Dissertação(mestrado)-Universidade Federal do Rio Grande, Programa de Pós-Graduação em Educação Ambiental, Instituto de Educação, 2010. / Submitted by Luize Santos (lui_rg@hotmail.com) on 2012-07-04T02:18:14Z No. of bitstreams: 1 Daniele Barros Jardim.pdf: 4664063 bytes, checksum: 92789be5168ea3f7c1d2c7fd31788f05 (MD5) / Approved for entry into archive by Bruna Vieira(bruninha_vieira@ibest.com.br) on 2012-07-09T19:58:16Z (GMT) No. of bitstreams: 1 Daniele Barros Jardim.pdf: 4664063 bytes, checksum: 92789be5168ea3f7c1d2c7fd31788f05 (MD5) / Made available in DSpace on 2012-07-09T19:58:16Z (GMT). No. of bitstreams: 1 Daniele Barros Jardim.pdf: 4664063 bytes, checksum: 92789be5168ea3f7c1d2c7fd31788f05 (MD5) Previous issue date: 2010 / Esta é uma investigação que tem como problemática central analisar os significados e os sentidos da Educação Ambiental (EA) para as crianças no contexto da Educação Infantil. Está vinculada à linha de pesquisa “EA: Ensino e Formação de Educadores/as” do PPGEA/FURG. Para tanto, selecionei uma turma de Educação Infantil da rede pública municipal de ensino da cidade do Rio Grande-RS. Assim, esta pesquisa qualitativa contou com a participação de 10 crianças que pertencem à faixa etária de 4 a 5 anos e a turma foi escolhida porque a professora tem o título de Mestre em EA pelo PPGEA/FURG. Esse estudo procurou manter, ao longo do processo de pesquisa, o respeito com o grupo pesquisado, na medida em que possibilitou suas participações, mediante a expressão de suas visões e vozes. O referencial teórico-metodológico que fundamentou esta pesquisa permeou os campos da Abordagem Sócio Histórica, que me orientou a entender a criança como um ser histórico e cultural; dos Estudos da Infância, que me apoiaram para compreender as crianças, suas linguagens e peculiaridades geracionais; bem como o da Educação Ambiental por me fazer entender que suas especificidades precisam ser discutidas e incorporadas nas relações sociais entre as crianças e destas com os adultos do contexto. Pois, nas relações sociais, por meio das mediações semióticas, as crianças se apropriam das significações produzidas na sociedade sobre as questões sócio-ambientais. As observações realizadas e redigidas em diários de campo aconteceram em distintas situações dentro da escola com as crianças dessa turma, mas para a análise dos dados enfoquei principalmente as situações de sala de aula. Para tanto, utilizei a metodologia “Análise de conteúdo” na qual a análise parte da mensagem, que pode ser verbal, escrita, gestual, figurativa, documental ou provocada. Assim, nas atividades, nas brincadeiras e nos diálogos que aconteceram nesse contexto educativo, as crianças se apropriaram das relações sociais permeadas por: fantasia, imaginação, questões trazidas de casa para a escola, relações de poder, respeito, interação, afetividade e Zona de desenvolvimento Proximal - para constituírem suas formas de pensar, falar, sentir, fazer e imaginar, que evidenciam os significados e sentidos da EA. Portanto, os significados sobre a Educação Ambiental para as crianças permeiam algumas questões sócio-ambientais como o desperdício, a reciclagem e o meio ambiente, os quais são tratados por elas com criticidade nos diálogos estabelecidos. Sendo que os sentidos atribuídos pelas crianças permeiam princípios de EA para a turma como amizade, regras de convivência, participação, responsabilidade, autonomia e diálogos. / This is an investigation that has as its central issue examine the levels and directions of Environmental Education (EE) for children in the context of early childhood education. Is linked to the research line "EE: Education and Training Educators/as" the PPGEA / FURG. To that end, I selected a group of Early Childhood Education from public municipal schools of Rio Grande-RS. Thus, this qualitative research with the participation of 10 children belonging to age group 4-5 years and the class was chosen because the teacher has the title of Master of EE by PPGEA / FURG. This study sought to maintain throughout the research process, compliance with the research group, in that it allowed its shares through the expression of their views and voices. The theoretical and methodological reasons that this research has permeated the fields of socio-historical approach, which guided me to understand the child as a historical and cultural Study of Children, who supported me to understand children, their languages and generational quirks, as well as the Environmental Education for making me understand that their specific needs to be discussed and incorporated in the social relations between children and adults with these contexts. For, in social relations, through semiotic mediations, children use the meanings produced in society on socio-environmental issues. The observations made and written in field diaries were held in different situations within the school with children of that class, but for data analysis focusing primarily situations of the classroom. For this purpose, the methodology used "content analysis" on which the analysis part of the message, which can be verbal, written, gestural, figurative, documentary or provoked. Thus, activities in play and the dialogues that took place in an educational context, the children got hold of social relationships permeated by fantasy, imagination, matters brought from home to school, power relations, respect, interaction, affection and Zone Proximal development - to represent their thinking, talking, feeling, doing and imagine, highlighting the significance and meanings of the EE. Therefore, the meanings of environmental education for children permeate some socioenvironmental issues as waste, recycling and environment, which are treated by them with the critical dialogues established. Since the meanings attributed by children of EE principles permeate of the class as friends, rules of coexistence, participation, accountability, autonomy and dialogues.

Alors que la démocratie électorale chilienne commence à se défaire lentement de l’héritage du régime de Portales, la modernisation des techniques et rituels de vote devient une question centrale. La réforme électorale de 1874 est ainsi désignée comme le point de départ de la démocratisation du vote. Cependant, l’ampleur des incertitudes qui s’ouvrent avec les modifications que cette réforme introduit nous obligent à remettre en question les rapports, très souvent présupposés, entre innovations technologiques et démocratisation. Afin d’examiner en détail cette problématique, notre thèse explore les transformations successives du cadre légal, des discours et des représentations iconographiques du vote, à partir de la démarche employée par la sociologie historique. La restitution des controverses, des débats et les différentes représentations de l’acte de vote contribuent à mieux nous faire comprendre les limites que la technologie du vote imposent à l‘expression d’une voix politique, dans une période où le système politique est en train de s’institutionnaliser et les métiers politiques en train de se professionnaliser. / While Chile’s electoral democracy slowly starts to forsake its Portalian stamp, the question about the reforms on vote’s rituals and techniques become crucial. Electoral Reform in 1874 is usually quoted as the first step of democratization rule. Nevertheless, the long list of doubts that opens up alongside with innovation, oblige us to question the relationship, typically presumed, between technological and democratic innovation. In order to examine this problematic issue, our thesis explores the successive transformation of the legal frame, the iconic discourse and the general representation of vote, through a historical-sociological point of view. The study of controversies in this field, the debate and the different representations of the act of vote, help us to deeply understand the limits impose by vote`s technologies to the expression of a political voice, in a time where political system are in process of becoming institutions and to become a politician evolves into a professionalization process.

This dissertation examines detective novels for children and young adults written and published in the German Democratic Republic (GDR). The aim of the thesis is to study how the genre developed under the conditions of a socialist society. The analysis of the 66 texts included in the corpus is based on a socio-historical approach assuming that dialogical interdependencies between texts and society exist and can be verified. Central to the analytical work with the texts is the thesis that detective novels written for young readers reflect the socio-political development in East-German society. It shows, however, that—because of their strong didactic impetus—the texts did generally not, like detective novels for adults, develop into a forum for socio-critical discussions. In the diachronic development, which extends from the beginning in the Soviet occupation zone to the post-reunification period, it is shown that changing socio-political conditions interact with the texts, which becomes particularly obvious in the changing presentation of the detectives and criminals. Studying the texts, the dissertation presents basic research and an overview of the genre. Ten texts from the corpus are subject to a detailed analysis in order to deepen the general insights with examples. This way, different aspects of detective novels for children and young adults in the GDR are emphasized, e.g. the interaction between text and illustration. The embedding of figures in a socialist community produces further motives frequently occurring in the texts such as: the Heimat motive or the anti-fascist society. Although the majority of the texts do not go beyond stereotypical representations of characters, criminal cases, and locations—and hence demonstrate the close link between (normative) ideas of society and their literary implementation—the body of texts contains some innovative exceptions in which the social development is questioned and even cautiously criticized.

Cette étude présente les résultats de la recherche la formation initiale d'enseignants dans une méthodologie à distance en Colombie à partir des changements dans les pratiques pédagogiques, et les médiations pédagogiques pendant les quinze dernières années de transition du siècle. L’étude est encadrée dans l’approche socio-historique de Lev Vygotsky, qui analyse le développement des processus psychologiques supérieurs qui favorisent l’apprentissage à partir de l’internalisation des pratiques sociales. Cette recherche de type qualitative et l’étude de cas multiple génèrent des résultats avec lesquels se caractérise ce qui serait un dispositif pédagogique pour l’amélioration de la qualité des programmes de formation initiale d'enseignants avec une méthodologie à distance. L’objectif principal est d’analyser la manière comme ils répondent à l’actuelle exigence socio-historique. Afin d’atteindre cet objectif, il a été tenu compte l’expérience des institutions, des enseignants et des étudiants d’un échantillon de trois université qui ont une ample expérience, trajectoire, reconnaissance et couverture nationale dans la formation des enseignants en méthodologie à distance en Colombie.Nous avons trouvé que les ruptures viennent principalement des médiations de l’action tutorielle, le matériel didactique et l’évaluation de l’apprentissage. Par rapport à la caractérisation du dispositif trois dimensions se sont établies: 1) Macro: elle a une relation avec la politique publique éducative nationale; 2) Méso: implique directement les universités et son articulation académique et administrative; et, 3)Micro: elle concerne aux programmes de formation. / This study presents the finding of the research teachers' initial training formation in distance methodology in Colombia from the changes in the educational practices, and the educational mediations during the last fifteen years of transition of the century. The study is framedin the socio-historic approach of Lev Vygotsky, which analyzes the development of the superior psychological processes which favor learning from the insourcing of the social practices. This qualitative research, was developed under the approach of multiple case study to generate results in order to characterize what would be an educational device for the improvement of the quality of the programs of teachers' initial training in distance methodology.Its main objective is to analyze the way as they answer the current socio-historic requirement. To reach this goal, it was taken into account the experience of institutions, teachers and students of a sample of three universities who have wide experience, trajectory, national coverage and goodwill in the training of undergraduate teachers in distance methodology in Colombia.It was found that the breaks come mainly from mediations of the teaching and learning practices, the educational material, and the evaluation of the learning. With regard to the characterization of the device three dimensions were established: 1) Macro: it has a relation with the national educational public politics; 2) Meso: it has to do directly with universities and its academic and administrative organization; and 3) Micro: it concerns to the academic undergraduate programs. / Este estudio presenta los resultados de la investigación formación inicial de docentes en una metodología a distancia en Colombia a partir de los cambios en las prácticas pedagógicas, y las mediaciones pedagógicas durante los quince últimos años de transición del siglo. El estudio se enmarca en el enfoquesocio-histórico de Lev Vygotsky, que analiza el desarrollo de los procesos psicológicos superiores que favorecen el aprendizaje a partir del internalización de las prácticas sociales. Esta investigación cualitativa de estudio de caso múltiple genera hallazgos con los cuales se caracteriza lo que sería un dispositivo pedagógico para el mejoramiento de la calidad de los programas de formación inicial de profesores en metodología a distancia.El objetivo principal es analizar la manera la manera como responden a las exigencias del actual momento socio-histórico. Con el fin de alcanzar este objetivo, se tuvo en cuenta la experiencia de instituciones, profesores y estudiantes de una muestra de tres universidades que tienen amplia experiencia, trayectoria, reconocimiento y cobertura nacional en la formación de profesores en metodología a distancia en Colombia.Se encuentra que las rupturas principalmente han tenido lugar en las mediaciones, la acción tutorial, el material didáctico y la evaluación del aprendizaje. Con relación a la caracterización del dispositivo tres dimensiones se establecieron: 1) Macro: tiene relación con la política pública educativa nacional; 2) Méso: involucra directamente a las universidades y su articulación académica y administrativa; y, 3) Micro: concierne a los programas de formación.

La thèse présente l’étude de deux cas nationaux, la Russie et la France, dont les contextes et les genèses des situations présentes sont spécifiques. On suppose que malgré un héritage historique et des institutions politiques différents, les ordres de genre en Russie et en France passent par des étapes semblables. De telles ressemblances sont conditionnées par le fait que la politique publique maintient un ordre de genre inégal et ceci trouve son application dans les structures politiques elle-mêmes, qui représentent une forme pyramidale. Le modèle de l’ordre de genre, propose un cadre théorique heuristique non seulement pour analyser les relations de genre dans les sociétés contemporaines et dans les institutions, mais aussi dans le cadre historique. La thèse a pour objectif d'explorer les différentes facettes de la construction des rapports de genre comme rapports politiques en fournissant à la fois des outils théoriques, une perspective historique, et des études de cas contemporains. La démarche comparative permet de porter un regard décentré sur la réalité propre nationale des rapports de genre, et de questionner des éléments qui peuvent paraître évidents d’un point de vue strictement interne. / This thesis discusses the gender order of two national cases studies – Russia and France. The current situations with regards to gender order are specific to each country and have evolved from differing contexts. However, this thesis proposes that the development of gender order has passed through similar stages, both in Russia and France, despite different historical backgrounds and political systems. In addition, it is proposed that resemblances in the development of gender order are primarily affected by public policy in both countries which supports an order of gender equality. This politically-influenced gender inequality is reflected by the political structure which forms a pyramid structure. The gender order model provides a heuristic theoretical framework in which to analyse gender-relations in the contemporary societies and institutions of each country; along with the opportunity to examine gender-relations from an historical perspective. The aim of this research is to investigate the different facets of the development of gender-relations within a political context in Russia and France. The research methodology incorporates a consideration of the theoretical background to gender-relations, the impact of each country’s development on gender order from an historical viewpoint, and reviews of contemporary case studies. Importantly, a comparative study of this kind allows the idea of national identity to be appraised from an objective viewpoint.