Conselho Nacional de Desenvolvimento Científico e Tecnológico / This study aims to investigate the constitution of the social role of the Language teacher/professor opposing it to an emancipated profession as Psychology, observing the internal asymmetry of the alopoietic systems and the endogeny of the autopoietic systems. With this in mind, it was used the methodological support from Corpus Linguistics to analyze and compare corpora, composed by graduate research papers, lato sensu monographs, stricto sensu dissertations and theses in the Language and in the Psychology areas. First, it was questioned how the macro and microanalyses, generated by the programs TreeTagger, WordSmith Tools 6.0 and the Semantic Mapper, are related to the multidimensional analysis. Second, it was verified which categories (axiologic, deontic and/or epistemic alethic ones), linguistically characterize the professional profile of the linguistic educators and psychologists. Third, it was examined which conceptions were recurrent in the corpora from the cluster analyses of the concord lines. These questions of the research were answered by the Holistic Theory of Activity. In this study, this theory is focused in questions about professional development in the opposition to autopoietic and alopoietic processes (RICHTER, 2011). In the sequence of the studies, it was observed the frame of each profession with basis in the statistical and qualitative survey of the corpora. The emphasis of the analysis was in the attribution factor which characterizes the social roles and the professional model. After the development of the theoretical review, it was passed to the methodological aspects which maintain this analysis. The collection of the texts which compose these corpora was accomplished on the internet by means of visiting the database of libraries of Brazilian universities. It was also collected texts in public and private university libraries of Santa Maria. After the arrangement of the corpora, the texts were converted into the txt format (text without format). The texts of the Language area were separated in two groups, market teachers and academic professionals, while the corpus of Psychology did not suffer any subdivision. The corpora were tagged and drew out the classes of words with more elevated results. Therefore, it was passed on to the use of the software WordSmith Tools 6.0 with the obtainment of the quantitative results for the words in prominence in the WordList. Later, it was passed on the Semantic Mapping of these words and the separation in subcategories. In the receipt of the mapping results, it was started the dimensional analysis. The results of this analysis indicate the prominence to the gnoseologic and praxeological competences and to the modal verbs must and can . The concords analysis was effectuated with the words which belong to these categories. The final results show a differentiation between emancipated and non-emancipated professions. The first ones guide their development and professional performance by the Ethic Federal Council and, the second ones, in the orientations found in professional s academic papers with postgraduate education and in the guidelines of the official documents. More specifically, the corpus with Psychology texts points to the linguistics indicia related to an autopoiesis, characterized by the regulated professions and the professionals of the Languages area subdivide them in alopoietic linguistics traces (market professionals) and almost autopoietic ones (academic professionals). / Este trabalho tem por objetivo investigar a constituição do papel social do professor de Letras contrapondo-o ao de uma profissão emancipada como a Psicologia, observando a assimetria interna dos sistemas alopoiéticos e a endogenia dos sistemas autopoiéticos. Para tanto, utilizaram-se os pressupostos metodológicos da Linguística de Corpus para analisar e comparar corpora, compostos por textos veiculados em trabalhos finais de graduação (TCCs), monografias lato sensu, dissertações e teses stricto sensu das áreas de Letras e Psicologia. Inicialmente, questionou-se como as análises macro e microscópicas, geradas pelos programas TreeTagger, WordSmith Tools 6.0 e Mapeador Semântico, relacionam-se à análise multidimensional. Em um segundo momento, averiguou-se que eixos (axiológico, deôntico e/ou epistêmico alético) caracterizam linguisticamente o perfil profissional dos educadores linguísticos e dos psicólogos. Na terceira fase, buscou-se verificar que concepções são recorrentes nos corpora a partir da análise dos clusters das linhas de concordância. Essas perguntas de pesquisa foram respondidas à luz da Teoria Holística da Atividade. Neste estudo, enfoca-se essa teoria nas questões sobre o desenvolvimento profissional na oposição entre processos autopoiéticos e alopoiéticos (RICHTER, 2011). Na sequência dos estudos, observou-se o enquadramento de cada profissão com base no levantamento estatístico e qualitativo dos corpora. O enfoque da análise foi no fator de atribuição que caracteriza os papéis sociais e a modelagem profissional. Após o desenvolvimento da revisão da literatura, passou-se para os aspectos metodológicos que sustentam esta análise. A coleta dos textos que compõem os corpora foi realizada via internet, por meio da visitação aos bancos de dados de bibliotecas de universidades brasileiras. Também foram coletados textos nas bibliotecas de universidades públicas e privadas de Santa Maria. Após a formação dos corpora, os textos foram convertidos para o formato txt (texto sem formatação). Os textos da área de Letras foram separados em dois grupos, profissionais de mercado e profissionais da academia, enquanto o corpus de Psicologia não sofreu subdivisões. Os corpora foram etiquetados e extraíram-se as classes de palavras com resultados mais elevados. Passou-se, assim, para a utilização do software WordSmith Tools 6.0 com a obtenção de resultados quantitativos para as lexias em destaque na WordList. Posteriormente, passou-se para o mapeamento semântico dessas lexias e separação em subcategorias. De posse dos resultados do mapeamento, iniciou-se a análise multidimensional. Os resultados dessa análise apontam o destaque para as competências gnoseológica e praxeológica e para os verbos modais deve e pode . A análise dos concords foi efetuada com as lexias que pertencem a essas categorias. Os resultados finais apontam para uma diferenciação entre profissões emancipadas e não emancipadas. As primeiras orientam sua formação e atuação profissional pelo Conselho Federal de Ética e, as segundas, nas orientações encontradas nos textos acadêmicos de profissionais com especializações e nas orientações dos documentos oficiais. Mais especificamente, o corpus com os textos da área da Psicologia aponta para indícios linguísticos voltados para uma autopoiesis, característico das profissões regulamentadas e os profissionais da área de Letras subdividem-se em indícios linguísticos alopoiéticos (profissionais de mercado) e quase autopoiéticos (profissionais da academia).

Die Untersuchungen dieses Beitrages gehen von dem Gedanken aus, daß sich bestimmte Eigenschaften musikalischen Erlebens erst erklären lassen, wenn man grundlegende Eigenschaften von Geistestätigkeit theoretisch erschlossen hat. Entsprechend skizziert Abschnitt 2 einen Ansatz zur Modellierung von Geistestätigkeit, welcher das Fechner’sche Gesetz zum Bindeglied zwischen der transzendenten Geistestätigkeit und ihrem immanenten Erleben erklärt. Mit der Charakterisierung einer modellhaften Geistestätigkeit als ›meta-physikalisch‹ wird dieser eine physikalische Kompetenz zugeschrieben. Konkret geht es um das Vollziehen kanonischer Transformationen, die von zentraler Bedeutung für das Verständnis von Bewegung in der Theoretischen Physik sind. Das Fechner’sche Gesetz vermittelt entsprechend zwischen den Transformationen und ihren infinitisimalen Erzeugenden. Aufgrund der Nichtkommutativität der Transformationengruppe ergeben sich Diskrepanzen zwischen der transzendenten Tätigkeit und ihrem immanenten Erleben hinsichtlich der Bilanzierung von zusammengesetzten Transformationen. Sie betreffen u.a. die Verrechnung von subjektiven Standpunktwechseln, welche sich in der tonalen Musik bei harmonischen Ausweichungen manifestieren. Musikalischer Untersuchungsgegenstand sind deshalb tonale Ambiguitäten. Abschnitt 3 rekapituliert und vergleicht Analysen von Chopins Prélude op. 28/4 von mehreren Autoren und sammelt dabei Indizien für das Bestehen einer genuinen Ambiguität, welche sich auf mehreren Beschreibungsebenen manifestiert. In Bezug auf den Kontrapunkt wird die Ambiguität vor dem Hintergrund einer Unterscheidung von (diatonischen) Schritten und (chromatischen) Alterationen gedeutet. In Bezug auf die Harmoniebewegung geschieht dies vor dem Hintergrund einer Unterscheidung von Fundamentschritten und virtuellen Verrückungen des tonalen Bezugs. / The investigations in this article are based on the idea that certain characteristics of musical experience can only be explained when fundamental characteristics of mental activity have been theoretically opened up. Correspondingly, Section 2 outlines an approach to the modeling of mental activity. It explains Fechner’s law as the link between transcendent mental activity and its immanent experience. With the characterization modelled mental activity as “meta-physical” a physical competence is assigned to it. It consists in the performance of canonical transformations, which are of central importance for the understanding of motion in theoretical physics. Fechner’s law mediates between the transformations and their infinitimal generators, accordingly. Due to the non-commutativity of the transformation group, there are discrepancies between the transcendent activity and its immanent experience with regard to the accounting of composite transformations. These involve the comprehension of changes of the subjective point of view. In tonal music they are manifest in local displacements of the tonic. The music-theoretical investigation therefore focusses on tonal ambiguities. Section 3 recapitulates and compares analyses of Chopin’s Prelude op. 28/4 by several authors and thereby collects evidence of the existence of a genuine ambiguity, which appears on several levels of description. With regard to counterpoint, the ambiguity is interpreted on the background of a distinction between (diatonic) steps and (chromatic) alterations. With regard to the harmony movement, this is being done on the background of a distinction between fundamental steps and virtual shifts in the tonal reference.

No description available.

Whilst there are numerous studies on young people’s engagement in academic study, the internal relationship between young people and academic study is still unclear. This thesis seeks to explain the relation of young people to their academic study, in the context of Brunei Darussalam, through analysing young people’s motive hierarchy. The research is based on the understanding that young people are faced with multiple contradicting demands from the society, which evolve with their developmental age. The contradicting demands generate conflicts for young people as they participate across the different institutional practices in their everyday lives. The research entailed a semi-participatory research approach, which emphasised young people’s lived experiences, from a first-person perspective. Eight (8) young people aged 16-18 years who are studying for their GCE A Level examinations, played roles as both trained Student Researchers, as well as participants in this research. Data were collected from focus group discussions, annotated photo albums (MyAlbum) and a ‘participant self-generated’ questionnaire (MyQuestionnaire). The focus of the data collection was on the young people’s experiences of conflicts with respect to their academic study and the different agendas in their everyday lives. Intermediary tools were developed to focus the data analysis to identify motive-orientations and their relative importance in the construct of the motive hierarchy of a young person. An initial general model of motive hierarchy was developed from this study too. It is a societal demand for young people in late adolescence to be vocational and career oriented. However this study shows the eight (8) young people are also oriented towards other objects, apart from being future oriented. They can still have a dominant motive-orientation towards intimate personal relations, which usually prevails for early adolescence. Two other motive-orientations have also emerged from this study, i.e. the societal value system and self-comfort related. These different motive-orientations of the young people contradict the societal demands and create conflicts for the young people as they participate in and across the practices. These findings are important in informing intervention programmes to improve young people’s engagement in academic study.

Fundação de Amparo a Pesquisa no Estado do Rio Grande do Sul / The parameterization study of a didactic instrumental of interdependent teaching of Language and Literature for the High School of the Basic Education runs through the sensitization and literary authorship as pilots of guidelines in the construction of an affective motivation for the learning. Bazerman (2011) enhances that the teachers can and must consider more the social and cultural forms which surround the life of the students, as well as their affective lives, investing in their specific capacities of contextual management (cognitive and affective) with knowledge. For this purpose, the workshops of sensitization (awareness) to Literature, Reading and Textual Production, performed over the school semester in a second year class from the High School of the Basic Education, in a school of the state public education in the city of Santa Maria, Rio Grande do Sul, proposed themselves as a framework able to the development of didactic tools that articulated themselves, inside the interactionist approach, methodological procedures centralized in the so called sensitization processes, that is, techniques similar to the pre-activities inside a same interactionist paradigm. This founds itself in the precepts of the communicative teaching, at the same time that tries to establish a Zone of Proximal Development (VYGOTSKY, 2003) permeated of reflexive-critical practices capable of deflagrate an emergency of metacognitive insights. By the theoretical propositions of the Holistic Theory of Activity (RICHTER, 2006; 2008; 2010; 2011, 2015c), the factors of mediation oriented the activities elaborated under a procedural organogram, once that, the development of didactic tasks concentrated in aspects of scripting and, subsequently of authorship, organized themselves according to resources, strategies and concepts. These three groups are the subdivisions of the factors of THA (Holistic Theory of Activity) mediation. The resources, first mediation factor, are the material means (educative artifacts) with which dispose the professional and the client. The strategies, according to the mediation factor, are concrete operations of compatible objects with the cognitive targets to be reached by the professional at school. Therefore, the concepts, third mediation factor, consist in the knowledge that founds the procedures and the professional mediation. The sensitization workshops, proposed in this project, had as methodological basis in a procedural chart, greatly, the Research-action (THIOLLENT, 1996), in which, teachers and students are professional pairs in the personalization of proper investigation style of the real necessities of the students, during and after the learning, the Dialogism problem-solving Freirean (FREIRE; FAUDEZ, 1985), on what the dialogue is designed as action and reflection in the world and on what the are active subjects and collaborative knowledge construction, the Assimilation Theory of Mental Actions by Steps (GALPERIN, 1975), on what knowledge is by chain: motivation, verbalization, interaction and internalization and dialogic interacion (BAKHTIN, 2003) as dynamic appreciation of human demand practice ball.The parameterization of this formative instrumental of teachers founded itself in criteria of mapping of viable design to the proposal raised here as study focus, in view of the fact that, we give priority to a design of didactic material that would take into account the profile and the particularized necessities of the costumers, that is, which would value the expression of the subjects. The results obtained suggest the viability of the format of the course denominated Storyline, as far as its tangible achievements (production of narratives in chapters) originated, mainly, the construction of characters, whose identities are emulations of real processes of the students, that is, their projections as sociocultural subjects, by rivalry game methodology. This projection of socio-cultural subjects identities, more specifically, from adolescence of research subjects students is dependent to the rivalry game methodology, which intersects with Theories of Games (FIANI, 2004; HUIZINGA, 1971), with Theories of Adolescence (CALLIGARIS , 2014) and Theories of Psychology (KLEIN, 1973), so that the professional paradigmed decision-making are allocated on a teaching framework. The teaching framework of the Holistic Theory of Activity, through the didactic alliance and the inseparability of thinking, doing and feeling points to a reasoned methodological approach in the convergence between educational training and human development (cognition and affect) and know-how adviser development literary and linguistic teaching methods. / O estudo da parametrização de um instrumental didático de ensino interdependente de Língua e de Literatura para o Ensino Médio da Educação Básica perpassa pela sensibilização e autoria literária como pilotos de diretrizes na construção de uma motivação afetiva para o aprendizado. Bazerman (2011) ressalta que os professores podem e devem considerar mais as formas sociais e culturais que circundam a vida dos alunos, bem como suas vidas afetivas, apostando nas suas capacidades específicas de manejo contextual (cognitivo e afetivo) com o conhecimento. Para tanto, as oficinas de sensibilização à Literatura, à Leitura e à Produção textual, realizadas ao longo de um semestre letivo em uma turma de 2º ano do Ensino Médio da Educação Básica, em uma escola da rede estadual de ensino da cidade de Santa Maria, Rio Grande do Sul, propôs-se como um enquadramento apto ao desenvolvimento de ferramentas didáticas que articularam, dentro da abordagem interacionista, procedimentos metodológicos centralizados nos assim chamados processos de sensibilização, ou seja, técnicas semelhantes às de pré-atividades dentro do mesmo paradigma interacionista. Este se alicerça nos preceitos do ensino comunicativo, ao mesmo tempo em que procura estabelecer uma Zona de Desenvolvimento Proximal (VYGOTSKY, 2003) permeada de práticas reflexivo-críticas capazes de deflagrar a emergência de insights metacognitivos. Mediante as proposições teóricas da Teoria Holística da Atividade (RICHTER, 2006; 2008; 2010; 2011, 2015c), os fatores de mediação orientaram as atividades elaboradas sob um organograma procedimental, uma vez que, o desenvolvimento de tarefas didáticas concentradas em aspectos de roteirização e, subsequentemente de autoria, organizaram-se segundo recursos, estratégias e conceitos. Esses três grupos são as subdivisões dos fatores de mediação da THA. Os recursos, primeiro fator de mediação, são os meios materiais (artefatos educativos) de que dispõe o profissional e o cliente. As estratégias, segundo fator de mediação, são operações concretas do profissional na escola de objetos compatíveis com os alvos cognitivos a serem alcançados. Por fim, os conceitos, terceiro fator de mediação, consiste no conhecimento que fundamenta os procedimentos e a mediação profissional. As oficinas de sensibilização, propostas nesse projeto, tiveram como bases metodológicas em um organograma procedimental, sobremaneira, a Pesquisa-ação (THIOLLENT, 1996), na qual, professor e alunos são pares profissionais na personalização de um estilo de investigação própria das necessidades reais dos alunos, durante e após o aprendizado, o Dialogismo problematizador freireano (FREIRE; FAUNDEZ, 1985), no qual o diálogo é concebido como ação e reflexão no mundo e em que os sujeitos são ativos e colaborativos na construção do conhecimento, a Teoria da Assimilação de Ações Mentais por Etapas (GALPERIN, 1975), em que o conhecimento se dá pela cadeia: motivação, verbalização, interação e interiorização e a interação dialógica (BAKHTIN, 2003) como dinâmica de valorização da esfera de prática humana da demanda. A parametrização desse instrumental formativo de professores fundamentou-se em critérios de mapeamento de design viáveis à proposta aqui levantada como foco de estudo, haja vista que, privilegiou-se um design de material didático que levasse em conta o perfil e as necessidades particularizadas da clientela, ou seja, que valorizasse a expressão dos sujeitos. Os resultados obtidos sugerem a viabilidade do formato de curso denominado storyline, na medida em que seus desdobramentos mais palpáveis (produção de narrativas em capítulos) originaram, sobretudo, a construção de personagens, cujas identidades são emulações de processos reais dos alunos, isto é, são suas projeções como sujeitos socioculturais, por meio da metodologia do jogo de rivalidades. Essa projeção de identidades de sujeitos socioculturais, mais especificamente, da adolescência dos educandos sujeitos de pesquisa é corolária à metodologia do jogo de rivalidades, que se intersecciona com Teoria dos Jogos (FIANI, 2004; HUIZINGA, 1971), com Teorias da Adolescência (CALLIGARIS, 2014) e com Teorias da Psicologia (KLEIN, 1973), de modo que as tomada de decisão paradigmatizados do profissional estejam alocadas em um enquadramento de trabalho docente. O enquadramento de trabalho docente da Teoria Holística da Atividade, através da aliança didática e da indissociabilidade do pensar, fazer e sentir aponta para um percurso metodológico fundamentado na convergência entre formação pedagógica e formação humana (cognição e afeto) e para um know-how assessorial de desenvolvimento de metodologias de ensino linguoliterário.