Made available in DSpace on 2014-06-11T19:29:33Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-05-06Bitstream added on 2014-06-13T19:17:52Z : No. of bitstreams: 1 langbecker_a_me_botfm.pdf: 1104804 bytes, checksum: a5dfc9292c86d2da678be3b0ea5a1239 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / As atividades grupais estão presentes em várias áreas do conhecimento e têm sido uma importante ferramenta na Atenção Primária à Saúde. Quando entendido como processo, o grupo pode representar a resistência aos modos individualizantes, pode atuar como um dispositivo capaz de construir modos de produção de desejo e criatividade, provocando uma subjetividade singular. O presente trabalho descreveu e analisou a experiência de um grupo de vivência de mulheres enquanto espaço de produção de desejos, desmistificando modos de ser e de viver. A investigação, de natureza qualitativa, foi conduzida com as integrantes do grupo de convivência Reviver, constituído por senhoras na faixa dos 50 anos ou mais. O grupo teve início em 1999 tendo como público-alvo original usuárias da área de saúde mental do Centro de Saúde Escola (CSE), da Faculdade de Medicina de Botucatu da Universidade Estadual Paulista (UNESP), e, como proposta, ser um espaço de promoção da saúde e de lazer. Inicialmente, eram encaminhadas pelo CSE, mas, com o fortalecimento do grupo, as próprias participantes começaram também a convidar amigas e familiares. As técnicas de coleta utilizadas foram observação participante, entrevista com formuladores do grupo e entrevistas baseadas nas histórias de vida de cinco mulheres. As histórias de vida foram integralmente transcritas e estudadas mediante análise temática de conteúdo. Os núcleos temáticos foram identificados segundo os diferentes ciclos da vida, tendo como mais relevantes: na infância e juventude (as dificuldades financeiras e a violência) e na vida de casada (“o lugar de mulher é dentro de casa”, laços sociais fragilizados, dificuldades financeiras, experiências de violência e a ajuda profissional). Reconheceu-se, ainda, os núcleos temáticos significativos... / Group activities are present in many fields of knowledge and are an important tool within primary healthcare. When regarded as a process, the group may represent resistance to individualization and may act as a device with the capacity to construct ways of producing desire and creativity, thereby causing singular subjectivation. The present study described and analyzed a group experience among women as a space for producing desires and demystifying the ways to exist and live. This investigation of qualitative nature was conducted among members of the Reviver (“Live Again”) social group, formed by women aged 50 years and over. This group was started in 1999, and its original target population was female users of the mental health sector of the Health Center School of the Botucatu Medical School, Universidade Estadual Paulista (UNESP). Its aim was to provide a space for health promotion and leisure. Initially, women were referred to the group by the Health Center but as the group strengthened, the participants themselves started to invite friends and family members to join. The data gathering techniques used were participant observation, interviews with group organizers and interviews based on the life histories of five women. The life histories were transcribed in full and evaluated by means of thematic content analysis. The core topics were identified according to different cycles of life, and the most important of these during childhood and young adulthood were financial difficulties and violence, while during married life they were “a woman’s place is in the home”, weakened social ties, financial difficulties, experiences of violence and professional help. Significant core topics relating to experiences within the Reviver group were also recognized, namely: experiences that... (Complete abstract click electronic access below)

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The recent rapid increase in the number of Korean children who return to Korea after time spent abroad studying English raises concerns about their follow-up education and their readjustment into the Korean education system. The number of returnee children also raises concerns about how Korean teachers teach these children. This study was grounded in my realization that my experiential knowledge of learning English influenced my teaching of returnee children. Through this study, I came to understand the ways teachers’ personal practical knowledge of English is shaped through many different experiences in many different contexts in which they are, and were, situated. Teachers’ personal practical knowledge is expressed in their classroom practices. Knowledge and context are linked by the narrative concept of stories to live by (Connelly & Clandinin, 1999). The research was a narrative inquiry into three Korean teachers’ personal practical knowledge as it was expressed in their teaching practices, as it shaped their stories to live by and as it was shifted on their professional knowledge landscapes when they taught returnee children. As a result of the study, four key considerations emerged. One, each teacher’s personal practical knowledge as expressed in teaching returnee children was shaped by his experiences of learning English. Two, shifting teachers’ ‘stories to live by’ depended on their professional knowledge landscapes. Three, teachers held different understandings about curriculum making. Four, teachers held different views about returnees’ readjustment into the Korean schools. Drawing upon a concept of ‘curriculum of lives’ (Clandinin & Connelly, 1992), the key considerations from the study give important implications about in-service teacher education in terms of curriculum making for returnee children. The study suggests the importance of providing in-service teachers with an opportunity to think about a narrative perspective about curriculum making in order to suggest new possibilities for teachers, returnee children, and their parents.

Orientador: Antonio de Padua Pithon Cyrino / Banca: Sueli Terezinha Ferreira Martins / Banca: Ricardo Rodrigues Teixeira / Resumo: As atividades grupais estão presentes em várias áreas do conhecimento e têm sido uma importante ferramenta na Atenção Primária à Saúde. Quando entendido como processo, o grupo pode representar a resistência aos modos individualizantes, pode atuar como um dispositivo capaz de construir modos de produção de desejo e criatividade, provocando uma subjetividade singular. O presente trabalho descreveu e analisou a experiência de um grupo de vivência de mulheres enquanto espaço de produção de desejos, desmistificando modos de ser e de viver. A investigação, de natureza qualitativa, foi conduzida com as integrantes do grupo de convivência Reviver, constituído por senhoras na faixa dos 50 anos ou mais. O grupo teve início em 1999 tendo como público-alvo original usuárias da área de saúde mental do Centro de Saúde Escola (CSE), da Faculdade de Medicina de Botucatu da Universidade Estadual Paulista (UNESP), e, como proposta, ser um espaço de promoção da saúde e de lazer. Inicialmente, eram encaminhadas pelo CSE, mas, com o fortalecimento do grupo, as próprias participantes começaram também a convidar amigas e familiares. As técnicas de coleta utilizadas foram observação participante, entrevista com formuladores do grupo e entrevistas baseadas nas histórias de vida de cinco mulheres. As histórias de vida foram integralmente transcritas e estudadas mediante análise temática de conteúdo. Os núcleos temáticos foram identificados segundo os diferentes ciclos da vida, tendo como mais relevantes: na infância e juventude (as dificuldades financeiras e a violência) e na vida de casada ("o lugar de mulher é dentro de casa", laços sociais fragilizados, dificuldades financeiras, experiências de violência e a ajuda profissional). Reconheceu-se, ainda, os núcleos temáticos significativos... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Group activities are present in many fields of knowledge and are an important tool within primary healthcare. When regarded as a process, the group may represent resistance to individualization and may act as a device with the capacity to construct ways of producing desire and creativity, thereby causing singular subjectivation. The present study described and analyzed a group experience among women as a space for producing desires and demystifying the ways to exist and live. This investigation of qualitative nature was conducted among members of the Reviver ("Live Again") social group, formed by women aged 50 years and over. This group was started in 1999, and its original target population was female users of the mental health sector of the Health Center School of the Botucatu Medical School, Universidade Estadual Paulista (UNESP). Its aim was to provide a space for health promotion and leisure. Initially, women were referred to the group by the Health Center but as the group strengthened, the participants themselves started to invite friends and family members to join. The data gathering techniques used were participant observation, interviews with group organizers and interviews based on the life histories of five women. The life histories were transcribed in full and evaluated by means of thematic content analysis. The core topics were identified according to different cycles of life, and the most important of these during childhood and young adulthood were financial difficulties and violence, while during married life they were "a woman's place is in the home", weakened social ties, financial difficulties, experiences of violence and professional help. Significant core topics relating to experiences within the Reviver group were also recognized, namely: experiences that... (Complete abstract click electronic access below) / Mestre

This thesis is a narrative inquiry into the experiences of two childrens lives in school. I lived alongside the two children in their grade five classroom for eight months of their school year inquiring into the ways that their school experiences and their relationships with the teacher, classmates, and subject matter influenced the way they composed their stories to live by. In this thesis I share a personal reflection on the way my story to live by has been shaped by my experiences, specifically as a student, a teacher, and a researcher. I use field notes and taped conversations with each of the two boys to retell the stories they shared with me and apply them to literature and theory. I use Deweys Criteria of Experience within a narrative framework to help understand and retell the stories of the two boys as well as Clandinin, Pushor, and Murray Orrs commonplaces of narrative inquiry: place, temporality, and sociality. I explore Aokis planned and lived curriculum and Noddings ethic of care and fidelity in teaching as they applied to the inquiry.

This thesis is a narrative inquiry into the experiences of two childrens lives in school. I lived alongside the two children in their grade five classroom for eight months of their school year inquiring into the ways that their school experiences and their relationships with the teacher, classmates, and subject matter influenced the way they composed their stories to live by. In this thesis I share a personal reflection on the way my story to live by has been shaped by my experiences, specifically as a student, a teacher, and a researcher. I use field notes and taped conversations with each of the two boys to retell the stories they shared with me and apply them to literature and theory. I use Deweys Criteria of Experience within a narrative framework to help understand and retell the stories of the two boys as well as Clandinin, Pushor, and Murray Orrs commonplaces of narrative inquiry: place, temporality, and sociality. I explore Aokis planned and lived curriculum and Noddings ethic of care and fidelity in teaching as they applied to the inquiry.

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This thesis presents the link between the environment and Foreign Language Teaching (FLT) based on ecolinguistics, which defines the inextricability of the environment and language. The specific aim of this thesis is to demonstrate the importance of an ecolinguistic approach to FLT with an ecocritical discourse analysis of textbooks use to teach French as a foreign language. Using the ecolinguistic tool The Stories We Live by, the analysis aims to assess the extent to which the textbooks stimulate environmental awareness and ecological communicative competence. The research concerns two textbooks, Totem and Saison, and investigates the representation of the stories and their polarity from the perspective of deep ecology. The results show the textbooks to exhibit a general tendency towards ambivalent content. Moreover, the presence of explicit ecological reference in the content was evaluated and revealed, by the analysis, to be under-represented in the textbooks' content. The analyses are presented as model analyses for an ecolinguistic evaluation of textbooks, which could be used by teachers seeking an ecologically conscious textbook. The thesis also seeks to encourage further research into the ecological aspect of FLT, notably in textbooks. KEYWORDS ecolinguistics, stories we live by,...

Catholic educational leaders serve as the primary faith leaders in their school community and remain influential in the public discourse of Catholic education. As insiders understanding the contextual educational landscape, and who are at the forefront of renewal and change within their own school communities, Catholic educational leaders are critical in providing an account and understanding of how their lived experience contributed to the formation of their Catholic identity. Through their daily interactions with parents, students, stakeholders, politicians, and community, their ability to articulate their Catholic identity as a school leader is imperative for the broader understanding of Catholic education. This study, grounded in narrative inquiry methodology, explored the question “What is the lived experience of Catholic educational leaders in relation to shaping, informing, and influencing the conceptual formation of Catholic identity in 21st century schools?” This question resonates with the necessity to better understand how Catholic identity is lived authentically within Catholic schools for leaders who are entrusted with leading a diverse faith community. Four Catholic educational leaders share their stories of experience, working within a relational three-dimensional space of temporality, sociality, and place as key considerations of inquiry. By living, reliving, telling, and retelling their stories to live by, threads of coherence and continuity link their personal, professional, and spiritual landscape. Participant findings generated four organizing categories: Catholic identity, Catholic education, Catholic leadership, and relationships. Each category was subsequently framed with additional sub-categories to further develop and deepen Catholic identity as a storied landscape of experience within the framework of the three- dimensional narrative inquiry. Navigating this inquiry space gave rise to contradictions and tensions surrounding the articulation and expression of Catholic identity the difficult and complex role of Catholic educational leadership, the turmoil of an educational landscape that is challenging the relevance of Catholic education, and the dynamic and every evolving influence relationships have on faith formation. To both insiders and outsiders of Catholic education, this study illuminates a better understanding of how Catholic educational leaders shape, form, and influence the conceptual formation of their Catholic identity in 21st century schools. It also provides a lens to view how diversity and unity of Catholic identity is constructed and understood narratively. / Graduate

La presente tesi di dottorato ha come oggetto la trasposizione televisiva di tre romanzi character driven: Heidi, Pippi Calzelunghe e The Story of Tracy Beaker. Questi, analizzati soprattutto dal punto di vista della protagonista femminile, sono stati studiati, così come i relativi adattamenti, utilizzando un modello metodologico di analisi che poggia le sue basi teoriche sia nell'estetica della letteratura per ragazzi sia nelle teorie dell'adattamento e della sceneggiatura. Il mercato audiovisivo e la tipologia di spettatori cambiano rapidamente e ciò rende necessaria un'attualizzazione non solo tematica, ma anche stilistica dell'opera originaria, alla ricerca di un compromesso tra la fedeltà al testo iniziale, necessaria per permettere al target l'immediata riconoscibilità dell'opera e dei personaggi, e l'esigenza di rispettare le richieste della contemporaneità. A livello accademico, lo studio degli adattamenti della letteratura per l'infanzia si è concentrato quasi esclusivamente in ambito cinematografico e non televisivo, nonostante quest'ultimo fornisca molti spunti di riflessione tanto sul processo di adattamento in sé quanto sulla serialità. Il presente lavoro si propone perciò di andare a riempire il gap teorico sull'argomento, ponendosi necessariamente a cavallo di due ambiti, -la letteratura e l'audiovisivo. Di conseguenza, l'approccio privilegiato è più letterario che pedagogico e si interseca con gli studi sull'adattamento e sull'industria audiovisiva. / This PhD dissertation investigates the adaptations from children's novels into television series, with a focus on three character-driven stories: Heidi, Pippi Longstockings and The Story of Tracy Beaker. Starting from the original novels, investigated mostly from the point of view of the female protagonist, the study then analyses the corresponding television adaptations, whether animated or live action, through a methodology that has its theoretical basis both in the aesthetics of children's literature and in the screenwriting theories. Nowadays, the audiovisual market and therefore the public are changing rapidly, making it necessary to update the thematic and the stylistic features of the original works from which the adaptations are drawn. Actually, adaptation is often a compromise between the contemporary market demand and the fidelity to the content, necessary to fulfil the expectations of the target audience. Surprisingly, there is a scarcity of critical literature on children's television adaptations, even if they represent a very rich topic as they raise specific issues both on the adaptation process itself and on serialisation. The present work, therefore, aims to fill the existing gap in the field of children's adaptations, placing itself where two critical areas, literature and media, meet. Consequently, the primary narrative approach intersects with studies on adaptation and audiovisual industry.