Submitted by Priscilla Araujo (priscilla@ibict.br) on 2018-08-02T20:01:51Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) StellaDourado_Doutorado_2018.pdf: 2203076 bytes, checksum: 2bd88b6ba375b1f1dc63977ddffef104 (MD5) / Made available in DSpace on 2018-08-02T20:01:51Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) StellaDourado_Doutorado_2018.pdf: 2203076 bytes, checksum: 2bd88b6ba375b1f1dc63977ddffef104 (MD5) Previous issue date: 2018-03-27 / A pesquisa tem por tema o almanaque em coleção. O almanaque é um documento de informação e comunicação popular escrita utilizado por muitos anos como fonte de informação nas cidades e na zona rural do país. No caso específico deste estudo, é um objeto de coleção, onde apresenta-se como um dispositivo infocomunicacional de valor social, histórico e cultural. A coleção de almanaques es-tudada pertence à Família Carneiro Rezende, inaugurada pelo colecionador José Carneiro de Rezende, nas primeiras décadas do século XX. A pesquisa tem por objetivo representar o almanaque dentro de uma coleção particular que abrange o período entre 1906 – 2014, por meio das diferentes apropriações e usos que os colecionadores, utilizadores, leitores e guardadores fizeram da coleção, dando ao alma-naque um caráter de documento de informação e comunicação popular escrita. Atualmente, a coleção está sob a guarda de Hamilton Carneiro, publicitário e propagador da cultura popular no Estado de Goiás. Para a realização do estudo, foi feita uma pesquisa descritiva e exploratória que envolveu o emprego de técnicas quantitativas e qualitativas de coleta dos dados – análise descritiva e entrevistas. Para embasar o estudo, foi necessário ampliar o conhecimento acerca dos seguintes conceitos: alma-naque; comunicação popular escrita; cultura popular; leitura; coleção e documento. A análise descriti-va abrangeu 55 títulos e 241 exemplares de almanaques que formam a coleção no período de 1906 a 2014. A partir da análise, foi desenvolvida uma tipologia bibliográfica dos almanaques, levando em consideração o período, idioma, material ilustrativo, autores presentes e editores. Criou-se uma classi-ficação temática dos almanaques com os temas mais recorrentes nos almanaques no contexto da cole-ção. Foram identificados os rastros de leitura e usos em torno da coleção e apresentada a rede familiar de leitores. O estudo permitiu a representação do almanaque como documento informacional da cultu-ra popular escrita, no contexto de uma coleção particular. Com a análise descritiva e as entrevistas foi possível verificar os interesses de formação da coleção e dos usos atribuídos aos almanaques, demons-trando a relevância documental-informacional, sobretudo no campo durante a primeira metade do sé-culo XX, quando o almanaque representava uma das poucas fontes de informação impressa ao alcance da zona rural. Por meio do estudo do uso feito dos almanaques pelo colecionador, leitores, utilizadores e guardadores, constata-se que este possui um importante papel documental-informacional da cultura popular escrita e se apresenta como um dispositivo de aproximação e diálogo entre diferentes formas de linguagens, escritas e saberes. Concluiu-se que as apropriações e usos da rede familiar de leitores dos almanaques da coleção o caracterizaram como documento informacional da comunicação popular escrita e apresentam além dos valores infocomunicacional, social, histórico e cultural inscritos neste documento, a sua relevância para a formação e instrução pragmática da vida popular. / The research is about the almanac in collection. The almanac is a popular information and communi-cation document written for many years as a source of information in the cities and rural areas of the country. In the specific case of this study, it is an object of collection, where it presents itself as an infocommunicational device of social, historical and cultural value. The collection of the almanacs studied belongs to the Carneiro Rezende`s family and, it was inaugurated by the collector José Carneiro de Rezende in the first decades of the 20th century. The research aims to represent the alma-nac within a particular collection that covers the period between 1906 through 2014. Through on dif-ferent appropriations and uses, all the collectors, users, readers and keepers made from the collection, giving to the almanac a documentary character of information and a popular written communication. Nowadays, the collection is under custody of Hamilton Carneiro. He is an advertiser and propagator of popular culture in Goias state. To realize the study that was made a descriptive and exploratory re-search that involved the use of quantitative and qualitative data collection techniques – descriptive analysis and interviews. To support the ideas of the research, it was necessary increase knowledge about the following concepts: almanac; popular written communication; popular culture; reading; col-lection and document. The descriptive analysis took 55 titles and 241 copies of almanacs that form the collection from 1906 to 2014. A bibliographic typology of the almanacs were developed from the analysis, taking into account the period, language, illustrative material, present authors and publishers. A thematic classification of the almanacs created with the most relevant themes in the context’s col-lection, and were identified reading vestigial and uses around it. Also the family network of readers was presented. The study allowed the representation of the almanac as an informational document of the popular culture written in the context from a particular collection. Through the descriptive analysis and interviews, it was possible to verify the formation interests of the collection and the uses attributed to the almanacs, demonstrating the documentary-informational relevance, especially in the field during the first half of the 20th century. When the almanac has just represented one of the only sources of information printed to reach readers in the rural area. The use from the almanacs by the collector, readers, users and guardians was made by the study and was verified an important documental-informational paper of the written popular culture, and presents as displays like a device of approach and dialogue between different forms of languages, writings and knowledges. For that reason, it was concluded that the appropriations and uses of the family network`s readers of the almanacs collection were characterized as an informational document of the popular written communication. Also, it was presented besides the infocommunicational, the social, historical and cultural values, registered in this document, their relevance approach to the education and pragmatic instruction that come from the popular life.

Este trabalho realiza a análise de práticas discursivas e modos de subjetivação no ensino médio particular, problematizando as finalidades desta etapa educacional. Os estudos de nível médio no Brasil têm sua constituição histórica marcada pela dualidade entre as finalidades profissionalizante e preparatória para o ensino superior. Parte-se do referencial foucaultiano que compreende a produção de subjetivação a partir dos regimes de saber disponíveis em uma sociedade. Assim, as práticas discursivas, ao produzirem objetos de saber, estruturam o campo de ação dos sujeitos, materializando-se em técnicas diversas, entre as quais situam-se os dispositivos pedagógicos. A fim de cumprir o objetivo deste estudo, foram realizadas entrevistas junto a dez professores de uma escola particular, cujos depoimentos foram submetidos à análise textual discursiva proposta por Moraes (2003) e à análise do discurso de orientação foucaultiana, subsidiada pelo trabalho de Willig (2001). A análise dos dados coletados demonstrou que a produção discursiva do ensino médio enfatiza sua finalidade preparatória para o ingresso no ensino superior, o que se concretiza em uma série de práticas pedagógicas. O acesso a um curso superior é tido como a forma de profissionalização dos egressos de ensino médio. Observa-se, igualmente, que a formação cidadã e a preparação para a vida são remetidas à escolha de um trabalho, relacionada, por sua vez, à constituição identitária. As práticas pedagógicas produzidas por este discurso promovem uma relação com o conhecimento pautada pelo consumo deste com vistas à ascensão social. Há pouco espaço, neste sistema de ensino, para o prazer de aprender, já que as aulas são especialmente conduzidas pelos professores e restringem-se à memorização de informações que caem no vestibular. Os sujeitos educacionais não podem lançar questões que lhes mobilizem, pois têm que atender aos requisitos do vestibular. Ao estruturar o campo de ação dos atores educacionais, os discursos que vinculam a escola média ao vestibular limitam o atendimento de outras finalidades educacionais. Acredita-se que o melhor a fazer no ensino médio é capacitar os estudantes para o trabalho. Assim, constituem-se projetos de vida individualizados, que tornam difícil a implicação dos sujeitos em aspectos da vida coletiva. Enfim, o ensino médio na escola particular porta traços elitistas, já que se ocupa especialmente de preparar seus estudantes para o ingresso no ensino superior. Além disso, evidencia-se a ação dos mecanismos disciplinares escolares que produzem individualização e docilização dos corpos, que submetem-se, deste modo, às demandas do sistema produtivo sem opor-lhes questionamentos. Ademais, a psicologização do saber escolar promove o governamento dos indivíduos, na medida em que controla suas condutas de forma muito sutil. Produz-se, diante disso, o questionamento acerca da possibilidade de que os saberes escolares problematizados favoreçam processos de invenção de si em detrimento de promover a moldagem dos sujeitos a preceitos produtivistas, desmobilizando-os politicamente. No entanto, é apenas fazendo mover os discursos produtores do ensino médio que se pode passar a imaginar outras possibilidades de subjetivação. Esta é a contribuição que o presente estudo apresenta, abrindo espaço para novas problematizações sobre cultura juvenil, políticas educacionais e de formação de professores. / This work analyzes discursive practice and modes of subjectification in private high school, questioning the purposes of this stage of education. In Brazil, high school has had, over the years, distinct purposes, either preparing students for entrance examinations or providing them with profissional training. This analysis is done based on Foucault´s theoretical reference that production of subjectivity is made possible by knowledge available in our society. Discursive practice produces objects of knowledge, structuring individuals´ actions through various techniques, among which are pedagogical devices. In order to achieve the aim of this study, interviews were conducted with ten teachers from a private school, whose statements were submitted to textual discourse analysis proposed by Moraes (2003) and foucauldian discourse analysis supported by Willig (2001). This research has shown that the discursive production of high school emphasizes preparation for entrance examinations, which gives form to a series of educational practices. Access to university is seen as the professional project for high school graduates. Civic education and preparation for life in its cultural, political and social aspects are not considered as important as students´ training for entrance examinations. It is possible to infer, from the research findings, that it is largely believed that the formation of identity relies on labor. Pedagogical practice produced by this discourse promotes a relationship with knowledge that matches its consumption with social mobility. There is no room in this school system for the pleasure of learning, for the classes are conducted especially by teachers and are restricted to memorizing information required by entrance examinations. Individuals can not ask their own questions, giving rise to issues that mobilize them, because they have to meet the requirements of exams. By structuring pedagogical practices this way, this discourse prevents other purposes for high school education from arising. It is believed that the best thing to do in high school is to prepare students for their profession. Thus, school knowledge supports individual life projects, which impairs subjects´ involvement in collective life. Private high school has shown elitist traits, since it focuses specifically on preparing students to college. Moreover, it is clear that school disciplinary mechanisms produce individualization and docile bodies, undergoing subjects to the demands of the production system, which are never put into question. Besides, the psychologizing of school knowledge promotes the government of individuals, controlling their behavior in a very subtle way. A question that arises from this study is whether the problematization of school knowledge can promote the process of "self-invention" rather than molding subjects to productivity demands, undermining their political action. However, it is just by putting into question high school discursive production that there is a chance we think of other possibilities of subjectification. Therefore, this study contributes for the problematization on youth culture, education policy and teacher training.

In her thesis the author looks at written communication in teaching Czech for foreigners. The theoretical part gives an account of theoretical foundations, such as synchronic and diachronic approaches to the language situation (worldwide, in Europe and especially in the Czech Republic) and language education, including introduction to communicative methods. Furthermore, the author describes individual component parts of the language education (means of expression and communication skills), with a focus on written communication. The analytical part analyses language-teaching methods of written communication in textbooks of Czech for foreigners. The last language-teaching methodological part is more practical, which the author offers specific recommendations for teaching written communication in Czech language for foreigners. Keywords analysis of textbooks, Czech for foreigners, means of expression, communicative method, recommendations for language-teaching methodology, writing, written communication, communication skills

Submitted in fulfilment of the requirements of the Degree of Doctor of Philosophy: Public Management, 2017. / Different pedagogies, and writing styles have not only over the years transformed the face of academia, but have played a pivotal role in shaping diverse curricula and contributing to their development. In pursuit of attaining suitable models that have administrative and operational frameworks that address the ever-growing myriad multicultural world we live in today; different models and facilities have been developed to keep up with the development of academic literacies. The overall aim of this research was to investigate a model Writing Centre (WrC) and how its pedagogic, operational and administrative framework contributes to the growth of curricular in an institution of higher education. The study examined the power relations of the tutor and tutee relationship, as explained by the critical discourse analysis and how it adopts the customer contact theory to focus on the intangible assets of the student. The researcher used mixed methods analysis to be able to understand perceptions, views, expectations and experiences by students to explore the different ontologies and epistemologies associated with curriculum development. Finally, the research concluded that a positive contribution to growth for teaching is defined by the pedagogic, operational and administrative framework of a given WrC. It is however, imperative to note that the model can move away from what ought to be but still work, as the phenomenon of a WrC is informed by the institution in which it is birthed. Thus, the findings of this study are not disconfirmed by previous theories and research on similar efforts, but rather add to the already existent knowledge base on writing centres. / D

The majority of learners in South Africa are not native speakers of English, yet English is the dominant language of learning and teaching (LoLT). South African teachers, therefore, have the challenge of ensuring that their learners' literacy skills in English are adequately developed so as to facilitate learning in other curricular areas. This study investigated the way in which two Grade 5 teachers employed at different primary schools in the Eastern Cape province of South Africa taught writing to their English first additional language (EFAL) learners. English is the LoLT at both schools. A qualitative interpretive approach was used to identify factors that shape the ways these teachers handle the teaching of writing. The theoretical framework was informed by Borg's model of teacher cognition (2003) Shulman's conception of teacher knowledge (1987). Data collection methods consisted of interviews, classroom observations and document analysis. In-depth interviews, comprising two semi-structured interviews, two post-lesson informal conversational interviews and one stimulated recall interview were conducted with each teacher. Five of each teacher's writing lessons were observed and audio and video recorded. Samples of learners' written work were also collected. Analysis of the data reveals that the two teachers' beliefs, their experiences as learners themselves and subsequently as teachers, impacted on their pedagogy, as did other contextual factors (including the support they received from subject advisors, time management, and the number and range of learners in their classrooms). It was found that both teachers focused primarily on ensuring that their learners completed their written work so that it could be marked and graded in response to demands from their superiors, rather than on engaging deeply with the processes of writing (brainstorming, drafting, revising etc). Not only does this run counter to the writing pedagogy recommended in the Curriculum and Assessment Policy Statements (CAPS), but it also denies learners the scaffolding needed to help them develop the self-regulation skills needed to become independent writers. These findings demonstrate the need for assisting teachers to shift away from focusing only on learners' performance (testing and grading) towards a stronger emphasis on the process of writing. This would require that teachers develop a deeper understanding of the process/genre approaches to teaching writing advocated by CAPS.

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Made available in DSpace on 2017-06-01T18:24:21Z (GMT). No. of bitstreams: 1 Flavia Abdon Silveira_conf.pdf: 1004792 bytes, checksum: 0317e52e90db7a30016cb4d8efc42479 (MD5) Previous issue date: 2007-06-28 / One of the greatest problems caused by the auditory losses are the effects in the oral and written linguistic development. In the 80 s and part of the 90 s, deaf children, who were born of parents who could listen, attended elementary education and High School and they had Portuguese as their instruction language. Therefore, it was expected that their written skills in this language, when they got to university, presented satisfactory conditions of register of ideas and thoughts in a way that readers could understand their meaning. Bearing this in mind, the objective of this work was to verify how the university professors analyze the general linguistic competence of their deaf pupils in the Portuguese Language, and mainly their written abilities. More specifically for this research, we tried to verify how professors judge the performance of the deaf people: in their written skills, considering the classic form of Portuguese Language. Seventeen university professors who teach deaf people had taken part in this study. For this study, we use a qualitative and quantitative methodology. The data collection was carried out by a questionnaire and by a half-structured interview, among the university professors of deaf people. The data had been categorized structuring the presented ideas in narratives by the professors and were written in their literal form. The results had been analyzed and discussed according to the theories of Minayo (1999). The data analysis helped us to conclude that the professors had identified that the writing ability of the university deaf student in Recife and Olinda showed difficulties which had already been identified by other researchers in other Brazilian cities. This has made us realize that the deaf people bring a description of written language skills marked by gaps, that remain throughout their academic phase, and this demands, among some other possibilities, the use of new strategies to learn the Portuguese language / Um dos maiores problemas gerados pelas perdas auditivas observa-se nos efeitos sobre o desenvolvimento lingüístico tanto oral quanto escrito em língua portuguesa. Sabe-se que em Pernambuco, durante a década de 80 e parte da década de 90, crianças surdas, filhas de pais ouvintes que cursaram a Educação Infantil e o Ensino Médio, tiveram como língua de instrução a portuguesa. Portanto, era de se esperar que a habilidade escrita nessa língua, quando os alunos chegassem ao ensino superior, pudesse apresentar condições de registro de idéias e pensamentos de forma que os leitores apreendessem corretamente o seu sentido. Nesse contexto, o objetivo deste trabalho foi verificar como os professores de ensino superior analisam a competência lingüística geral de seus alunos surdos na Língua Portuguesa e, em especial, na modalidade escrita, considerando a forma culta dessa língua. Dezessete professores participaram deste estudo, no qual utilizamos uma metodologia qualitativa e quantitativa. A coleta dos dados foi realizada por meio de um questionário e uma entrevista semi-estruturada aplicada aos sujeitos. Os dados foram categorizados trazendo as idéias apresentadas em narrativas dos professores e descritos de forma literal. Os resultados foram analisados e discutidos à luz do referencial teórico proposto por Minayo (1999) que serviu como referência de aspectos analíticos, além de Quadros (1997, 2006), Lacerda (2000), Karnopp (2002) e Rabelo (2001). A análise dos dados permitiu sugerir que os professores observaram na escrita do surdo universitário de Recife e Olinda dificuldades já identificadas por outros pesquisadores em outras cidades brasileiras, evidenciando que se estenderam durante toda sua vida acadêmica, o que demandou a observância de estratégias dirigidas para aquisição de 2ª língua.

Made available in DSpace on 2017-06-01T18:24:54Z (GMT). No. of bitstreams: 1 mercia_irabel_soares.pdf: 1259798 bytes, checksum: 667527b916e91ffaa69e4c5d40860890 (MD5) Previous issue date: 2013-06-28 / This dissertation focuses on text production for children, it is linked to the class project named: subject of unconscious, discussion and social insertion in learning situations and language disorder, it follows the methodical criteria used by the class project a bready made above. The goal of this research is drawing the attention of teachers to the writing of children, not only to the cognitive aspects, genially cited by most of theorist, whose, theories support pedagogic work in classrooms. So this class of research turns to researches on linguistic and psychoanalysis, known concepts of Freud and Lacan. Then, its general goal: investigate the subjective incidences of children s glasswork, larine how to write, considering the fart between the subject of unconscious and the working of language in writing. The specific goals consist of investigation the functioning of the language, that is, the metaphorical and metonymic processes, and investigate formations of unconscious whose signs mark the text. As forgetting words, bad diction, so it was developed and a activity of producing texts with children, both genders, between seven and length years, students of the second grade of the first cycle in public schools, in the city of Recife, the criteria of analysis were guild by principles and concept form Linguistics, specially Saussure and Jakobson and psychoanalysis of Freud and Lacan. The results have shown now the production of texts and to do with facts of structural functioning formation that leaves clue in the text. / A presente dissertação enfoca produções textuais infantis, encontrando-se vinculada ao projeto intitulado: Sujeito do inconsciente, discurso e inserção social em situações de aquisição e distúrbios de linguagem, obedecendo aos critérios metodológicos adotados pelo projeto citado. Sua proposta da pesquisa é contribuir para que os docentes tenham um olhar mais atento à escrita infantil, um olhar que não se limite aos aspectos cognitivos, geralmente privilegiados pela maioria dos teóricos, cujos trabalhos dão sustentação ao trabalho pedagógico e, assim, as práticas em sala de aula. Dessa maneira, essa pesquisa recorre aos trabalhos realizados no campo da linguística estrutural e da psicanálise, notadamente a conceitos elaborados por Freud e Lacan. Assim, ela tem como objetivo geral: investigar as incidências subjetivas em produções de crianças em processo de aquisição da língua escrita, levando em consideração a imbricação entre o sujeito do inconsciente e o funcionamento da língua na escrita. Já os objetivos específicos consistem em investigar o funcionamento da língua, ou seja, os processos metafóricos e metonímicos, bem como, investigar formações do inconsciente cujos indícios marquem o texto, como: esquecimento de palavras, de fatos, troca de palavras, lapsos de escrita, mutilação de palavras. Para tanto, foi desenvolvida uma atividade de produção textual com crianças, ambos os sexos, compreendidas na faixa etária de sete oito anos, alunos do segundo ano do primeiro ciclo de escola pública, da cidade do Recife. Os critérios de análise foram guiados por princípios e conceitos oriundos da linguística estrutural, particularmente Saussure e Jakobson, e da psicanálise freudiana e lacaniana. Os resultados mostram como a produção dos textos contou com a imbricação entre o funcionamento estrutural da língua e as formações inconscientes, que foram deixando seus traços no texto.

The purpose of this project is to provide an instructional program for students learning English as a second language that will meet their academic needs and facilitate full literacy.

This study explored the development of new texts by fluent non-native speakers of Chinuk Wawa, an endangered indigenous contact language of the Pacific Northwest United States. The texts were developed as part of the language and culture program of the Confederated Tribes of the Grand Ronde Community of Oregon for use in university-sponsored language classes. The collaborative process of developing 12 texts was explored through detailed revision analysis and interviews with the materials developers and other stakeholders. Fluent non-native speakers relied on collaboration, historical documentation, reference materials, grammatical models, and their own intuitions and cultural sensibilities to develop texts that would be both faithful to the speech of previous generations and effective for instruction. The texts studied were stories and cultural information developed through research-based composition, translation from interlinear and narrative English in ethnographic sources, and editing of transcribed oral narrative. The revision analysis identified points of discussion in the lexical development and grammatical standardization of the language. The preferred strategy for developing new vocabulary was use of language-internal resources such as compounding although borrowing and loan translation from other local Native languages were also sometimes considered appropriate. The multifunctionality of the lexicon and evidence of dialectal and idiolectal usage problematicized the description of an “ideal” language for pedagogical purposes. Concerns were also expressed about detailed grammatical modeling due to potential influence on non-native speaker intuitions and the non-utility of such models for revitalization goals. Decisions made in the process of developing texts contributed to the development of a written form of Chinuk Wawa that would honor and perpetuate the oral language while adapting it for the requirements of inscription. The repeated inclusion of discourse markers and the frequent removal of nominal reference brought final versions of texts closer to oral style, while inclusion of background information and the avoidance of shortened pronouns and auxiliaries customized the presentation for a reading audience. The results of this study comprise a sketch of one aspect of the daily work of language revitalization, in which non-native speakers shoulder responsibility for the growth of a language and its transfer to new generations of speakers.