Made available in DSpace on 2014-06-11T19:26:52Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-04-07Bitstream added on 2014-06-13T20:55:32Z : No. of bitstreams: 1 silva_fc_me_assis.pdf: 1887559 bytes, checksum: 21eb99755480352a4ac96eed6e24ee11 (MD5) / Secretaria de Estado de Educação de São Paulo / O presente trabalho está vinculado ao Grupo de Pesquisa “Leitura e Literatura na Escola”, do Departamento de Literatura da Faculdade de Ciências e Letras de Assis (UNESP), que se consolidou a partir de diversos estudos sobre a recepção de narrativas juvenis por alunos do Ensino Fundamental. A pesquisa-ação incluiu a realização de um trabalho de incentivo à leitura, promovendo o contato dos alunos com narrativas literárias, no Ensino Fundamental II (5ª a 8ª séries, ou 6º ao 9º ano), da Escola Estadual “Jardim Primavera”, da cidade de Cerqueira César. A aplicação do projeto, em parceria com professores da escola, dispôs da carga horária semanal da disciplina de Leitura e Produção de Textos do Ensino Fundamental II, durante o segundo semestre do ano de 2009. Essa parceria demandou também um programa de aperfeiçoamento da prática docente no ensino da leitura, por meio de encontros de formação. Desse modo, o projeto trazia os seguintes objetivos: estudar o papel da literatura infanto-juvenil para a efetiva formação do leitor, buscando contribuir para a superação do baixo desempenho dos alunos das escolas públicas na competência leitora; discutir sobre o aproveitamento de narrativas literárias na sala de aula, abrangendo aspectos ligados à prática docente e às metodologias de ensino da literatura; e analisar as impressões de leitura desses alunos, com base nos postulados da Estética da Recepção (Hans Robert Jauss). Após a aplicação dos projetos de leitura nas doze turmas da escola, procedeu-se a análise dos resultados quantitativos, para a seleção do corpus de análise, em função do que se verificou a possibilidade de um estudo comparativo da recepção nas três turmas de sétima série, para as quais foi oferecida para leitura... / The current work is bonded to the “Reading and Literature at School” Research Group, at the Literature Department of “Faculdade de Ciências e Letras de Assis (UNESP)”, which consolidated itself from the several studies about the youthful narratives reception by Elementary School pupils. The action research included the performance of a work of literature incentive, promoting the contact between the pupils and the literary narratives, in Elementary School (from level 5 to 8, or 6 to 9), in “Jardim Primavera” Public School, in “Cerqueira César” city. The project application, into partnership with the teachers of the school, disposed of the weekly hours of the “Reading and Writing” subject in Elementar y School, during the second semester in 2009. This partnership also demanded an improving program of the teaching practice in reading teaching, by the means of schooling meetings. In this way, the project had the following objectives: studying the children‟s literature role to the effective reader schooling, trying to contribute to the surpassing of the pupils with poor performances in reading ability in public schools; discussing about the use of literary narratives in classroom, including aspects bonded to the teaching practice and to the methodologies of literature teaching; and analyzing these pupils‟ reading feelings, based on principles of the Reception Aesthetics (Hans Robert Jauss). After the application of the reading projects in eleven different classes of the school, it was carried out the analysis of the quantitative data results to the selection of the corpus of analysis, according to what was observed, the possibility of a comparative study of the acceptance in the three... (Complete abstract click electronic access below)

Orientador: João Luís Cardoso Tápias Ceccatini / Banca: Carlos Eduardo Mendes de Moraes / Banca: Thiago Alves Valente / Resumo: O presente trabalho está vinculado ao Grupo de Pesquisa "Leitura e Literatura na Escola", do Departamento de Literatura da Faculdade de Ciências e Letras de Assis (UNESP), que se consolidou a partir de diversos estudos sobre a recepção de narrativas juvenis por alunos do Ensino Fundamental. A pesquisa-ação incluiu a realização de um trabalho de incentivo à leitura, promovendo o contato dos alunos com narrativas literárias, no Ensino Fundamental II (5ª a 8ª séries, ou 6º ao 9º ano), da Escola Estadual "Jardim Primavera", da cidade de Cerqueira César. A aplicação do projeto, em parceria com professores da escola, dispôs da carga horária semanal da disciplina de Leitura e Produção de Textos do Ensino Fundamental II, durante o segundo semestre do ano de 2009. Essa parceria demandou também um programa de aperfeiçoamento da prática docente no ensino da leitura, por meio de encontros de formação. Desse modo, o projeto trazia os seguintes objetivos: estudar o papel da literatura infanto-juvenil para a efetiva formação do leitor, buscando contribuir para a superação do baixo desempenho dos alunos das escolas públicas na competência leitora; discutir sobre o aproveitamento de narrativas literárias na sala de aula, abrangendo aspectos ligados à prática docente e às metodologias de ensino da literatura; e analisar as impressões de leitura desses alunos, com base nos postulados da Estética da Recepção (Hans Robert Jauss). Após a aplicação dos projetos de leitura nas doze turmas da escola, procedeu-se a análise dos resultados quantitativos, para a seleção do corpus de análise, em função do que se verificou a possibilidade de um estudo comparativo da recepção nas três turmas de sétima série, para as quais foi oferecida para leitura... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The current work is bonded to the "Reading and Literature at School" Research Group, at the Literature Department of "Faculdade de Ciências e Letras de Assis (UNESP)", which consolidated itself from the several studies about the youthful narratives reception by Elementary School pupils. The action research included the performance of a work of literature incentive, promoting the contact between the pupils and the literary narratives, in Elementary School (from level 5 to 8, or 6 to 9), in "Jardim Primavera" Public School, in "Cerqueira César" city. The project application, into partnership with the teachers of the school, disposed of the weekly hours of the "Reading and Writing" subject in Elementar y School, during the second semester in 2009. This partnership also demanded an improving program of the teaching practice in reading teaching, by the means of schooling meetings. In this way, the project had the following objectives: studying the children‟s literature role to the effective reader schooling, trying to contribute to the surpassing of the pupils with poor performances in reading ability in public schools; discussing about the use of literary narratives in classroom, including aspects bonded to the teaching practice and to the methodologies of literature teaching; and analyzing these pupils‟ reading feelings, based on principles of the Reception Aesthetics (Hans Robert Jauss). After the application of the reading projects in eleven different classes of the school, it was carried out the analysis of the quantitative data results to the selection of the corpus of analysis, according to what was observed, the possibility of a comparative study of the acceptance in the three... (Complete abstract click electronic access below) / Mestre

Syftet med denna studie är att se hur planering påverkar effektiviteten vid instudering av ny repertoar. Denna studie har ett designteoretiskt perspektiv och är baserad på idéer från personer så som Robert Schenck, Gunnar Lif, Harald Jørgensen, Johannes L. Hatfield och Roger Säljö. Jag använde mig av videoobservation samt loggbok för att dokumentera och analysera läroprocessen. I resultatet beskrivs vilka teckenvärldar och resurser som använts, vilka didaktiska metoder som använts samt vilken av de två strukturer som jämförts som fick bäst resultat. Några av de teckenvärldar och resurser som användes var kroppen, rösten, piano, iPhone och appen iReal, nothäfte, notställ och spegel. Skillnaderna mellan teckenvärldar och resurser i de olika strukturerna var främst hur tiden disponerades och de verktyg som behövdes för att hålla tiderna. De didaktiska metoder som användes var uppsjungning, repetition, scaffolding, ökande svårighetsgrad och instudering av harmonik. De skillnader som fanns var bland annat hur tiden disponerades och hur melodin instuderades. Den planerade övningen gjorde att låten blev instuderad snabbare och gjorde slutresultatet av låten bättre.  I diskussionen problematiseras resultatet för att komma fram till för- och nackdelar med de olika strukturerna. / The purpose of this study is to watch how planning affects the efficiency of the studying of new repertoire. This study has a design theoretical perspective and is based on ideas from persons as Robert Schenck, Gunnar Lif, Harald Jørgensen, Johannes L. Hatfield and Roger Säljö. I have used video observation and a logbook to document and analyze the learning process. In the results, it is described which modes and resources that have been used as well as which didactic methods that have been used. Also, which of the two structures that was compared got the best results.Some of the modes and resources that were used was the body, voice, piano, iPhone and the app iReal, sheet music book, music stand and a mirror. The differences in modes and resources between the two structures was primarily how the time was disposed and the tools needed to keep the time. The didactic methods used were a singing warm-up, repetition, scaffolding, an increasing difficulty and studying of the harmony. The differences that existed were among other things, how the time were distributed and the way the melody was learnt. The planned practice made the studying of the song faster and made the end result better. In the discussion, the results are problematized to understand the pros and cons of the two structures.

Orientador: Dagoberto Buim Arena / Banca: Raquel Lazzari Leite Barbosa / Banca: Ana Maria Esteves Bortolanza / Banca: Cláudia Mosca Girotto / Banca: Maria da Glória Guará Tavares / Resumo: Esta tese investiga o ensino de Língua Inglesa (LI) diante da implementação das Tecnologias Digitais da Informação e Comunicação (TDICs) ancorada na Abordagem Comunicativa (AC) e suas Teorias Sociointeracionistas. O objetivo geral é o de verificar se essa mudança metodológica traz ganhos acadêmicos para os alunos acostumados atualmente com as inovações multimídias como tablets, computadores, celulares, vídeo games etc e com a presença desses gadgets em todos os âmbitos de suas rotinas, exceto dentro dos muros escolares nos quais o uso desses aparelhos é limitado. Para fundamentar este estudo, foram consultados principalmente os seguintes autores: Pierre Levy, Don Tappscott, Luciano Meira, Paula Sibilia, Almeida Filho, Noam Chomsky, Richard Brown, Lev Vigotski, Jean Piaget, dentre outros. A investigação teve como metodologia o estudo de caso e foi realizada no primeiro semestre de 2015, tendo como sujeitos duas turmas do primeiro ano do ensino médio e uma professora do Instituto Federal do Ceará (IFCE). Durante este estudo, foram usados dois questionários, um protocolo de observação participante e uma avaliação em LI como instrumentos de pesquisa. Após a triangulação de dados qualitativos e quantitativos obtidos durante o trabalho, foram observados resultados acadêmicos positivos no que concerne ao ensino de Língua Estrangeira (LE) com o apoio das novas tecnologias, isto é, os alunos, submetidos ao uso das TDICs, apresentaram mudanças de atitudes, de comportamentos, das relações entre eles e entre o conteúdo. Obtiveram ainda um incremento de 22,7% nas suas médias nas avaliações de LI. Assim, diante desses câmbios e de outros dados, também advindos deste trabalho sobre o ensino de LI por meio dos ambientes de aprendizagem virtual para esses alunos das novas gerações (nativos digitais), esta tese apresenta algumas contribuições metodológicas, uma proposta que... / Abstract: This thesis investigates English teaching in the face of implementation of Digital Information and Communication Technologies (DICTs) based upon the Communicative Approach (CA) and its Social Interactionist Theories. It has as its main objective to verify if such methodological change brings academic gains to students accustomed nowadays to multimedia innovation as tablets, computers, cell phones, video games etc and to the presence of those gadgets in all dimensions of their routines except inside school's walls in which the use of those tools are limited. In order to substantiate this study, I reached for the following authors: Pierre Levy, Don Tappscott, Luciano Meira, Paula Sibilia, Almeida Filho, Noam Chomsky, Richard Brown, Lev Vigotski, Jean Piaget among others. This investigation had a case study as its research methodology and it was done in the first semester of 2015, having, as subjects, two sophomore year classes and a High School teacher of Instituto Federal do Ceará (IFCE). During the study, two questionnaires, an observation protocol and an English evaluation were used as research tools. After triangulation of qualitative and quantitative obtained data, positive academic results concerning Foreign Language Teaching (FLT) and new technologies use were observed, that is, the students, subjected to DICTs, presented changes of attitudes, behaviors and relationship among themselves and between students and content and they also obtained an increase of 22,7% on their averages in English tests. So, before those changes and other data provided by this work on English teaching and use of virtual learning environments by new generation students (digital natives), this thesis presents some methodological contributions, a proposition to introduce at research locus (IFCE), a digital attitude towards English teaching and learning process with the goal of aligning idiom teaching at the ... / Doutor

The thesis contains studying material – textbook for the practice in food microbiology for the students of the secondary technical schools of chemistry and food science. Verification of practical utility and didactical advisability of submited exercices was realized at The Secondary Technical School of Chemistry in Brno.

It is often emphasized that children and young people around the world are too inactive, that the schools only focus on theoretical learning and that children in school lack concentration or wander too much in the classroom. The connection between the aforementioned observations was something we wanted to interpret and was something that we found interesting. In order to answer our questions we approached them from a child’s point of view. The purpose of this study was to examine the correlation between physical activity and quietude for studying. This survey was conducted at two schools that participate in a project where they add more scheduled physical activity. Applying qualitative research methods such as interviews and observations, we obtained results that were then analyzed from different perspectives on learning and physiological processes, including theories about learning. The results showed that both the students and educators in the study considered that physical activity had positive effects. Furthermore, the results showed that the students perceived that physical activity leads to increased quietude for studying. Educators were also positive about the effects of physical activities had on studies, but they considered that structure and clarity were also important. From our research we can conclude that the students agree that having physical activity in school is advantageous.

Scholars in the peace and conflict field oftentimes argue that peace is somewhat underconceptualised. The Varieties of Peace network has made a substantial effort in furthering the conceptualisation of peace by creating a comprehensive framework, theorising peace as three different approaches: situational, relational and ideational. In this thesis, I explored how this framework can be applied in an empirical context and how the approaches relate to each other; testing the internal validity and assumptions of the framework. By shifting the common focus of peace from stability to a dynamic process of change, I studied how peace changes in an empirical context that is typically understood as static: frozen conflicts. In a case study on Abkhazia from 1994-2008, I used process-tracing to study how the three approaches relate to each other, either harmoniously or with dissonance, and to describe the changes of peace in a frozen conflict. I conclude that the Varieties of Peace framework has proven to be useful when studying the dynamics of peace and how it changes in a post-conflict setting. It has been especially useful in capturing the cyclical dynamic of change in a frozen conflict. The framework has comparative and comprehensive advantages in studying the peace as a complex, dynamic process, but inhibits some issues regarding the trade-off between complexity and parsimony and concerning the internal validity. Further research is needed in order to utilise its full potential as a framework that can be used to systematically study the varieties of peace in the world.

There has been a rise non-governmental organizations (NGOs) as part of a global health system that seeks to treat children with cleft lip and palate (CLP) in resource-poor countries. As a craniofacial abnormality, CLP affects a child’s ability to communicate and consume food, and the stigma associated with the condition leads to both social and physiological suffering. International NGOs use an apolitical humanitarian rhetoric to justify the need to provide this life-saving surgery. This thesis assesses CLP interventions by applying a critique of neoliberalism to explore the ways economic rationalities are extended to the domain of humanitarianism. By employing an ethnographic approach of “studying up,” this thesis critiques a North American NGO, referred to as Mission Smile. To reveal how neoliberal rationalities are embedded within the organization, this research draws on data from media analysis, participant observation, and interviews with medical volunteers and employees at Mission Smile. This thesis argues that neoliberal rationalities permeate throughout the organization. Economic calculus are not only embedded in the organization’s goal to provide surgery to “as many children as possible,” but also undergirds the distribution of humanitarian aid. Moreover, the surgery Mission Smile provides is described as an “investment in a child’s future” that enable children with CLP to become a contributing member of society. While this study reveals how neoliberal rationalities can converge with values of humanitarianism, it also shows that the extension of neoliberal rationalities into new domains is not a cohesive process. Volunteers describe an emergence of communitas, a feeling of bubbling joy and a shared humanity, and a development of a moral relationship with their recipients that lies partially outside the domain of market rationalities. / Graduate

I denna studie undersöks och jämförs två olika tillvägagångssätt som kan tillämpas för att memorera musik. Syftet med arbetet är att utveckla strategier för att jag enklare ska lära mig spela stycken utantill, detta genom att ställa fysisk och mental memorering mot varandra genom instudering av verk från olika genrer och med varierande komplexitetsgrad. Jag använder också formscheman som analysredskap. Tidigare har jag inte haft något bra sätt att memorera stycken på. Vid framföranden har jag ofta tappat bort mig i musiken. Genom studien fann jag att associativ minnesinkodning var mest effektiv av de valda strategierna, men att de alla utvecklade min instuderings- och memoreringsförmåga. Jag fann även att utantillspel inte är ett måste: det är acceptabelt att spela med noter om jag tycker att det låter bättre. / In this study, two different approaches to memorize music are compared. The purpose of the project is to develop my strategies for performing by heart. By engaging in different memorization processes, music works of different genres and difficultness were learned by heart. Furthermore, music analysis is used as a tool for the memorization. In the past, I didn't have a good strategy for memorizing. During performances, I often got lost while playing. Through the study, I found that content addressable access was the most efficient of the selected strategies. However, all strategies developed my abilities to study and memorize music. I also found that memorization is optional: if I think it sounds better, I will use the score when playing.

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