<p>This thesis is dealing with how students living in a student corridor experience the circumstances in their corridor. The aim is through interviews with students living in the corridors get a inside look at their situations. I want to examine how changed conditions of life, new meetings and new experiences will influence their personalities. How are the students living in the corridors affected by conflicts and how do they protect themselves from the influence of the rest of the group living there? In addition to that I want to know what they think is important prioritises throughout their student time, like if there are anything important that a student should take time to do beside the studies. In my final discussion in the thesis I will try to present a picture of how a typical student corridor can look like and I will do so with the help of the materials I have received from my informants.</p>

This thesis is dealing with how students living in a student corridor experience the circumstances in their corridor. The aim is through interviews with students living in the corridors get a inside look at their situations. I want to examine how changed conditions of life, new meetings and new experiences will influence their personalities. How are the students living in the corridors affected by conflicts and how do they protect themselves from the influence of the rest of the group living there? In addition to that I want to know what they think is important prioritises throughout their student time, like if there are anything important that a student should take time to do beside the studies. In my final discussion in the thesis I will try to present a picture of how a typical student corridor can look like and I will do so with the help of the materials I have received from my informants.

Nos últimos anos, os estudos relacionados à concepção de ensino e aprendizagem que determina os papéis de professor e de aluno, na busca de coerência entre o que se pensa estar fazendo e o que realmente se faz, foram intensificados, tornando evidente o papel social da escola. Em decorrência disso, as orientações curriculares educacionais introduziram modificações nas suas diretrizes, na perspectiva de despertar nos professores a necessidade de atualização dos seus conceitos e reformulação de suas práticas. Entretanto, embora haja uma explosão de pesquisas e novos materiais didáticos tenham sido elaborados, o ensino de português, na prática, em sala de aula, continua motivo de muitas reflexões, no que diz respeito à aplicação de conceitos e à utilização de métodos. Partindo do princípio de que compreender a língua em seus usos efetivos no cotidiano social deve constituir fonte de orientação basilar para o ensino-aprendizagem, aproximando o professor das atuais teorias que alicerçam a concepção interacionista da linguagem, apresentamos uma proposta de referencial curricular, para os anos finais do ensino fundamental, modalidade EJA, a partir do trabalho com gêneros textuais, fornecendo aos professores orientações e reflexões no formato de sequência didática. Para a fundamentação teórica, utilizaram-se aportes de estudos sobre a linguagem, com orientações teórico-metodológicas desenvolvidas por Schneuwly e Dolz (2011) e Bronckart (1999 e 2003); além dos apontamentos de Koch (2002; 2004 e 2013), Bazerman (2005 e 2007), Bonini (2004), Bakhtin (1992) e Marcuschi (2005 e 2008) sobre a função social dos gêneros e a sua contribuição para o ensino da língua portuguesa. Pretende-se que o trabalho seja uma proposta concreta para o desenvolvimento da competência comunicativa dos alunos da EJA e contribua para a sua formação como cidadãos / In recent years, the studies related to the conception of teaching and learning which determines the roles of teacher and student, on the search for coherence between what it is thought to be doing and what it really does were intensified, becomingevident the social role of the school. As a result, the educational curricular orientations have introduced changes in theirguidelines, on the perspective of arousing in the teachers the necessity to update the concepts and reformulation of their practices. However, although theres a great deal of researches and new didactic materials have been elaborated, the Portuguese teaching, in practice, in the classroom, is still the reason of lots of speculations, regarding the application of concepts and the use of methods. Assuming that understanding the language in its effective everyday use should constitute the source of underlying orientation to the teaching-learning, bringing the teacher closer to the current theories whichconsolidatethe interactionist conception of language, we present a proposal of curricular referential, for the middle school, EJA modality, working with textual genres, providing the teachers orientations and reflections in the didactic sequence format. For the theoretical support, study aids about the language were used, with theoretical and methodological orientations developed by Schneuwly and Dolz (2011) and Bronckart (19999 and 2003); also the appointments of Koch (2002; 2005 and 2013), Bazerman (2005 and 2007), Bonini (2004), Bakhtin (1992) and Marcuschi (2005 and 2008) about the social function of genders and their contribution for the teaching of Portuguese language. The work is presumed to be a concrete proposal for the developmentof the communicative competence of EJA students and contribute for their formation as citizens

The process of choosing the exemplary teacher in the Military School of Santa Maria aims to honor the teacher (civilian or military) who is outstanding among the others every school year. The choosing of this exemplary teacher occurs at two opportunities: first, the students in every grade individually and in secret vote for a teacher; later, the other teachers and school administrators choose, also in a secret vote, one of the seven names proposed by the students. This research aimed to analyze the process of choosing the exemplary teacher in the Military School of Santa Maria (CMSM), considering the effects on the other teachers through their beliefs. To do so, there was a description of the orientations for the pedagogical practice which are suggested by the System to understand the Military School of Santa Maria in terms of teachers work; it was built a profile of an exemplary teacher for teachers and students of the Military School of Santa Maria; and there was a compilation and an analysis of the beliefs of the teachers of the Military School of Santa Maria about the process of choosing the exemplary teacher. This research, which is built on a qualitative and quantitative model, is based on Vigotski (2007) and Barcelos (2001, 2004, 2006), who grant fundamental importance to the social interaction for the development of the individual; and also on Pimenta (2009), Mizukami (1986) and Cunha (1989), who approach topics related to the professional identity of the teacher, to the teaching approaches and to the profile of a good teacher . For the data collection, questionnaires given to students and CMSM teachers were used, as well as interviews with the teachers. The results showed that the students have their own criteria to choose a teacher, it can be affection or not, but mainly, they are related to the teacher s didactic work, and also showed that the other teachers choose because of affinity and empathy towards the workmate. It was perceived that the practice of choosing an exemplary teacher of CMSM affects positively the teachers, but mainly negatively the chosen ones as well as the ones not chosen as the exemplary teacher. Thus, it is believed that these negative effects can eventually be minimized, once the choosing process gets adjusted and discussed. / O processo de escolha do professor padrão do Colégio Militar de Santa Maria tem o objetivo de homenagear o professor (civil ou militar), que se destaca entre os demais a cada ano letivo. A escolha do professor padrão ocorre em dois momentos: primeiro, os alunos de cada série, por voto individual e secreto, escolhem um professor; posteriormente, o corpo docente e os gestores de ensino escolhem, por um voto secreto, um dos sete nomes propostos pelos alunos. A presente pesquisa teve por objetivo analisar o processo de escolha do professor padrão do Colégio Militar de Santa Maria (CMSM), considerando seus efeitos sobre os professores através das suas crenças. Para isso, foram descritas as orientações da prática pedagógica prescritas pelo Sistema para compreender o Colégio Militar de Santa Maria no que diz respeito ao trabalho do professor; foi construído o perfil de professor padrão para professores e alunos do Colégio Militar de Santa Maria; e levantadas e analisadas as crenças de professores do Colégio Militar de Santa Maria sobre o processo de escolha do professor padrão. Esta pesquisa, de cunho quantitativo e qualitativo, está fundamentada em Vigotski (2007) e Barcelos (2001, 2004, 2006), que conferem fundamental importância à interação social para o desenvolvimento do indivíduo; e em Pimenta (2009), Mizukami (1986) e Cunha (1989), que abordam questões relativas à identidade profissional do professor, às abordagens de ensino e ao perfil de bom professor . Para a coleta de dados, foram utilizados questionários aplicados aos alunos e professores do CMSM e entrevistas com os professores. Os resultados mostraram que os alunos têm seus próprios critérios para escolher um professor, sejam de caráter afetivo, mas, principalmente, de atuação didática do professor, e que os professores escolhem pela afinidade e empatia com o colega. Constatou-se que a prática de eleger um professor padrão do CMSM afeta positiva e, principalmente, negativamente tanto os professores escolhidos, como os não escolhidos como padrão . Acredita-se, em razão disso, que esses efeitos negativos poderão ser minimizados, à medida que seja discutido e ajustado o processo de escolha.

Nos últimos anos, os estudos relacionados à concepção de ensino e aprendizagem que determina os papéis de professor e de aluno, na busca de coerência entre o que se pensa estar fazendo e o que realmente se faz, foram intensificados, tornando evidente o papel social da escola. Em decorrência disso, as orientações curriculares educacionais introduziram modificações nas suas diretrizes, na perspectiva de despertar nos professores a necessidade de atualização dos seus conceitos e reformulação de suas práticas. Entretanto, embora haja uma explosão de pesquisas e novos materiais didáticos tenham sido elaborados, o ensino de português, na prática, em sala de aula, continua motivo de muitas reflexões, no que diz respeito à aplicação de conceitos e à utilização de métodos. Partindo do princípio de que compreender a língua em seus usos efetivos no cotidiano social deve constituir fonte de orientação basilar para o ensino-aprendizagem, aproximando o professor das atuais teorias que alicerçam a concepção interacionista da linguagem, apresentamos uma proposta de referencial curricular, para os anos finais do ensino fundamental, modalidade EJA, a partir do trabalho com gêneros textuais, fornecendo aos professores orientações e reflexões no formato de sequência didática. Para a fundamentação teórica, utilizaram-se aportes de estudos sobre a linguagem, com orientações teórico-metodológicas desenvolvidas por Schneuwly e Dolz (2011) e Bronckart (1999 e 2003); além dos apontamentos de Koch (2002; 2004 e 2013), Bazerman (2005 e 2007), Bonini (2004), Bakhtin (1992) e Marcuschi (2005 e 2008) sobre a função social dos gêneros e a sua contribuição para o ensino da língua portuguesa. Pretende-se que o trabalho seja uma proposta concreta para o desenvolvimento da competência comunicativa dos alunos da EJA e contribua para a sua formação como cidadãos / In recent years, the studies related to the conception of teaching and learning which determines the roles of teacher and student, on the search for coherence between what it is thought to be doing and what it really does were intensified, becomingevident the social role of the school. As a result, the educational curricular orientations have introduced changes in theirguidelines, on the perspective of arousing in the teachers the necessity to update the concepts and reformulation of their practices. However, although theres a great deal of researches and new didactic materials have been elaborated, the Portuguese teaching, in practice, in the classroom, is still the reason of lots of speculations, regarding the application of concepts and the use of methods. Assuming that understanding the language in its effective everyday use should constitute the source of underlying orientation to the teaching-learning, bringing the teacher closer to the current theories whichconsolidatethe interactionist conception of language, we present a proposal of curricular referential, for the middle school, EJA modality, working with textual genres, providing the teachers orientations and reflections in the didactic sequence format. For the theoretical support, study aids about the language were used, with theoretical and methodological orientations developed by Schneuwly and Dolz (2011) and Bronckart (19999 and 2003); also the appointments of Koch (2002; 2005 and 2013), Bazerman (2005 and 2007), Bonini (2004), Bakhtin (1992) and Marcuschi (2005 and 2008) about the social function of genders and their contribution for the teaching of Portuguese language. The work is presumed to be a concrete proposal for the developmentof the communicative competence of EJA students and contribute for their formation as citizens

L’objectif de cette recherche est d’analyser l’impact des processus éducatifs sous-jacents à l’élaboration du rapport au savoir chez des garçons et des filles tunisiens scolarisés en première année de l’école primaire. Nous centrons notre étude sur l’analyse des processus psychologiques selon les dimensions impliquées dans la construction identitaire et sociale du sujet. En accord avec notre approche interactionniste sociale qui privilégie l’étude de l’interstructuration entre l’individu et ses milieux de vie, nous avons mené des entretiens auprès de 16 enfants et des trois dyades : parents-enfants, élèves-enseignants et parents-enseignants. Notre approche qualitative repose sur une démarche d’analyse inductive basée essentiellement sur l’étude de cas singuliers de garçons et de filles selon des styles éducatifs prototypiques. Les résultats révèlent que les enfants élaborent des formes hétérogènes de rapport au savoir dès le début de l’entrée à l’école. Nos analyses permettent d’établir l’existence d’une concordance entre les styles éducatifs parentaux et les figures du rapport au savoir élaborées par les jeunes enfants-élèves. Il s’avère que si l’influence du milieu familial est déterminante, elle n’est pas exclusive si nous considérons d’une part, l’action dialectique des diverses milieux de vie et d’autre part, l’activité de réappropriation singulière du sujet comme acteur de son propre développement. De ce point de vue, les interactions avec l’enseignant peuvent donner du sens aux activités scolaires, enrichir l’expérience scolaire et susciter le rapport au savoir des élèves. / This research aims to analyse the impact of educational processes underlying the elaboration of the relationship to knowledge among Tunisian boys and girls in the first year of primary school. We focus our study on the analysis of psychological processes according to the dimensions involved in the identity and social building of the subject. In line with our social interactionism theory, which favours the study of the interstructuration between the individual and his environment, we have carried interviews among 16 children and the three dyads : parents-children, students-teachers and parents-teachers. Our qualitative approach is based on an inductive analysis mainly focused on the study of singular cases of boys and girls according to prototypical educational styles. Results show that children elaborate heterogeneous forms of relationship to knowledge as soon as they enter school. Our analyses allow us to establish the existence of coherence between parental educational style and the figures in the relationship to knowledge, as elaborated by the young children-students. It appears that while the influence from family environment is crucial, it is not exclusive if we consider the dialectic action of various environments on the one hand, and the singular domestication activity of the subject as a self-developing actor, on the other hand. From this point of view, interactions with teachers may be meaningful to school activities, enrich the school experience and encourage students' relationship to knowledge.

Current research studies on the success of peer-based outreach programs for adolescent suicide prevention are inconclusive (Mann et al. 2005; Gould et al. 2003). Fewer still have measured the feelings and experiences of the peers who are responsible for reaching out to suicidal friends within such a program. This exploratory research study examines the experiences and perspectives of past participants of an adolescent peer-based outreach program, Hope4Utah. Findings from this mixed-method study of Hope4Utah support that peer-outreach suicide prevention programs have far-reaching benefits, on both the participants and their surrounding communities, which extend into adulthood. Themes that emerged from analysis of interviews are consistent with literature on school communities, adolescent alienation, stigma reduction, compassion fatigue, and formation of social roles and mental health beliefs through the social interactionist framework. Finally, this paper explores promising avenues for future research.

This essay analyses how social interactions influence Rachel’s racial identity development using social psychology as the theoretical approach. It also discusses how a main part of racial identity development, racial identity invalidation, which is proven to cause chronic mental health issues in multiracial individuals, is what allows Rachel to explore her black ancestry and culture.