The thesis titled Possibilities and limits of work with motivation of pupils with ADHD and ADD syndrome at first degree of primary school specializes in finding effective motivation of these pupils. In the theoretical part of the thesis will be defined notions of motivation, ADHD and ADD, teaching methods, organizational forms, evaluating the relationship between teacher and pupil. It will also be a sub-analysis of individual concepts and relationships between them. Processed theoretical background will be taken into account in the practical part. The practical part will pick out the most effective way of motivating pupils with ADD and ADHD syndrome integrated in the regular classroom at primary school. The research methods will be used direct and participant observation, case study, analysis of pupils' projects. Key words: motivation, ADHD, ADD, teaching methods, organizational forms, assessment, teacher-pupil relationship

Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2017-02-23T11:18:20Z No. of bitstreams: 1 flaviogarciadeoliveira.pdf: 1333988 bytes, checksum: 601cd1c0518dd0e6cf5e0d584b4bd4d5 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-23T11:57:06Z (GMT) No. of bitstreams: 1 flaviogarciadeoliveira.pdf: 1333988 bytes, checksum: 601cd1c0518dd0e6cf5e0d584b4bd4d5 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-23T11:57:34Z (GMT) No. of bitstreams: 1 flaviogarciadeoliveira.pdf: 1333988 bytes, checksum: 601cd1c0518dd0e6cf5e0d584b4bd4d5 (MD5) / Made available in DSpace on 2017-02-23T11:57:34Z (GMT). No. of bitstreams: 1 flaviogarciadeoliveira.pdf: 1333988 bytes, checksum: 601cd1c0518dd0e6cf5e0d584b4bd4d5 (MD5) Previous issue date: 2007-06-26 / Este trabalho se constituiu a partir de uma pesquisa qualitativa de abordagem histórico-cultural, tendo como base teórica as idéias de Lev Vygotsky sobre linguagem e desenvolvimento cultural. A pesquisa buscou acompanhar e compreender o processo de desenvolvimento cultural de uma criança dos 12 aos 20 meses de idade focando a emergência da linguagem e o desenvolvimento da relação consciente desta com a água a partir da interação vivida com sua professora em situação de aula de natação. O trabalho de campo foi realizado na escola de natação do Colégio dos Jesuítas de Juiz de Fora. Um processo de aulas com 8 meses de duração fez com que essa criança percorresse o período de pesquisa, mais ou menos dos 12 aos 20 meses de vida. As aulas foram individuais com duração de 20 minutos, duas vezes por semana, e foram registradas através de vídeo-gravação e notas de campo. Dessa forma, foi documentado, neste período, os primeiros passos da criança no campo dos significados culturais. / This work is a spin off of qualitative research of cultural-historical approach, being based on the ideas of Lev Vygotsky about language and cultural development. The research aimed to follow and understand the cultural process of development of a child from his 12 to 20 month of age focusing on the language emergence and the development of the conscious relationship between child and water as from the cultural interaction with the teacher in the context of swimming class. The field research has been accomplished at the swimming facility over Colégio dos Jesuítas in Juiz de Fora. A eight month long class set had made this child go through the research process (from his 12 to his 20 month of age). The classes were individual lasting 20 minutes each, twice a week, and were then video taped and notes were taken. In this fashion it was documented, in this period, the kid’s first steps towards the field of cultural meanings.

The purpose of this study was to describe how relationships between student teachers and pupils were constructed within the context of the middle school classroom. The questions guiding the study were: How do student teachers develop relationships with pupils in their classes? What factors in the teaching and learning environment influence the development of these relationships? How do these relationships influence the student teaching experience? This study was a qualitative case study. I observed and interviewed two middle school student teachers as they participated in their student teaching experience. Data include observations of student teachers as they worked with their pupils during typical school activities. In addition, interviews were conducted with the student teachers and the cooperating teachers of the two student teachers. All transcripts of interviews, observation notes and other field notes were analyzed for salient categories and subsequently major themes were developed (Patton, 1990). The findings of the data analysis indicated that the student teaching relationship building process could be explained within the five phases of relationship building (Levinger, 1982,1983). These five phases are: acquaintance, buildup of relationships, continuation and consolidation of relationships, deterioration and decline of relationships and the ending of relationships. Within this framework, relationship building between student teachers and pupils emerged as a multi-layered process, that includes such interactive factors as the educational history of the student teacher and their self-image as a teacher, knowledge of middle school pupils, tendency for self-disclosure, the demonstration of care and concern, extent of lesson planning and finally, classroom management. Suggestions for further research include such ideas as a study of relationship building with first year teachers and how relationship building would differ from a variety of student teaching experiences. Implications for the practice of teacher educators are that specific experiences need to be planned for student teachers that increase awareness of and strategies for building relationships with learners. / Ed. D.

Cette thèse s'inscrit dans la continuité des travaux sur l'analyse des pratiques dans le champ de l'enseignement.Parmi les nombreux dispositifs, à la jonction du psychique et du professionnel, celui de Groupe de Soutien au Soutien(GSAS) travaille la complexité du lien enseignant-élève à partir des cas d'élèves apportés par les participants.L'objectif de la thèse est de comprendre et d'analyser l'efficacité du fonctionnement de la méthode des GSAS àpartir de deux hypothèses. Premièrement, la structure temporelle soutient le travail de contenance du groupe enpermettant une expérience singulière d'empathie. Deuxièmement, l'appropriation subjective de cette expérienceempathique contribue à une modification du lien enseignant-élève sur le terrain. Le matériel clinique provient de deuxsources de données complémentaires : d'une part, le fonctionnement des groupes en tant qu'observatrice-participante etanimatrice et d'autre part, des entretiens cliniques réalisés auprès de participants.Une première partie théorique montre l'ancrage du GSAS imaginé par le psychanalyste J. Lévine dans l'histoiredu mouvement de la pédagogie psychanalytique, sa filiation et ses écarts aux groupes-Balint. Elle présente la méthodeen trois temps suivis d'un moment initié dans le groupe pour préparer le retour en classe. La seconde partie théoriquetraite de l'empathie, d'un point de vue historique et conceptuel. Puis, l'empathie, articulée au Moi-peau et dans undialogue entre le Moi et le Soi, est explorée dans une perspective psychanalytique et une approche spirituelle.Les résultats de la partie clinique montrent que l'expérience du processus empathique prépare aupositionnement empathique. L'accueil des affects ou émotions d'un sujet exposant un cas d'élève puis, le jeud'identifications et de projections pour entrer dans le paysage intérieur supposé de l'élève et, en dernier lieu, leséchanges autour de pistes psycho-pédagogiques sont constitutifs de l'expérience groupale. Celle-ci prépare au gesteintérieur qui caractérise le positionnement empathique : accueillir-comprendre-accompagner.La spécificité de ce dispositif est de transmettre envers les élèves une posture proche de l'empathie maternelle.Le travail psychique de l'attention et celui de l'identification projective normale, à l'oeuvre dans cette pratique cliniquegroupale, pourraient concerner d'autres métiers du lien, là où des sujets, confrontés à la souffrance d'autres sujets, ontbesoin d'un étayage de leur Moi-professionnel. / This thesis continues the works on practice analysis in the teaching field. Among the numerous settings inwhich the psyche and the professional meet, the Support to Support Group works (in french GSAS) on the complexityof the teacher-pupil relationship, through case studies of pupils brought in by participants.The aim of this thesis is to understand and analyse the efficiency of the GSAS method. Two hypotheses haveguided the research: first, the time-structure process supports the holding work of the group, allowing for a uniqueempathic experience; second, the subjective appropriation of this empathic experience contributes to modify theteacher-pupil relationship in the classroom. The clinical material derives from two complementary sources: the waygroups function as observed as a participant and trainer on the one hand, as well as clinical interviews of GSAS parti -cipants on the other.A first theoretical part shows how the GSAS, imagined by the psychoanalyst J. Lévine, is rooted in the historyof the psychoanalytic pedagogy movement, how it derives and differs from Balint Groups. It introduces the 3 phasesmethod, followed by a moment initiated in the group to prepare the return in the classroom. The second theoretical partdeals with empathy from a historic and conceptual point of view. The empathy, then related to the skin-ego and in adialogue between the ego and the self, is explored in a psychoanalytical perspective and a spiritual approach.The results of the clinical part show that experimenting the empathic process prepares for the empathic positioning.Receiving the affects or emotions of a person presenting a pupil’s case, then the interplay of identifications andprojections to enter the pupil’s supposed inner landscape, and lastly, the exchanges around psycho-pedagogical hypothesesare all part of the group experience. This experience prepares for the inner gesture which characterises theempathic positioning: receiving-understanding-supporting.The specificity of this setting is to pass on a posture close to maternal empathy towards the pupils. The psychologicaltasks of attention and of normal projective identification at work in this clinical group practice could concernother professionals confronted with the suffering of others, who also need to be supported in their professional-ego.

Dans l’objectif de rendre intelligible les caractéristiques des parcours scolaires des enfants d’origine maghrébine en France, nous avons mené une étude qualitative et microsociologique dans des milieux défavorisés de l’Île de France. Notre intérêt a porté sur l’appréhension et le démêlage des éléments et des facteurs qui rendent possible ces parcours. Pour ce faire, nous avons opté pour une méthode biographique qui nous a permis de montrer que le profil et le parcours scolaires des jeunes rencontrés résultent d’un processus globale interactif et constructif dont plusieurs éléments, phénomènes et évènements interdépendants s’interfèrent et s’influencent. Ainsi, nos investigations montrent la primordialité de la dimension singulière et individuelle de chaque expérience scolaire. En revanche, la formation et la transformation d’un parcours scolaire ne se limitent ni à cette singularité ni à des conditions générales de vie et de scolarité des enfants d’immigrés maghrébins, mais sont le résultat de l’interaction continue de l’ensemble de ces éléments. Par ailleurs, les configurations et les histoires familiales demeurent un composant substantiel de ces éléments. Enfin, nous avons décelé, chez une importante partie de nos enquêtés et leurs familles, une forte volonté de réussite scolaire, comme seul moyen de leur ascension social. / The purpose of this paper is to give an intelligible account about the schooling characteristics of children living in France and coming from North Africa. We carried out a qualitative and micro-sociological study in underprivileged area of Région Ile de France. We devoted our interest on the apprehension and the disantanglement of the elements and factors making these schoolings possible. In order to achieve this, we opted for a biographical method that permits us to prove that the qualifications and the schoolings of the young people we have met result from a global interactive and constructive process of which several elements, phenomena and interdependent events interfere and influence one another. Thus, our investigations show how essential each school experience is in its uniqueness and its individuality. On the other hand, the formation and transformation of a schooling go beyond this singularity, the general living conditions and schooling of the children born to North African immigrants, but are the result of the continious interaction of all these elements. In addition, the types of families and their histories remain a substantial component of these elements. Finally, we identified among those surveyed and their families a strong will to succeed at school, this being the only way to go up the social ladder.