Orientador: Maria José Rodrigues Faria Coracini / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-17T13:42:03Z (GMT). No. of bitstreams: 1 Silva_PatriciaNogueirada_M.pdf: 1016608 bytes, checksum: 567f24f5416ad1fe2c07a49b025cbab0 (MD5) Previous issue date: 2011 / Resumo: Esta pesquisa de mestrado pretende problematizar as teorias pedagógicas que, em seu discurso, afirmam estar centradas no aluno, enquanto agente do seu processo de aprendizagem. Apesar desta afirmação, apostamos na hipótese de que o foco do ensino está no discurso sobre o aluno. Filiados à psicanálise e à perspectiva discursiva, em especial aos estudos foucaultianos, no que tangenciam a questão da constituição da subjetividade, debruçamo-nos sobre a análise de recortes discursivos, selecionados entre as respostas a um questionário e os relatos em entrevista oral de professores das classes de alfabetização da rede pública de ensino de uma cidade do Vale do Paraíba, estado de São Paulo. Esta pesquisa parte do pressuposto de que o sujeito é efeito de linguagem e, portanto, cindido e incompleto. Contudo, esta não é a noção de sujeito que costuma nortear os trabalhos realizados na área da educação. As formulações dos professores, participantes desta pesquisa, são determinadas pela concepção logocêntrica que considera o sujeito inteiro e centrado, gestor de suas ações e de seu dizer. Em vista disso, o processo de ensinoaprendizagem é tido, por estes professores, como consciente e controlável, no qual seprioriza a discussão sobre "como" ensinar e a avaliação de sua atuação por si mesmo e pelo outro, deixando rastros das relações de poder-saber que permeiam a trama discursiva no contexto escolar. Independentemente das "inovações" teóricas e metodológicas no campo da aprendizagem, o que escapa no/do dizer destes professores aponta para as representações de aluno passivo e esvaziado de saber, sendo nomeado, muitas vezes, em função disso, como "caso" a ser encaminhado aos serviços especializados da área da saúde. Partindo do corpus desta pesquisa, podemos depreender que a escola é uma instituição que constrói verdades sobre os sujeitos pela via do olhar vigilante sobre o outro e sobre si mesmo, pelo saber clínico que se impõe no campo pedagógico e pela nomeação dos alunos segundo diagnósticos a eles atribuídos. Justifica-se, assim, o aumento da demanda pelo encaminhamento aos serviços especializados da área da saúde e a transformação das questões escolares em "doenças" a serem tratadas. Estas verdades construídas e disseminadas no contexto escolar indiciam o atravessamento de discursos outros, do saber clínico e da medicalização da subjetividade ao discurso capitalista e mercadológico, tramas discursivas que circunscrevem o laço social na contemporaneidade. Esta imbricação de discursividades engendra, como efeito, um processo de ensino-aprendizagem centrado no discurso sobre o aluno e em seu funcionamento enquanto silenciador das singularidades que povoam as salas de aula / Abstract: This Master thesis intents to problematize the pedagogical theories that, in its discourse,claims to be centered on the student, as an agent of its learning process. Despite this assertion, we bet on the hypothesis that the focus of teaching is on the discourse about the student. Affiliated to psychoanalysis and discursive perspective, especially to Foucault studies, in relation to the issue of the constitution of subjectivity, we lean towards the analysis of discursive clipping, selected among answers to a survey and reports to oral interviews from teachers of primary public schools from a city in Vale do Paraíba, in the state of São Paulo. This Master thesis assumes that the subject is effect of the language, therefore, divided and incomplete. However, this is not the notion that guides the work done in education. The teachers' formulations, participating in this survey, are determined by the logocentric conception that considers the subject whole and centered, manager of its actions and sayings. On that account, the learning teaching process is taken, by these teachers, as conscious and controllable, in which they prioritize the discussion of "how" to teach and the evaluation of their acting by themselves and the other, leaving traces of the power-knowledge relations that permeate the discursive plot of the school context. Regardless the theoretical and methodological "innovations" theories in the learning field, what evades these teachers' sayings, points to the portrayal of a passive and empty of knowledge student, often being named, because of this, as a "case" to be referred to the health specialized services. From the corpus of this survey, we can deduce that the school is an institution that builds truths about the subject through its watchful eyes on himself and the other, by the clinical knowledge that imposes itself in the pedagogical field and by nomination of students assigned diagnoses, which justifies the increased demand for routing to the health specialized services and transforms school issues in "diseases" to b treated. These built and disseminated truths, in the school context, indicate the traverse of other discourses, the clinical knowledge and the medicalization of subjectivity to a capitalist and market discourse, discursive plots that encircle the social ties in contemporary times. This imbrication of discursivities produces, as a result, a teaching-learning process centered on the discourse about the student and on its functioning as silencer of singularities that populate classrooms / Mestrado / Lingua Materna / Mestre em Linguística Aplicada

M.A. / Identities are embedded in ‘shared experience’ and are, by implication, inherently social. It thus follows that identities are not formed, claimed, protected nor resisted in a vacuum. Contextual factors, which are influenced not only by historical processes and events, but also by current social, political and economic forces, are significant determinants of identity. In this study, one of South Africa’s former Model C schools was chosen as the research site in which to investigate the relationship between different, but related, contexts, the identities of learners, and the friendships that they formed. Three contexts were examined, namely the historical background of schooling in South Africa, the current school environment and the social context, which refers to relationships between teachers and learners. The teachers, in particular, were found to play a crucial role in shaping the learners’ identities. Their views, attitudes towards schooling and methods of teaching were informed largely by apartheid education, and most of their teaching experience was gained within this context. The general feeling among the teachers was that things had worked better in the past, under a system of segregated education. Although they did not reject or disregard the principle of equal education for all, they were not prepared or equipped beforehand to deal with the changes that the Schools Act introduced, and hence little effort was made on the part of the teachers to actively challenge racial stereotypes in a manner that underlies anti-racist education. De-racialised education did not only result in diversity in terms of ‘race’. It also changed the language and religious profile of the school. In its interrogation of these, and other, identity markers, this study assessed the ways in which the contexts, mentioned above, have impacted on the learners’ conceptions of themselves and others. It is clear that the immediate school context, which is ordered largely by teachers, provides little opportunity for seeking out shared experiences beyond obvious similarities, such as ‘race’, age, grade, sex, and language. However, despite the similarities among members of friendship groups, in terms of the more overt identity markers, learners display a tendency to group around other shared experiences, such as likes or dislikes, similar tastes or hobbies, and it is these experiences that, learners argue, have brought them together as friends. / Professor Peter Alexander Professor Tina Uys

M.Ed. (Educational Psychology) / A research team from the Department of Educational Sciences at the Rand Afrikaans University has recently engaged in a group project to evaluate the responsibilities of the teacher towards a number of aspects. The aim of the study was to determine how important teachers regard some of their responsibilities. Each member of the team did research on a specific aspect of the responsibilities in teaching. This script focuses on the responsibility of the teacher regarding the cognitive development of pupils. The following aspects of cognitive development were evaluated * development of language; * developing memorization skills; * intensifying pupils' observation; * coming to logical conclusions; * creative problem solving; * comprehension of Symbols; * developing pupils' skills regarding figures. The responsibility of the teacher regarding the pupils' cognitive development is described by means of * a literature study, which confirms the importance and relevancy of these aspects discussed and questioned, as well as * an empirical study, based on a questionnaire which was submitted to respondents. Teachers from different levels and school in the Johannesburg region were asked to complete the questionnaire which consisted of 98 questions.

D.Ed. / Human beings make choices resulting in what they say or do, or what they won’t say or won’t do, all of which directly or indirectly influence or direct their conducts and lives. It is on these grounds that educators and learners have to be held directly accountable and responsible for the consequences of their words, actions or conducts in their lack of or failure to learn, or demonstrate self-discipline. The lack of self-discipline at secondary schools is an issue which cannot just continue to be taken for granted, ignored or wished away. / Prof. C.P.H. Myburgh

D.Ed. (Educational Psychology) / Communication is an important and essential part of human life. In this study the necessity and impact of Invitational Communication in classrooms is researched. Communication in classrooms permeates the entire educational process. Academic excellence, conceptual and perceptual development of pupils as well as positive interpersonal relationships are all areas which are directly affected by the quality of the interpersonal communication between teachers and their pupils. Effective teaching therefore, must take cognizance of the importance of interpersonal communication in classrooms. Invitational communication which is based on Invitational Education concepts (the perceptual tradition and self-concept theory), is instrumental in developing unrealized potential of all participants in the teaching process. What teachers believe about their pupils will influence their behaviour towards pupils, especially their communicative behaviour. It is through this communicative behaviour that teachers have the ability to develop human potential or to destroy it. Invitational Communication provides teachers with an acceptable educational stance for interrelating with others in the classroom context. This stance is based on Intentionality, Respect, Trust and Optimism.

M.Ed. (Education Management) / Please refer to full text to view abstract

M.Ed. / To the classroom teacher educational opportunities occur mainly during teaching with an added burden during extra-mural activities. Apart from the formal education the teacher often encounters informal situations during which pupils need guidance in order to master life-skills. During and after the training of teachers the perception is established that an intellectually well-trained educator will also be capable of teaching the necessary life-skills to pupils in need of such skills. The aim of this dissertation 1S to establish the need for interviewing skills by teachers and to point out that pupils are in desperate need to be educated by better equipped teachers. Since interviewing or counsell ing is considered the domain of psycho-therapists in our country, teachers are not being trained to apply this basic skill in order to enable the pupils to help themselves. The basic and those discussed interviews interviews requirements for successful interviews were researched applicable to the school educational situation are in this dissertation. Parameters for successful are mentioned and a framework for the general form of is included. The skills which are referred to in this dissertation can serve teachers to become more effective in their endeavour to enable pupils to help themselves. Students and practitioners of education should gain informal effectiveness by mastering and applying these skills.

M.Ed. / It is clear to me that the need for the teacher and the school to provide educational help and support is greater than ever before. With reference to democratic values in a multicultural society Le Roux (1997:1) is of the opinion that teachers have a lot of responsibility for both “what” and “how” learners learn. To gain better understanding in the “functioning” of the modern educational system it is of the utmost importance to investigate “how” educational goals are attained in the modern classroom. In accordance with this reasoning not only the content of the teaching and learning experience is important but also the process of educational communication (Du Plessis, 1974:5). Especially where education is viewed as help and support to the youth, the helping relationship between teachers and the learners in their care occupies a central position (Okun, 2002:21). In accordance with this view teacher and learners in this study will be seen as senders and receivers of educational verbal and non verbal messages (Goleman, 1996:116; Goleman, 2006:14; Johnson, 2006:126). If the helping relationship is of great importance to teaching and learning and if this relationship is built and maintained via teacher-learner communication, how does the experience of aggression while communicating with their teachers affect learners? What is learners’ experience of aggression while communicating with their teachers? What can be done about the experience of aggression during teacher-learner communication? This research was done in two phases. In PHASE 1 the goal was to explore and describe grade eleven learners’ experience of aggression while communicating with their teachers. In PHASE 2 the goal was the description of guidelines for communication between secondary school learners and their teachers with special reference to the handling of aggression in the communication and relationship. It is a qualitative investigation to explore and to describe learners’ experience of aggression while communicating with their teachers. The research rests on Phenomenological principles and methods (Giorgi, 2002). I followed a functional approach and the research is carried out with the view of improving my own educational practice as well as educational practice in general. The method of data collection followed is a qualitative interpretive constructivist approach to the generation of new knowledge and the specific method employed is phenomenological interviews. The research was conducted at an ex-Model C school. The sample was purposive and grade 11 learners were given an opportunity to participate in the research on a voluntary basis. Grade eleven learners were given opportunity because, in my view, in general, they have both enough experience with teachers and the vocabulary to talk about a complex phenomenon such as the experience of aggression. The methods and procedures employed made extensive use of triangulation with a view to enhancing trustworthiness. Twelve individual phenomenological interviews were conducted as well as a focus group interview. There was a total of nineteen voluntary participants of which eighteen are Afrikaans first language speakers and one is an English first language speaker. Eight boys and eleven girls participated. All of the participants are seventeen years of age. All the participants, except one boy, also wrote a naïve sketch about their experiences before the phenomenological interview or focusgroup interview was conducted. During all the interviews, as well as directly afterwards, field notes were made, by the researcher. The central question of this investigation is: “What is grade eleven learners’ experience of aggression wile communicating with their teachers?” and this question was operationalised in the individual phenomenological interviews, focus group interview, and the naïve sketches as: “How is it for you when your teachers are aggressive when they talk to you?”

The aim of this study was to explore how the perceptions of teachers on their emotional intelligence interpersonal competency of empathy that could be used as a frame to combat xenophobia in schools. The three objectives of this study was to explore and describe: teachers’ perceptions and experiences of xenophobic violence in schools in Port Elizabeth’s Northern Areas; teachers’ responses to xenophobic violence from the emotional intelligence interpersonal competency of empathy; and how emotional intelligence interpersonal competency of empathy could be used as a tool to combat xenophobia in schools. Foreign national learners in Port Elizabeth’s Northern Areas are subjected to xenophobic incidences by some teachers at these schools. This impacts negatively into these learners’ learning environment in these schools. It is behind this backdrop that this study sought to explore how the emotional intelligence interpersonal competency of empathy could be used by teachers as a frame to combat xenophobia in schools. The argument of this study therefore stems from the fact that teachers could use their EI interpersonal competency of empathy to combat xenophobia in their schools. Focus group and mini-focus group interviews was employed to get an explorative, descriptive and interpretive revelation, which was utilised to enhance validity and triangulation for this qualitative study.

The aim of this study was to explore how the perceptions of teachers on their emotional intelligence interpersonal competency of empathy that could be used as a frame to combat xenophobia in schools. The three objectives of this study was to explore and describe: teachers’ perceptions and experiences of xenophobic violence in schools in Port Elizabeth’s Northern Areas; teachers’ responses to xenophobic violence from the emotional intelligence interpersonal competency of empathy; and how emotional intelligence interpersonal competency of empathy could be used as a tool to combat xenophobia in schools. Foreign national learners in Port Elizabeth’s Northern Areas are subjected to xenophobic incidences by some teachers at these schools. This impacts negatively into these learners’ learning environment in these schools. It is behind this backdrop that this study sought to explore how the emotional intelligence interpersonal competency of empathy could be used by teachers as a frame to combat xenophobia in schools. The argument of this study therefore stems from the fact that teachers could use their EI interpersonal competency of empathy to combat xenophobia in their schools. Focus group and mini-focus group interviews was employed to get an explorative, descriptive and interpretive revelation, which was utilised to enhance validity and triangulation for this qualitative study.