A sociedade, de um modo geral, vem se transformando vertiginosamente em todos os sentidos. O avanço das Tecnologias de Informação e Comunicação (TICs) tem contribuído significativamente para a aceleração do processo de mudança. Na atual sociedade do conhecimento, indivíduos compartilham virtualmente dos mesmos interesses e objetivos. Redes de informação e de conhecimento são construídas a todo momento. A globalização da informação e a acirrada competitividade têm afetado diversas áreas do conhecimento nas quais se insere a Educação e a Administração de Empresas, e conseqüentemente a formação e a qualificação dos profissionais dos níveis mais altos da organização: o Gestor Empresarial. É sobre essa formação, permeada pelos avanços das tecnologias digitais e suas possibilidades, que se insere a presente pesquisa. Ela foi desenvolvida segundo a abordagem qualitativa e como método de coleta de dados adotou-se a bibliográfica, cuja análise baseou-se eminentemente na análise documental. A investigação comprova a tese de que as diversas competências solicitadas pelo mundo do trabalho não estão sendo devidamente contempladas nos cursos de graduação de Administração de Empresas e também nos cursos de pósgraduação (lato sensu) de Gestão Empresarial no formato presencial tradicional. Para tal, identifico conceitos e competências necessárias ao perfil do profissional. Analiso focos, tendências e a prescrição curricular dos cursos de Gestão Empresarial ministrados no exterior e no Brasil e discorro sobre as especificidades da Educação a Distância (EAD) como modalidade de ensino-aprendizagem. Diante das informações obtidas ao longo da pesquisa, ao final faço uma proposta de formação na modalidade de Educação a Distância on-line para um curso de pós-graduação de Gestão Empresarial, utilizando como formato um currículo em rede para atingir as novas competências requeridas pela área, integrando simultaneamente espaços mais adequados e atualizados de formação nacionais e internacionais, por meio da fluência tecnológica digital e de um tratamento andragógico diferenciado em relação aos novos conteúdos para a formação de gestores empresariais. / Society, in general, has been quickly changing in all senses. The development of Information and Communication Technologies (TICs) has significantly contributed to accelerate the process of change. Nowadays, individuals virtually share the same interests and goals within the knowledge realm. Information and knowledge nets are built every time. Information globalization and keen competitiveness have affected several fields of knowledge in which Education and Business Management are included. Consequently, preparing and qualifying professionals from the highest levels of an organization, the Business Manager, have also faced this challenge. The present paper is about such preparation which is always modified by the digital technology advancement and its possibilities. A qualitative approach was used and the data collection was bibliographic which analysis was mainly based on documental analysis. This research confirms the thesis that the several competences required by the job market are not being considered in traditional every-day-attendance undergraduate courses and graduate courses of Business Management. Thus, I identify the necessary concepts and competences for a suitable manager profile. I analyse places, trends, and the curricular requirements of Business Management courses offered abroad and in Brazil. I also discuss about the specifications of Distance Learning (EAD) as a modality of teaching-learning. With the information gathered along the research, I finally make a suggestion for graduation with the Distance Learning on-line approach for a graduate course on Business Management, using as a format a web curriculum in ordet to attain the new competences required by the field, simultaneously integrating places which are more suitable and more updated nationally and internationally through the digital technologic flow and a differenciated adult education approach regarding the new contents for graduation of Business Managers.

O ensino de ciências deve ser estruturado de forma a dar condições para que os alunos se aproximem da cultura científica, aprendendo não só os conceitos, mas também as práticas e linguagens específicas da ciência, e construindo uma autonomia intelectual para poder tomar decisões no seu cotidiano. Partindo deste pressuposto, nos propomos a investigar o que os alunos escrevem quando opinam sobre aquecimento global e como eles se apropriam de um material de divulgação sobre o assunto. Os textos analisados são provenientes de um concurso de redações promovido por uma emissora de televisão da região de Ribeirão Preto (SP), cujo tema era \"Aquecimento Global: e eu com isso?\" e o material de divulgação é um DVD produzido pela emissora para as escolas. Buscamos caracterizar os textos dos alunos segundo o gênero discursivo predominante, as idéias principais e o tipo de abordagem e discurso presentes, como eles utilizam o conhecimento científico e qual é a noção de efeito estufa presente. Fizemos as mesmas análises para o DVD e comparamos com os conteúdos das redações. Nossos resultados mostram que os alunos escrevem, em sua maioria, textos dissertativos e narrativos sobre as causas e consequências do aquecimento global relacionadas às atividades humanas e as medidas para resolver o problema. Eles usam predominantemente as dimensões ambientalista e pessoal para compor seus textos, e menos da metade utiliza uma abordagem ou linguagem próximas da científica. Dos alunos que utilizam conhecimento científico nas suas redações, metade fornece explicações que justificam suas afirmações. Grande parte não menciona o efeito estufa em seus textos, e poucos estabelecem a relação de que o efeito estufa causa o aquecimento global, mostrando pouco entendimento conceitual. Sobre a apropriação do DVD, de modo geral poderíamos dizer que os alunos não se posicionam diante deste material, mas quando detalhamos as idéias principais e cada dimensão do texto percebemos que eles questionam alguns conteúdos do DVD. Concluímos que o papel de valores pessoais e morais e a consciência ambiental são importantes, mas é necessária maior atenção ao aprendizado de conhecimentos científicos, para que os alunos entendam o fenômeno e saibam escolher melhores alternativas para a resolução desse problema ambiental. / Science education should be structured to provide conditions for students to engage in the scientific culture, learning not only concepts but also the specific practices and language of science, building an intellectual autonomy to make decisions in their real life. Under this assumption, we propose to investigate what students write when they opine about global warming and how they appropriate a publicizing material on the subject. The texts analyzed are from a composition contest sponsored by a television broadcasting company in the region of Ribeirão Preto (SP) with the theme \"Global Warming: what do I have to do with it?\" and the publicizing material is a DVD produced by the company for the schools. We sought to characterize the students\' texts according to the genre of speech that is predominant, the main ideas and the approach and discourse that are present, how they use the scientific knowledge and what concept of greenhouse effect they presented. We analyzed the DVD with the same approach and compared it with the contents of the compositions. Our results show that most students write argumentative and narrative texts about the causes and consequences of global warming linked to human activities and the measures aiming to resolve the problem. They predominantly use personal and environmental dimensions to compose their texts, and less than half of them use an approach or language close to the scientific. Half of the students who use scientific knowledge in their essays provide some kind of explanation that justifies their assertions. Most of them did not mention greenhouse effect in their texts, and few have established the relationship that the greenhouse effect causes global warming, showing little conceptual understanding. Regarding the appropriation of the DVD, in general, we could say that the students do not position themselves before this material, but when we specify the main ideas and each dimension of the texts we see that they question some of the contents of the DVD. We conclude that moral and personal values and environmental awareness are important when it comes to this kind of problem, but we must also pay greater attention to the learning of scientific knowledge if we want students to understand the phenomenon and know how to choose the best alternatives for resolving the problem.

Abstract Adult education provided by society has been on the rise. From the Church's standpoint, however, adult education has not been developed sufficiently to meet the demands of today. In my study I deal with the Finnish Evangelical Lutheran concepts of adult education, adult learning and teaching as well as the underlying concepts of man during the years 1958 to 1990. The main sources for my thesis are the documents concerning adults in the Total Plan for Church Education and the specialist discussion in the magazine of Kristillinen kasvatus. In addition, I look at the supplementary material of the adult education of the beginning of the 1980's. As the theoretical basis I have the framework of adult educational philosophy and learning theory (behaviorist, cognitive-constructive and humanistic). My method of study is a qualitative content analysis. The Christian concept of man as an open concept of man enables making good use of knowledge. Yet the tension between the theological and the pedagogical framework is evident. The relation of faith and education is defined as dialectic and the relation of theology and pedagogics is defined as dialogic. The adult right for the kind of adult education that supports personal growth is defended, the adult education of society is criticized because of its emphasis on utility. The discussion conveys the experience of an adult not being seen as a subject but being made into an object instead, which refers to the behaviorist concept of man. The humanistic concept of man is given support, there is a certain boundary aspect in relation to man's goodness and unrealistic educational optimism, but it is also the Christian concept of man that considers it man's duty to develop himself. The emphasis on life-long learning awakes one to see that the idea is based on the grounds of the Church. Living as a Christian is a life-long growth and learning process. Adult education is most generally understood as supportive to the holistic growth of an adult. When setting educational goals the behaviorist view is given up and the setting of the goals in interaction with adults is emphasized. The relation to the adult education of society is defined as complementary and advanced. Along with the Total Plan for Church Education largely based on behaviorist model, it is learning, however, that is regarded as more important than teaching. While knowledge cannot be transmitted, the process nature of learning cognitive-constructively is emphasized. In adult education learning is seen as humanistic growth, growing humanistically. Freire's educational philosophy gives support to seeing adults as subjects in a parish. Parish pedagogics wishes to make parishes into intergenerational learning communities. Adult teaching needs to change from the one-way communication of the Catechism tradition into a dialogue. Interaction and making use of experience are considered integral elements in adult encounter. Different concepts of learning live side by side in the Church. The humanistic concept of learning has gained a footing since the 1970's in the field of adult education, especially in supplementary training. On the official and specialist level the adult educational thinking of the Church seems to have kept up with pedagogical knowledge. Teaching methods may change in parishes when parish workers adopt a new concept of learning, which is a challenge to education.

Masters of Art / South Africa, like many ex-colonial contexts finds itself confronting difficult decisions about multilingualism. The South Africa constitution recognizes eleven official languages and provides for education in these languages. At present, few parents opt to put their children in African language classrooms.This study explores the case of an inner-city school in Cape Town which offered limited provisions in learning in Afrikaans and isiXhosa besides the main language English. The study elicited learners’ ideas and attitudes about the viability of these languages as languages of teaching and learning through the primary use of interviews. Learners’ perceptions of language are discussed within a language ideological framework that distinguishes between modernist and post modernist ideas of language in a transforming postmodern context.Among the findings are ideologically loaded discourses of how these learners undermine the use of Afrikaans and isiXhosa as languages of education in order to create or enact a certain learner identity which they deem appropriate for this context. Furthermore, downgrading of their languages is largely embedded in the need to separate languages of the home and education as some languages are more than others believed to offer social and economic flexibility.

Esta dissertação tem como objetivo estudar o ensino-aprendizagem do francês como língua estrangeira por alunos adolescentes por meio da produção do gênero multimodal tutorial em vídeos, bem como verificar como os alunos desenvolveram as capacidades de linguagem por meio de uma sequência didática visando a produção desse gênero. Para realizá-la, nos embasamos, sobretudo, no quadro teórico-metodológico do Interacionismo Sociodiscursivo (ISD), tal como apresentado por Bronckart (1999, 2003, 2006, 2008, 2010) para a compreensão do agir humano por meio da linguagem e de seu consequente desenvolvimento. Assim, apoiamo-nos no modelo de análise textual do ISD para o estudo dos aspectos verbais presentes no gênero tutorial em vídeos. Como o gênero articula tanto os aspectos verbais como não verbais na sua construção de sentido, servimo-nos do quadro da Semiótica Sociointeracional proposta por Leal (2011) em que a autora propõe a união do quadro de análise do ISD com as categorias da Gramática do Design Visual (GDV) desenvolvida por Kress e Van Leeuwen (2006). Além disso, baseamo-nos nos estudos de Schneuwly e Dolz (2004/2012) sobre a utilização de gêneros textuais como instrumentos no ensino-aprendizagem e em Dolz, Pasquier e Bronckart (1993) sobre a noção de capacidades de linguagem. No que concerne ao campo da didática de línguas (maternas e estrangeiras), tivemos como aportes os estudos de outros teóricos da vertente do ISD (SCHNEUWLY; DOLZ, 2004/2012; CRISTOVÃO, 2014/2015; LOUSADA, 2014, MELÃO, 2014). Para ter o gênero como objeto de ensino, fizemos uma análise textual, o modelo didático, e posteriormente, elaboramos uma sequência didática e aplicamos em duas turmas de adolescentes. Após a aplicação, analisamos as produções iniciais e finais com a finalidade de saber se houve o desenvolvimento das capacidades de linguagem dos alunos. Para trazer mais indícios sobre o desenvolvimento, recuperamos excertos do diário de bordo da professora e das conversas gravadas dos alunos trocadas no momento da produção. Os resultados mostraram que houve um desenvolvimento significativo das capacidades de linguagem dos alunos, embora o gênero seja complexo por articular tanto elementos verbais como não verbais. Ademais, o gênero permitiu a aprendizagem dos alunos no que diz respeito a outros saberes não previstos no nosso estudo. Com esta pesquisa, esperamos ter trazido contribuições ao ensino-aprendizagem de línguas por meio de gêneros textuais, à multimodalidade e aos gêneros emergentes na era digital. / This dissertations goal is to study the teaching and learning of French by teenage students through the production of the multimodal genre video tutorial, as well as verify how the students developed the language capacities through a didactic sequence that aimed at the production of this genre. Our research was based mainly on the Socio-Discursive Interactionism (SDI) theoretical and methodological framework as developed by Bronckart (1999, 2003, 2006, 2008, 2010) to understand human acting through language and its consequent development. This research is also based on the SDI textual model analysis to study the verbal aspects found in the video tutorial genre. Since verbal and nonverbal aspects are combined in this genre, we used the Socio-Interactionism Semiotics proposed by Leal (2011) in which the author suggests the union of the SDI analysis framework with the Grammar of Visual Design (GVD) developed by Kress and Van Leeuwen (2006). In addition, this research is based on the studies by Schneuwly and Dolz (2004/2012) about the use of textual genres as instruments in teaching and learning and about the concept of language capacities. Regarding the field of language didactics (L1 and L2), we also employed studies by SDI scholars (SCHNEUWLY; DOLZ, 2004/2012; CRISTOVÃO, 2014/2015; LOUSADA, 2014, MELÃO, 2014). In order to use the genre as an object of teaching, we analysed some texts and created a didactic model of it; then, we created a didactic sequence which we applied to two classes of teenage students. After applying it, we analysed the initial and final productions in order to discover if the students developed their language capacities. We had access to some excerpts of the teachers journal and to some conversations recorded between the students when doing their productions to have more clues about the development. The results showed that the students developed substantially their language capacities, in spite of the complexity of the genre due to the articulation of so many verbal and nonverbal elements. Moreover, the genre allowed the students to learn other knowledge that were not foreseen in our study. With this research, we hope to bring contributions to the field of teaching and learning of languages through textual genres, of multimodality and of emergent genres of the digital era.

The study investigated the linguistic challenges faced by Setswana-speaking Grade 7 learners when writing Science examinations in English. Learners from rural and township schools are only introduced to English as a language of learning and teaching in Grade 4, which creates problems for the learners because English is foreign to them. Teachers help by translating words or code-switching but it become a problem in the examinations because teachers cannot help the learners during the examination session. Since starting as a Grade 7 Mathematics and Science teacher almost three years ago, I have noticed that Grade 7 Setswana-speaking learners are struggling to understand the language used in formal assessments, which is English. I decided to investigate the linguistic challenges these learners face when writing Science examinations in rural and township schools. The purpose of conducting this research is to help policymakers to meet the linguistic needs of non-native English speakers. The study will also make curriculum development specialists and those who set provincial question papers aware of the linguistic challenges faced by non-native speakers of English in primary schools. Lastly, the study will help readers gain a better understanding of why some teachers prefer to use indigenous languages when they teach over English and why some prefer to use English over indigenous languages. Many literature sources state that non-native English-speaking learners underachieve academically because of learning in a language that is not their first language (O’Connor & Geiger, 2009; Dawber & Jordan, 1999; Ortiz, 1997; Statham, 1997). The participants comprised of four purposively selected Grade7 Natural Science teachers, two SGBs and Grade 7 learners from two primary schools in Hammanskraal, Gauteng. This study followed a qualitative research approach and falls under the interpretive research paradigm. It is a phenomenological study and focuses on the lived experiences of teachers and learners. Methods of data collection used were classroom observations, interviews, questionnaires, and document analysis. Data gathered indicated that Setswana-speaking learners made basic errors such as spelling, sentence construction, grammar, incomplete sentences, mixed languages, using words that do not exist, tenses and understanding instructions. Recommendation to the SGBs is that they should consider these linguistic challenges when they draft language policies for rural and township schools. / Dissertation (MEd)--University of Pretoria, 2020. / Humanities Education / MEd / Unrestricted

The reading process is a demanding cognitive process. With it, we achieve various levels of reading literacy. Pupils with dyslexia face not only problems mastering the reading technique, but also comprehension of the text. The main goal of the diploma thesis is to assess and find out how the learning process of pupils with dyslexia at the second stage of primary school takes place with regard to the reading process, which is weakened in these pupils. The partial goal of the diploma thesis is to find out which methods are used by teachers when working with pupils with dyslexia. The diploma thesis is processed as a qualitative research investigation using the technique of observation of a selected group in the educational process (second grade students), analysis of student documentation and interviews with students, their parents and teachers according to a pre-prepared scenario. The diploma thesis deals with the influence of the use of intervention aids on the educational process of pupils with dyslexia at the second stage of primary school and the suitability of individual aids for intervention in specific cases.

La disparition d'un dispositif de français en ligne et à distance ne peut qu'interroger quand elle a lieu dans le contexte d’une université ouverte. C’est de cette interrogation que part la présente thèse située en sciences de l’éducation et en didactique des langues et ancrée dans le domaine des cultures d’apprentissage, de l’autoformation et du FLE, et dont l’objectif initial était de réaliser l’analyse du déclin du dispositif pour essayer d'en comprendre les raisons. Le dispositif ayant été coordonné, conçu et réalisé par des personnes d’origines européenne et africaine, prévu pour un public tanzanien, et ayant reçu un soutien important de la coopération française et de la hiérarchie de son université d’implantation, l’Open University of Tanzania (OUT), il a, d’abord, fait l’objet d’une réflexion portant sur les cultures et habitudes d’apprentissage au sein de l’OUT afin d’étudier dans quelle mesure une culture pédagogique du Nord, présente à travers les acteurs français et formés en France, et la culture d’apprentissage des étudiants tanzaniens inscrits à l’OUT pouvait entrer en tension et constituer une cause de la disparition du dispositif initial. A côté de cela, il n’était pas possible non plus d’oblitérer la question de potentielles divergences fatales au sein même du dispositif de français, renvoyant à un possible décalage entre les conceptions des acteurs (concepteurs, enseignants et étudiants) pour ce qui concerne l’enseignement et l’apprentissage des langues mais aussi l’apprentissage médiatisé par les technologies. Au-delà de l’analyse du déclin du dispositif, cette thèse, en croisant les réponses des étudiants avec celles des responsables et enseignants de l’OUT a permis de mettre au jour, chez les étudiants, des pratiques originales marquées par la culture (d’apprentissage) tanzanienne. Elle révèle comment les étudiants reconstituent du présentiel au sein d’une université ouverte qui prône l’autoformation et propose des enseignements exclusivement à distance. L’étude montre au final, que c’est au niveau micro des conceptions et de l’adhésion des acteurs aux principes initiaux du dispositif que se situent les réels enjeux. L’analyse croisée des résultats de l’étude sur le dispositif de français (des documents fondateurs du dispositif de français aux réponses des étudiants et des enseignants) montre que de fortes convergences existent entre le dispositif tel qu’il a été pensé, d’une part, et les pratiques des étudiants de même que leurs attentes à l’égard d’un dispositif d’enseignement-apprentissage des langues, d’autre part. Mais les tensions se révèlent particulièrement fortes quand il s’agit d’envisager le numérique dans la formation en français. L’analyse rend manifeste que ce sont les conceptions négatives des enseignants au regard du numérique en éducation qui conduisent à l’abandon du dispositif en ligne au profit d’un enseignement en présentiel et que, contrairement à l’institution qui intègre les pratiques étudiantes, les enseignants en charge du dispositif de français ne prennent pas en compte les pratiques et attentes de leur public. Cette étude montre donc que, tout au moins dans le cas étudié, les tensions potentiellement fatales pour un dispositif ne se situent pas dans la rencontre des cultures d’enseignement-apprentissage si, comme, le montre l’adaptation du fonctionnement de l’OUT aux pratiques effectives des étudiants, une volonté d’adaptation est présente permettant d’aller vers une culture commune. Les difficultés apparaissent lorsque les cultures d’apprentissage et les pratiques sont imaginées et/ou projetées à partir d’expériences personnelles et que la mise en avant de ces cultures et pratiques ou non-pratiques imaginées, conduit à l’imposition du dispositif qu’un groupe d’acteurs disposant d’un certain pouvoir entend privilégier. / The decline of an online and distance learning program for French as a foreign language offered in an African open university is the starting point of this research, which is located in the fields of educational sciences and applied linguistics and dealing with learning cultures, self-training and language learning methodology. The initial objective of this PhD thesis was to understand what caused the program to fail. The teaching and learning program was coordinated, designed and implemented by people of European and African origin, intended for a Tanzanian audience, and received significant support from French cooperation and the hierarchy of its host university, the Open University of Tanzania (OUT). The thesis analyses the cultures, especially the learning cultures within the OUT, in order to explore to what extent the encounter of a pedagogical culture of the North, present through the French agents and African teachers, who were trained in France, and of the learning culture of Tanzanian students enrolled in the OUT could be a factor explaining the decline of the initial program. The thesis also investigates possible fatal divergences within the French program itself, analyzing a possible discrepancy between the conceptions of the different parties involved in the program (designers, teachers and students) with regard to the teaching and learning of languages but also to computer assisted (language) learning. Beyond the analysis of the decline of the system, this thesis has made it possible to reveal, among students, original learning practices shaped by the Tanzanian (learning) culture. It shows how students create face to face learning situations in an open university that promotes self-study and offers exclusively distance learning. It also highlights the fact that the institution has partially adapted and integrated the practices of its students. The study shows that the actual (cultural) challenge lays on the micro level of the attitudes and beliefs and the acceptance of the initial principles by the different agents. The investigation of the French program (including the documents that established the pedagogical principles of the program and the responses of students and teachers) shows that there is strong convergence between the program as it was designed on the one hand, and students' practices and conceptions of a language course on the other hand. But tensions are particularly high when it comes to considering digital technology in French language training. The analysis highlights that negative teacher conceptions of digital technology in education has led to the termination of the online learning program in favor of face to face teaching and that, unlike the institution that integrates student practices, teachers in charge of the French program do not take into account the practices and expectations of their audience. This study therefore shows that, at least in the case studied, the potentially fatal tensions for a learning program are not caused by the encounter of teaching and learning cultures if a willingness to adapt and to move towards a common culture is present. Difficulties arise when learning cultures and practices are imagined and/or projected from personal experiences, and when the focus on these imagined cultures and practices (or non-practices) leads to the imposition of a particular system by a group of agents with some power.

Mini Dissertation (MA)--University of Pretoria, 2013. / gm2015 / Afrikaans / MA / Unrestricted

The involvement of carers in oncology is important for the health of people diagnosed with cancer as well as carers themselves. To improve their involvement, three groups; patients, their carers, and  clinicians should maintain good communication. The e-learning interface, eTRIO, has a learning module for each of these three groups. The design of eTRIO is based on research from psycho- oncologists. This study aims to answer the question; What are the strengths and weaknesses of the eTRIO interfaces for clinicians, carers, and patients in terms of their usability? Heuristic evaluation and think-alouds have been conducted to answer this. The results of this study show that interactive activities, as well as neatly presented content, are engaging the user, buttons and content should have clear purposes. The eTRIO interface will enhance carers' involvement with good usability, making it easy for users to retain important information. Strengths and areas for improvement will be presented in this study. / Inkludera cancerpatienters närstående i onkologi är viktigt för både cancerpatienter och deras närstående. För att förbättra de närståendes inkludering måste tre grupper; patienter, deras närstående och läkare ha god kommunikation mellan varandra. E-lärande platformen, eTRIO, har en modul för varje ovannämnd grupp. Designen av eTRIO är baserad på forskning av psyko-onkologer. Denna studie har som syfte att besvara frågan; Vad är eTRIOs gränssnitts styrkor och svagheter för läkare, cancerpatienter och närstående med avseende på användarvänlighet? En heuristisk utvärdering och think-alouds har gjorts för att svara på denna fråga. Resultaten av denna studie visar att interaktiva aktiviteter och visuellt tilltalande presenterat innehåll engagerar användarna samt att knappar och innehåll behöver tydliga syften. Gränssnitten av eTRIO kommer att förbättra närståendes inkludering med bra användarvänlighet och gör det lätt för användare att komma ihåg viktig information. Styrkor och områden för förbättring kommer att presenteras i denna studie.