Made available in DSpace on 2014-07-29T16:19:05Z (GMT). No. of bitstreams: 1 Dissertacao Tanitha G de Medeiros.pdf: 1074827 bytes, checksum: aed2987444e6ab0d093808ac5f81c580 (MD5) Previous issue date: 2011-05-13 / This study investigates the concepts of English teachers and interpreters regarding the laws and public policies of inclusion in relation to teaching and learning a foreign language - LE - (English) for deaf students in a mainstream education. Given this context we seek to understand the views of these professionals about: (i) the inclusion of deaf students in a mainstream education and the limitations and implications of public policy in this environment, (ii) the occurrence or not of the teaching of English to deaf students exposing the difficulties and suggestions of the teachers during the classes, (iii) how the interaction happens during an English class where we have the presence of English teacher, interpreter, deaf and hearing students. For such purposes, we used the exploratory qualitative method which can be construed as a case study due (two English teachers and two interpreters who work in public education in Goiânia). This research also has as a base the sociocultural theory of Vygotsky (1998), which invests in social interaction as a condition for the development of individuals. We gathered data through observations, interviews, questionnaires and document analysis. The data suggest that all participants are in favor of the inclusion of deaf students in regular classrooms, but showed dissatisfaction with how this inclusion occurs in practice. There is an interest for change and improvement. The data also show some difficulties and limitations in this context, such as the lack of preparation, lack of support from schools and governing bodies, lack of guidance in the PCN-LE, lack of teaching materials and poor conditions of the classroom. Another fact observed was the unanimity among the teachers about the importance of teaching a foreign language for deaf students, since they believe that deafness is not a negative factor in learning a foreign language, but it is a complement to the learning of Libras and Portuguese. We also observed that both teachers, interpreters and hearing students can also take on the role of the more competent peer to provide cues, demonstrations and instructions for deaf students who can thus benefit from the cognitive skills of other children or adults. / Este estudo investiga as concepções de professores de inglês e intérpretes diante das leis e políticas públicas de inclusão no que tange ao ensino e aprendizagem de uma língua estrangeira LE (inglês) para alunos surdos inseridos no ensino regular. Tendo em vista esse contexto buscamos compreender as concepções destes profissionais sobre: (i) a inclusão de alunos surdos no ensino regular e as limitações e implicações das políticas públicas neste ambiente; (ii) a ocorrência ou não do ensino de inglês para os alunos surdos e quais as dificuldades e sugestões apontadas pelos professores durante as aulas; (iii) como acontece a interação durante uma aula de inglês em que temos a presença do professor de inglês, intérprete e alunos surdos e ouvintes. Para tais objetivos, recorremos ao método qualitativo de cunho exploratório que se configura como um estudo de caso (dois professores de inglês e dois intérpretes que atuam no ensino público de Goiânia). Esta pesquisa também se respalda na teoria sociocultural de Vygotsky (1998), que aposta na interação social como condição para o desenvolvimento dos indivíduos. Realizamos a coleta dos dados por meio de observações, entrevistas semiestruturadas, questionário e análise de documentos. Os dados sugerem que todos os participantes são a favor da inclusão dos alunos surdos nas salas regulares, porém demonstram insatisfação com a forma como essa inclusão ocorre na prática e que há sede por mudanças e melhoria. Os dados também apontam algumas dificuldades e limitações neste contexto, como por exemplo, a falta de preparo, falta de apoio das escolas e órgãos gestores, carência de orientação nos PCN-LE, falta de material didático e precárias condições de sala de aula. Outro fato constatado foi a unanimidade, entre as professoras, sobre importância do ensino de uma LE para os alunos surdos, já que acreditam que a surdez não é um fator que impossibilita a aprendizagem dessa língua, mas sim que complementa a aprendizagem da Libras e da Língua Portuguesa. Observamos ainda que tanto os professores, quanto os intérpretes e também os alunos ouvintes podem assumir o papel de par mais competente ao fornecerem pistas, demonstração e instruções para os alunos surdos que podem se beneficiar das competências cognitivas de outras crianças ou adultos.

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-20T13:10:18Z No. of bitstreams: 2 Glessyan_Marques2017.pdf: 1562823 bytes, checksum: 1f697229375867dd7ed1c008c1923be2 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-20T13:10:18Z (GMT). No. of bitstreams: 2 Glessyan_Marques2017.pdf: 1562823 bytes, checksum: 1f697229375867dd7ed1c008c1923be2 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-03-07 / Considering the school as a socio-cultural locus that favors the development of students' cognitive abilities, and based on Vygotsky's Sociocultural Theory, we analyze the Written Discussion and Problem-Solving of students in the second year of high school, from two schools in Toledo, a city from Paraná. One of the schools is in the countryside (Escola do Campo – Countryside school) and the other is in the city (Escola Urbana- Urban school). This qualitative research was carried out with 25 high-school students and aimed at investigating if the students from both analyzed schools can construct written arguments and solve problems, from socio-scientific ones based on daily problems, respectively. Thus, these students’ performance was analyzed concerning the construction of written arguments and problem solving. The data collection of this research was obtained by a questionnaire and complementary data such as technical visit, analysis of the School's Political Pedagogical Project, field observation and Sociocultural questionnaire. The questionnaire was composed of socio-cultural demands, socio-scientific and daily problems. Sociocultural questions aimed at knowing the studied public, their personal, professional and cultural interests, while additional data allowed us to know the contexts of both surveyed schools. But, this research focused on analyzing the problems (socio-scientific and daily ones) that the students answered when we offered them these questionnaires. Data analysis was obtained by Toulmin (2001) standard and Bardin (2009) content analysis. Our results point out that the studied students present difficulties to build written arguments and low performance in solving everyday problems. Few students were able to construct written arguments containing the basic elements of an argument from the Toulmin standard. Likewise, few of them could solve daily problems. In general, we conclude that the students from both surveyed schools have not developed skills about written argumentation and problem solving, and we stand up for those skills that should be exercised in school. / Considerando a escola como um espaço sociocultural que favorece o desenvolvimento das habilidades cognitivas dos estudantes e, fundamentados na Teoria Sociocultural de Vygotsky, analisamos a Argumentação Escrita e a Resolução de Problemas de estudantes do 2º ano do ensino médio, de duas escolas do município Toledo/PR, uma delas localizada no campo (Escola do Campo) e a outra localizada na cidade (Escola Urbana). Esta pesquisa, de natureza qualitativa, foi realizada com 25 estudantes do ensino médio e teve como objetivo principal investigar se os estudantes de uma Escola do Campo e de uma Escola Urbana conseguem construir argumentos escritos e solucionar problemas, a partir de problemas sociocientíficos e de problemas do cotidiano, respectivamente. A preocupação foi analisar o desempenho desses estudantes na construção de argumentos escritos e na resolução de problemas. A coleta de dados da pesquisa ocorreu por meio de questionário e por meio de dados complementares como visita técnica, análise do Projeto Político Pedagógico, observação ao campo de pesquisa e questionário sociocultural. O questionário foi composto por questões socioculturais, problemas sociocientíficos e problemas do cotidiano. As questões socioculturais buscaram conhecer o público pesquisado, seus interesses pessoais, profissionais e culturais. Os dados complementares permitiram conhecer os contextos pesquisados. Mas o foco da pesquisa esteve na análise dos problemas (sociocientíficos e do cotidiano) respondidos pelos estudantes no questionário. A análise de dados aconteceu por meio do padrão de Toulmin (2001) e da análise de conteúdo de Bardin (2009). Os resultados apontam que os estudantes pesquisados apresentam dificuldade de construir argumentos escritos e apresentam baixo desempenho na resolução de problemas do cotidiano. Poucos estudantes conseguiram construir argumentos escritos contendo os elementos básicos de um argumento do padrão de Toulmin. Do mesmo modo, poucos estudantes conseguiram solucionar problemas do cotidiano. Em geral, a conclusão é a de que os estudantes de ambas as escolas pesquisadas não possuem habilidades desenvolvidas relativas à argumentação escrita e à resolução de problemas, diante disso, defendemos a importância de favorecer o exercício dessas habilidades na escola.

This study aims to investigate how pedagogical picture books intended for inclusion represents children with neuropsychiatric disabilities. This is investigated through in-depth analysis of four books dealing with the subject from different approaches, recommended by state libraries and the specialised educational authority. The study also aims to pay attention to the available material and to highlight what kind of image of divergent children that is beeing communicated to pre-school children and what consequences this may have. The results of the analysis may be useful in the selection of inclusion material and how the books can be practised in a norm-critical and socio-cultural approach.

This essay begins with a story that reveals the encounter between pedagogues and children in their free play. In the first part, To be with or stand outside I describe how me and my colleague who are in the pre-school yard meet children through the different ways we participate or don’t participate in their play. In the second part To lose participation, I present a situation where I participate in the children’s play. When I start reflecting on what happens among the other children, I lose my participation on the game. With a starting point in these situations my dilemma becomes how we pedagogues act and interpret children’s play in different ways even though we follow the same curriculum. The purpose of this essay is to investigate pedagogue’s participation in children’s play. I reflect on questions about what is happening in children’s play, what role do pedagogues have regarding children’s play and how children´s play affects by participant pedagogues. In my essay, I try to reflect over the meeting between me, my colleagues and the children on the pre-school yard. In the essay, I rely on Rogers Säljö’s sociocultural theory on how individuals are influenced by the interactions around them. In this case, I refer to the children’s interactions with their surroundings. I reflect upon how pedagogue’s participation is both important for understanding children’s play, but also in creating fun-filled learning. I also reflect on how children’s play must be respected and handled with care in order to not be interrupted or disturbed. During my writing, I have gained an understanding of how educators can be present in children’s play and how a varied view of educators can create a more nuanced approach toward the child group. / Denna essä inleds med en berättelse som synliggör mötet mellan barn och pedagoger i barns lek. I den första delen Att vara med eller stå utanför beskriver jag hur jag och min kollega på gården bemöter barn genom att delta eller inte delta i deras lek på olika sätt. I den andra delen Att tappa delaktighet gestaltar jag en situation där jag från början deltar i barnens lek. När jag börjar reflektera över vad som sker bland de andra barnen tappar jag mitt deltagande i leken. Med en utgångspunkt från dessa situationer blir mitt dilemma att vi pedagoger handlar och tolkar barns lek på olika sätt trots att vi ska utgå ifrån samma läroplan. Syftet med denna essä är att undersöka pedagogernas delaktighet i leken. Jag reflekterar kring frågor om vad som sker i leken, vilken roll pedagoger har i barns lek samt hur påverkas barns lek av delaktiga pedagoger. I min uppsats försöker reflektera och tolka vad som händer i mötet mellan mig, mina kollegor och barnen på gården. I essän utgår jag ifrån Roger Säljös tankar kring den sociokulturella teorin om hur individer påverkas av samspelet med andra. I detta fall barns interaktion med sin omgivning. Jag reflekterar också över hur pedagogers delaktighet både är betydelsefull för att förstå barns lek men också genom att skapa lustfyllt lärande. Jag reflekterar också över hur barns lek måste respekteras och handskas med försiktighet för att inte avbryta eller störa den. Under mitt skrivande har jag fått förståelse för hur vi pedagoger kan ta tillvara på barns lek samt att varierade synsätt hos pedagoger skapar ett mer nyanserat förhållningssätt mot barngruppen.

No description available.

Barns förståelse för jordglob och karta har varit ett område som det forskats om i flera decennier. En stor del av forskningen berör barnens förmåga till abstrakt tänkande kring jordgloben som modell av jordklotet, samt vilken information barn kan utläsa av denna modell. Även hur barn tolkar andra typer av naturgeografiska kartor är ett centralt område inom denna forskning. Utgångspunkt tas vanligtvis antingen i Piagets stadieteori där barn utvecklas enligt stadier som är åldersbestämda, eller i Vygotskijs sociokulturella perspektiv, där fokus istället läggs på de sociala miljöer som barnet är en del av. Syftet med denna studie är att synliggöra vilken förmåga elever i årskurs 3 har för abstrakt tänkande när det gäller jordklotet. Vidare hur elever med hjälp av jordglob och världskarta förklarar geografiska begrepp samt hur elevernas geografiska kunskaper kan synliggöras vid samtal om jordklotet. Denna studie har genomförts genom kvalitativa intervjuer, där elva elever i årskurs 3 intervjuades. Intervjuerna ägde rum i ett grupprum där både jordglob och världskartan fanns representerad. Utgångspunkt för frågorna hämtades dels från det centrala innehållet i Lgr 11 och dels i frågor som forskare vid tidigare tillfällen frågat barn i motsvarande ålder som respondenterna i denna studie. Studiets resultat visar att det stora flertalet av de elever som intervjuades i denna studie visar element av abstrakt förståelse när det gäller jordklotet. Med hjälp av jordglob och karta kunde de förklara begrepp och även visa till geografiska och naturvetenskapliga kunskaper om jordklotet. En slutsats som kan dras av detta är att elever redan på lågstadiet kan ha grundläggande och i vissa fall även avancerad förståelse för jordklotet. Nyckelord: Jordglob, karta, jordklot, abstrakt, begrepp, geografi, sociokulturellt perspektiv, stadieteori. / Children’s understanding of globes and maps have been an area of research for decades. A large portion of this research looks at children’s ability to abstract thinking when it comes to the globe as a model of the Earth and what information children can read from this model. How children interpret other forms of maps is also a key area in this research. The starting point is usually either Piaget’s theory of stages of cognitive development, or Vygotsky's sociocultural theory where focus is put on the social environments the child is a part of. The purpose of this study is to highlight the ability students in the 3rd class has of abstract thinking when it comes to the Earth. Furthermore, how students, with the help of a globe and a world map, can explain geographical concepts and how their geographical knowledge can be highlighted through conversations about the Earth. This study has been conducted through qualitative interviews of eleven students in the 3rd class. The interviews were conducted in a small room where both a globe and a world map were present. The starting point for the questions were partly taken from the key content in “Lgr 11”, and partly from questions scientists have used in previous studies with children of corresponding age as the students in this study. The result of this study shows that a majority of the interviewed students have elements of abstract understanding when it comes to the Earth. With the help of a globe and map they could explain concepts and even prove knowledge in both geographical and natural science about the Earth. A conclusion that can be drawn about this is that students already in primary school can have basic, and in some cases advanced, understanding of the Earth. Keywords: Globe, map, Earth, abstract, concepts, geography, sociocultural theory, theory of stages.

Studiens syfte är att undersöka hur lärare upplever de digitala verktygens intåg i skolan med avseende på läsundervisningen och på elevers läsförmåga. Den teori som är knuten till studien är, i relation till lärande och medierande verktyg, den sociokulturella teorin. Med hjälp av de digitala verktygen avses att, i enlighet med den proximala utvecklingszonen, stötta och vägleda eleverna framåt i sin utveckling. Den data som ligger till grund för studiens resultat har inhämtats via semistrukturerade intervjuer med verksamma lärare. Studiens resultat visar att de digitala verktygen kan skapa en variation i läsundervisningen som till följd av detta kan öka elevernas motivation för läsning. Resultatet påvisar även att lärarna som intervjuades, var oeniga vad gäller en försämring av elevers läsförmåga jämfört med tidigare. Det rådde dock en enighet beträffande elevers förminskade tålamod i fråga om att ta sig an större textmängder. / The aim of the study is to investigate how teachers perceive the digital tools' entry into the school regarding reading instruction and students' reading ability. The theory associated with the study is, in relation to learning and mediating tools, the sociocultural theory. Using the digital tools is intended, in accordance to the proximal development zone, to support and guide the students in their development. The data that form the basis for the study's results have been obtained through semi-structured interviews with active teachers. The study's results show that the digital tools can create a variation in reading instruction which, as a result, can increase students' motivation for reading. The result also shows that the teachers interviewed disagreed about a deterioration in pupils' reading ability compared to previous ones. There was, however, a consensus regarding the students' diminished patience regarding taking on larger amounts of text.

Några elever tenderar att fastna i samma aktivitet på fritidshemmet. Syftet med studien är att undersöka om det finns strategier fritidslärare säger sig använda för att få eleverna delaktiga i fritidshemmets aktiviteter. Vidare undersöks vilka strategier som uppges vara effektiva och hur elevernas deltagande i aktiviteterna påverkar de sociala relationerna i gruppen. Studien utgår från fyra frågeställningar: Vilka strategier anser fritidslärare att de använder för att motivera eleverna att delta i frivilliga aktiviteter? Hur uppfyller fritidshemmet elevernas önskemål av aktiviteter? Hur upplever fritidslärarna sociala relationer mellan eleverna i aktiviteterna på fritidshemmet? och Vilken typ av miljö använder fritidshemmet mest under aktiviteterna? Metoden är semistrukturerade intervjuer med fyra fritidslärare på två skolor i södra Sverige. Analysen av resultatet tolkas ur ett sociokulturellt perspektiv för att få en djupare förståelse av elevernas delaktighet i aktiviteterna. Undersökningen visar att fritidslärare behöver ha elevernas intressen och behov i åtanke när planering av aktiviteter görs. Det visar sig vara av stor vikt att fritidslärarna är delaktiga i aktiviteterna för att motivera eleverna att delta. Fritidslärarna bör ge tydliga instruktioner som gör att eleverna förstår vad som förväntas av dem. Eleverna mår som bäst om de får möjlighet till miljöombyte och erbjuds en bred variation av aktiviteter med engagerade fritidslärare. / Some pupils tend to get caught up in the same activity at the leisure-time centre. The purpose of the study is to investigate whether there are strategies that leisure-time teachers use to involve pupils in the activities of the leisure-time centre. Furthermore, it investigates which strategies are reported to be effective and how pupils' participation in the activities affects the social relations in the group. The study is based on four questions: What strategies do leisure-time teachers think they use to motivate pupils to participate in voluntary activities? How does the leisure-time centre meet the pupils' wishes for activities? How do the leisure-time teachers experience social relations between the pupils in the activities at the leisure-time centre? and What kind of environment does the leisure-time centre use most during the activities? The method is semi-structured interviews with four leisure-time teachers at two schools in southern Sweden. The analysis of the results is interpreted from a sociocultural perspective in order to gain a deeper understanding of the pupils' participation in the activities. The survey shows that leisure-time teachers need to keep pupils' interests and needs in mind when planning activities. It turns out to be of great importance that the leisure teachers are involved in the activities to motivate the pupils to participate. Leisure-time teachers should provide clear instructions that allow pupils to understand what is expected of them. Pupils feel at their best if they get an opportunity for a change of scenery and are offered a wide range of activities with dedicated leisure-time teachers.

This study aimed to analyse organised interaction and assigned discussions occurring between students in EFL classrooms. It was conducted in order to identify the value-added in terms of learning by using discussion groups. Secondly, this study aimed to analyse how the contribution of models and approaches from pragmatics and discourse analysis can explain what is occurring during such conversations. Lastly, the structural and linguistic similarities and differences between teacher-to-student and student-to-student talk were also discussed. These questions were answered by examining four groups enrolled in English 6 in an upper secondary school located in the south part of Sweden. The qualitative data was collected through recordings from the students' discussions when they participated in a group speaking task as a part of the module of surveillance. The analysis of the data was conducted with the help of some of the aspects of conversation analysis. The results showed that not all of the participants in the group discussions sufficiently benefitted from the speaking task since, in most of the group, the need for the teacher's support was crucial in order for the students to use the target language and develop their speaking skills. In terms of the Speech Act Theory, the illocutionary acts identified in the conversations between students were that of the directive and assertive illocutionary acts used to pass the speaking turn to the other participants or to demonstrate agreement with the views of the previous turn. The conversational exchange was initiated by an opening framing move, followed by a response, but lacked follow-up moves in the form of feedback. Finally, there were some similarities and differences between teacher-to-student and student-to-student talk. The results showed that even if some of the students appeared to adapt to the role of the facilitator, they were not able to do so due to lack of knowledge to sufficiently support all the participants in order to be more active during the conversations and use the target language during the speaking task.

Syftet med uppsatsen är att utveckla kunskap om undervisning och lärande av skönlitterär tolkning genom litteratursamtal i gymnasieskolan. Litteratursamtal har observerats och analyserats utifrån litteraturteoretiska antaganden och sociokulturella perspektiv på lärande. Uppsatsen tar utgångspunkt i kritik mot dominansen av läsarorienterade, receptionsteoretiska perspektiv på litteraturtolkning där ett stort ansvar läggs på elever att utveckla innehållet i det lästa. Studien har använt sig av deltagande observation som metod. Analysen fokuserar litteratursamtal i gymnasieskolan utifrån sociokulturella antaganden med koppling till styrdokumentens kunskapssyn, relationen undervisning – lärande, samt användande av språket som medierande redskap. De observerade samtalen visar bland annat medveten strategiundervisning för att upptäcka och benämna stilfigurer och formrelaterade begrepp i texter. Däremot används sällan litteraturvetenskapliga begrepp i direkt relation till den aktuella texten för att utveckla elevers tolkning och förståelse av innehållet. En närvaro av läsarorienterade perspektiv påvisas, men med frånvaro av lärarens stöttande, tolkande läsning. Resultaten visar samstämmigheter med tidigare forskning. Diskussionen problematiserar hur individen utifrån receptionsteoretiska perspektiv på litteraturundervisning antas konstruera undervisningens innebörder mellan text och läsare. Det innefattar brist på samstämmigheter mellan allmändidaktiska och ämnesdidaktiska antaganden. Lärarens roll i undervisningen framstår utifrån den sociokulturella analysen som central för att främja det ämnesrelaterade språkliga användandet i litteratursamtalet. / The purpose of the thesis is to develop knowledge about teaching and learning of fictional interpretation through literary conversations in upper secondary school in Sweden. Observations of literary conversations were conducted, and the conversations analyzed using sociocultural theory as an analytical tool. The thesis’ point of departure is a critique of dominating reader oriented, reception theory influenced perspectives in the field of literary teaching, where much responsibility is put on students to develop understanding and meaning from texts being read. According to critics, teaching in this perspective has limited students' opportunities to interpret literature. Previous research points to the need to investigate teaching, with the use of concepts in literary interpretation. The analysis focuses on students’ participation in literature conversations, relating to the philosophy of knowledge expressed in curriculum texts, teaching-learning relations, and the use of language as a mediating tool. The observed conversations show, among other things, strategy teaching to discover and name style figures and form-related concepts in texts. On the other hand, literary concepts are rarely used in direct relation to the current text to develop students' interpretation and understanding of the content. A presence of reader-oriented perspectives is demonstrated, but in the absence of the teacher's supportive, interpretive reading. The results are consistent with previous research. The discussion problematizes how the individual, based on reception-theoretical perspectives on literature teaching, is assumed to construct meaning from the teaching between text and reader. This includes a lack of coherence between general and more subject specific assumptions about teaching. Based on the socio-cultural analysis, the teacher's role appears crucial to promoting the subject-related language use in literary conversations.