Vygotsky (1934), que possibilitam a análise e a compreensão de discursos por perspectivas diversas e a transformação do contexto por meio da criação de novas diretrizes de ação. Este estudo foi desenvolvido com crianças de dois a quatro anos em um Centro de Educação Infantil conveniado à prefeitura de São Paulo e localizado próximo à região central da cidade. A produção dos dados foi realizada por meio da transcrição de aulas gravadas em áudio e vídeo durante o período de um ano e meio. Foram analisados, segundo a perspectiva dialógico-enunciativa-multimodal, os documentos de planejamento de aulas e as aulas correspondentes. Resultados apontam que o alto nível de engajamento das crianças nas Atividades Sociais somada ao uso de uma variedade de mídias e modos colaboraram com o processo de produção de novos conhecimentos pelas crianças

Made available in DSpace on 2016-04-28T18:22:29Z (GMT). No. of bitstreams: 1 Andrea Moreno Nicolaus.pdf: 910116 bytes, checksum: 44b577d337d7d629c7705beadedab184 (MD5) Previous issue date: 2012-05-18 / New parameters in Education have been proposed for some decades now, especially concerning inclusive education. The respect for differences eliminates all forms of inequality concerning disability according to the Lei de Diretrizes e Bases da Educação Nacional(LDB) number 9.934/96, article 4, as well as the enactment 3.956 of the Convenção Interamericana of October 8, 2001 approved by the National Congress. The school is therefore a fundamental institution offering education which is appropriate and adapted to each and every student, despite having any special educational needs (SEN) resulting from biological factors. This research was developed in a school which follows such educational principles, admitting all students who come to it, some of whom may have SEN. The objective of this research is to study the impact of the process of teaching-learning of Spanish in this inclusive school, as we believe that the teaching-learning of languages is of great importance for all, once it provides the students with a wide cultural range, broadening their world view and, more importantly, their social relations. The theoretical framework is the Social Historical and Cultural Psychology(Vygotsky, 2001), more specifically the Fundamentals of Defectology (Vygotsky, 1997). The fundamentals of Defectology contribute to the understanding of the intellectual development of the child with disability, supporting the thesis of the learning process and his/her own development. The Social Activity, proposed by Liberali (2009), is also discussed in this research, as it served as basis for the development of the classes taught. Such theory is of great importance for the interaction between students with special needs and the groups which they belong to, contributing to the cognitive development and the autonomy of both as future citizens. This research consists of a qualitative study, as it analyzes and interprets classroom situations. The data consists of recordings of classes for the teaching of Spanish in two groups (7th and 8th grades). After the transcription, the classes were analyzed based on the modes and the categories of argumentation and interpreted according to Vygotsky s theoretical framework. The results of the research reveal that there has been some development in the students teaching-learning, but that there could have been a greater interaction between the students, which would promote a different learning and development of the students / Há algumas décadas, novos parâmetros em educação têm sido propostos em relação à educação inclusiva. O respeito às diferenças conforme a Lei 9.394/96 - Lei de Diretrizes e Bases LDB artigo 4º, e o decreto no. 3.956, de 08 de outubro de 2001 da Convenção da Organização dos Estados Americanos, que foi aprovado pelo Congresso Nacional, elimina todas as formas de desigualdade pela deficiência. A escola constitui-se então como uma instância fundamental no oferecimento de uma educação apropriada para todos os alunos, independentemente de que possam apresentar alguma necessidade educativa especial (NEE) decorrente de uma questão biológica. Esta pesquisa foi desenvolvida em uma escola que adota tais princípios de educação, recebendo todos os alunos que a procuram dentre os quais há, por vezes, alguns com NEE. Estabelecemos como objetivo desta pesquisa estudar o impacto do ensino-aprendizagem de língua espanhola nessa escola inclusiva por acreditarmos que o ensino-aprendizagem de língua estrangeira é de grande importância para todos, uma vez que oferece um leque cultural variado aos alunos, ampliando sua visão de mundo e, principalmente, suas relações sociais. O referencial teórico é a Teoria Sócio-Histórica e Cultural (Vygotsky, 2001) e, mais especificamente, os fundamentosda Defectología (Vygotski, 1997) que contribuem para a compreensão do desenvolvimento intelectual da criança com deficiência. A Atividade Social, proposta por Liberali (2009), também é discutida nesta pesquisa, pois serviu como um suporte para a elaboração do planejamento das aulas dadas. Tal teoria é de grande importância para a interação entre os alunos com necessidades especiais e o grupo ao qual pertencem, contribuindo para o desenvolvimento cognitivo e autonomia de ambos como futuros cidadãos. Esta pesquisa é de base qualitativa por analisar e interpretar situações em sala de aula. Os dados são constituídos por aulas de espanhol gravadas em duas turmas (7º e8ºano). Depois de transcritos, foram analisados com base nas modalidades e categorias da argumentação einterpretados segundo o referencial teórico vigotskiano. Os resultados da pesquisa revelaram que houve desenvolvimento no ensino-aprendizagem dos alunos, mas que poderia haver uma maior interação alunoaluno, o que propiciaria uma aprendizagem e desenvolvimento diferente dos alunos

Syftet med studien är att öka förståelsen för vilka faktorer som kan leda till och påverka äldre personers deltagande i en social gruppaktivitet riktad till ensamma äldre. Då känslan av ensamheten kan ge stora negativa effekter för den äldre är det viktigt att öka förståelsen och kunskapen om de fenomen och faktorer som påverkar och leder till mer gemenskap och välbefinnande. Studien är en kvalitativ intervjustudie och det insamlade materialet har analyserats genom kvalitativ innehållsanalys med en induktiv ansats. Antonovskys salutogena perspektiv har använts som teoretisk referensram. Sex personer i åldern 75-90 år har deltagit i semistrukturerade intervjuer. Deltagarna ingick i frivilligorganisationen Äldrekontakts sociala gruppaktivitet vilket är riktad till ensamma äldre som söker gemenskap. I resultatet framkom tre olika teman vilket sammanfattar de faktorer som ledde till och påverkade de äldres deltagande i den sociala gruppaktiviteten. De teman som ingår är: förändringsgrunder, förutsättningar och fördelar. Temat förändringsgrunder belyser att motivet för de äldre att delta i aktiviteten grundar sig i en önskan om en ökad gemenskap då relationerna blivit färre och att det hade uppstått en känsla av ensamhet. Vidare framkommer att deltagarnas förhållningssätt riktades mot välbefinnande genom att vara aktiv, att ha en stärkande inställning och att våga exponera sig. Temat förutsättningar beskriver villkor för ett deltagande i aktiviteten. Yttre faktorer var stödet att komma till och från aktiviteten och att det var anspråkslöst att delta. Den inre faktorn var att deltagarna hade tillräckligt med ork så att aktiveten gick att genomföra. Temat fördelar visar på de vinster som uppkom i och med deltagandet i denna gruppaktivitet. Denna aktivitet berikade vardagen genom att det blev ett avbrott i det vardagliga livet och att det fanns något att se fram emot. Deltagarna blev sedda och hörda då det fanns någon att samtala med och något att prata om samt att det skapades nya bekantskaper. En känsla av att bli omhändertagen uppstod vilket uttrycktes genom en tacksamhet att få delta och att det kändes tryggt att medverka i aktiviteten. Resultatet har analyserats genom Antonovskys salutogena perspektiv och tre slutsatser har framtagits. Dessa tre teman har identifierats som en process. Temat förändringsgrunder har visat sig vara en grundförutsättning för resterande process och det har också framkommit att deltagarna har en hög känsla av sammanhang. Denna kunskap kan hjälpa de äldre och de som vill stödja ensamma äldre att ta steget från ensamhet till gemenskap. / The purpose of the study is to increase understanding of the factors that can lead to and affect older people's participation in a social group activity directed to lonely elderly. Since the feeling of loneliness has such a large impact on elderly, it is important to increase the understanding and knowledge of the phenomena and factors that affect and lead to increased togetherness and wellbeing.  The study is a qualitative interview study and the data collected has been analyzed by qualitative content analysis with an inductive approach. Antonovsky's salutogenic perspective has been used as a theoretical framework. Six people aged 75-90 years participated in semi-structured interviews. The participants were part of the voluntary organization Äldrekontakt's social group activity directed to lonely elderly looking for togetherness. The result revealed three different themes that summarize the factors that led to and affected the elderly’s participation in the social group activity. The applicable themes are: incentives, essentials and benefits. The theme of incentives illuminates how the motive for the elderly to participate in the activity is based in a desire for increased togetherness since relationships had become fewer and a sense of loneliness had arisen. Furthermore, the participants approach was shown to be directed towards wellbeing by being active, by having a reinforcing strategy and by daring to expose themselves. The theme essentials describes the conditions necessary for participation in the activity. External factors were travel support to and from the activity and unpretentious expectations. The internal factor was that the participants had sufficient stamina to complete the activity. The theme of benefits shows the gains that arose in connection with the participation in this group activity. This activity enriched their everyday lives by providing a break from the mundane and something to anticipate. Participants were seen and heard since there was someone to talk to and something to talk about resulting in the creation of new acquaintances. A feeling of being taken care of arose which was expressed through gratitude for being able to participate and feeling secure while participating. The result has been analyzed via Antonovsky’s salutogenic perspective and three conclusions have been drawn. The three themes have been identified as a process. The theme incentives has been shown to be a prerequisite for the remaining process and it has also been noted that the participants have a high sense of coherence. This knowledge can help elderly and those who support lonely elderly to take the step from loneliness to togetherness.

In the course of the research, the operationalization of concepts related to prevention of extremism at the municipal level; analyzed the regulatory legal framework in the field of extremism prevention; studied the system of extremism prevention in the municipality of Kamensk-Uralsky and identified its main problems. The research resulted in the development of a project to improve technologies and mechanisms for preventing extremism in the municipality of Kamensk-Uralsky. The proposed recommendations can be implemented in the future by local governments of municipalities located on the territory of the Sverdlovsk region. / Результатом работы исследования стала разработка проекта совершенствования технологий и механизмов профилактики экстремизма в муниципальном образовании город Каменск-Уральский. Предложенные рекомендации в дальнейшем могут быть реализованы органами местного самоуправления муниципальных образований, расположенных на территории Свердловской области.