Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2017-08-14T18:39:12Z No. of bitstreams: 1 marcelemariaferreiralopes.pdf: 2858332 bytes, checksum: b18fa72791cdd5d7eef964f65528f5bc (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-15T11:47:31Z (GMT) No. of bitstreams: 1 marcelemariaferreiralopes.pdf: 2858332 bytes, checksum: b18fa72791cdd5d7eef964f65528f5bc (MD5) / Made available in DSpace on 2017-08-15T11:47:31Z (GMT). No. of bitstreams: 1 marcelemariaferreiralopes.pdf: 2858332 bytes, checksum: b18fa72791cdd5d7eef964f65528f5bc (MD5) Previous issue date: 2016-10-31 / O estudo de caso apresentado neste trabalho tem como foco a apropriação de resultados da avaliação externa bimestral promovida pela Secretaria de Estado de Educação do Rio de Janeiro – o Saerjinho – em uma escola da Regional Médio Paraíba do estado do Rio de Janeiro (Escola X). O Saerjinho é um sistema de avaliação do processo de ensino e aprendizagem, com caracteres diagnóstico e formativo, aplicado a alunos do 5º, 6° e 9º anos do Ensino Fundamental e das três séries do Ensino Médio. Este instrumento pretende acompanhar mais de perto o rendimento dos estudantes, detectando de maneira mais ágil e fiel as dificuldades de aprendizagem. Assumiu-se como hipótese inicial a de que os professores utilizam o instrumento de maneira somativa, apenas, sem propor, a partir de seus resultados, intervenções na prática pedagógica voltadas à aprendizagem dos alunos. Os objetivos definidos para este estudo são: descrever o Saerjinho como o caso de gestão em estudo no âmbito da Regional Médio Paraíba e da Escola X; analisar os usos feitos desse instrumento de avaliação pelos professores de Língua Portuguesa da Escola X; e propor ações que acompanhem e aperfeiçoem a apropriação de seus resultados para melhorar a aprendizagem e, consequentemente, o desempenho dos alunos dessa escola. Foi utilizada pesquisa qualitativa como metodologia e, como instrumentos de pesquisa, grupo focal e entrevistas semiestruturadas. Inicialmente, foram elaborados, por meio do grupo focal e à luz da teoria weberiana, dois tipos ideais de usos diferenciados do Saerjinho e de seus resultados: um que desvaloriza o instrumento, em que os resultados são apenas convertidos em notas; e outro que o supervaloriza, com práticas docentes voltadas quase que exclusivamente ao Saerjinho. Nenhum deles contempla o uso do Saerjinho como avaliação externa de caráter formativo. Posteriormente, voltou-se a preocupação desta pesquisa para a atuação dos professores da Escola X, diante dos dois tipos ideais de uso do Saerjinho elaborados. Constatou-se que os professores de Língua Portuguesa da Escola X aproximam-se do tipo ideal de desvalorização do instrumento, utilizando-o apenas como instrumento de avaliação somativa. A partir dessa constatação, propõe-se um modelo formativo de utilização dos resultados e, a partir desse modelo, um plano de ação interventiva, de forma a contribuir para que a equipe de gestão dessa escola promova essa apropriação. Nesse modelo formativo, professores e gestores valorizem o Saerjinho como instrumento avaliativo no contínuo ação-reflexão-ação proposto por Hoffmann (2003), já que essa avaliação permite que sejam propostas mudanças na prática pedagógica ainda durante o ano letivo, ajustando a atuação docente à realidade de aprendizagem discente. Além das propostas de ações voltadas à apropriação na Escola X, é proposto também um questionário que auxilie a identificação da tipologia presente em outras unidades escolares. / The case study presented here focuses on the results of appropriation of bimonthly external evaluation – Saerjinho – promoted by the Secretary of Education from Rio de Janeiro in a school from the Regional Middle Paraíba in the state of Rio de Janeiro (School X). The Saerjinho is a teaching and learning evaluation system, with a diagnostic and formative aspect, which was applied to students on 5th, 6th, and 9th grades at elementary school and three high school series. This instrument aims to monitor more closely the student‟s performance, detecting faster and with more precision learning problems. It was assumed as an initial hypothesis that teachers use this instrument only in a summative way, without proposing from its results, interventions in pedagogical practice focused on student learning. The aims of this study were: a) report the Saerjinho as a case study within the Middle Paraíba Regional and School X; b) analyze the uses made of this evaluation instrument by Portuguese teachers of School X; and c) propose actions to accompany and improve the appropriation of its results to improve learning and hence the performance of the students of this school. The methodology used was qualitative research, based on focal group and semi-structured interviews. First, It were developed through focal group and in light of Weber's theory, two ideal types of different uses of Saerjinho and its results: one that devaluate the instrument, in which the results are only converted to rates; and another that overestimates it, with teaching practices developed almost exclusively to Saerjinho. None of them contemplates the use of Saerjinho as external evaluation of educational character. Later on, the concern of this research became the practice of the School X teacher‟s based on the two ideal types of elaborate Saerjinho use. It was found that the Portuguese teachers from School X approach the ideal type of devaluation of the instrument, using it only as a summative assessment tool. Regarding this findings, it was proposed a training model way of use the results of Saerjinho and an interventional plan of action in order to contribute to the school management team. In this training model, teachers and administrators value the Saerjinho as assessment tool in continuous action-reflection-action proposed by Hoffmann (2003), since this assessment allows changes to be proposed in the pedagogical practice even during the school year, adjusting the educational performance to the currently teaching practices. In addition to the proposals for actions to help School X, a questionnaire to assist the identification of the ideal types used in other school units was suggested.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-09-28T18:33:48Z No. of bitstreams: 1 estegitecarvalholeitemoura.pdf: 2311458 bytes, checksum: 58a74e8c5a2094372b70c902b2e2cf66 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-10-09T19:24:26Z (GMT) No. of bitstreams: 1 estegitecarvalholeitemoura.pdf: 2311458 bytes, checksum: 58a74e8c5a2094372b70c902b2e2cf66 (MD5) / Made available in DSpace on 2017-10-09T19:24:26Z (GMT). No. of bitstreams: 1 estegitecarvalholeitemoura.pdf: 2311458 bytes, checksum: 58a74e8c5a2094372b70c902b2e2cf66 (MD5) Previous issue date: 2016-12-01 / Esta dissertação discute a utilização dos resultados das avaliações por parte dos gestores escolares da Rede Municipal de Ensino de Teresina. Os objetivos definidos para este estudo foram: Identificar os fatores que interferem na utilização dos resultados das avaliações pelos gestores escolares da Rede Municipal de Teresina; descrever o perfil dos gestores escolares; avaliar a atitude dos diretores em relação aos sistemas de avaliação de desempenho escolar; levantar opiniões, comportamentos e experiências dos diretores com relação à gestão das escolas nos campos administrativo e pedagógico; relacionar o perfil e a atitude do diretor face aos resultados das avaliações com suas opiniões, comportamentos e experiências de gestão; identificar os fatores relacionados à proatividade dos diretores na utilização dos resultados das avaliações no planejamento e na gestão das escolas. A pesquisa foi desenvolvida a partir do método de Estudo de Caso. Assumimos como hipótese que o uso apropriado dos resultados das avaliações pelos gestores escolares pode ajudar a melhorar o trabalho de todos na escola e, consequentemente, o desempenho dos alunos. Para tanto, utilizamos como técnica de pesquisa a entrevista a partir de dois grupos focais, além de questionários enviados a todos os diretores das escolas de Ensino Fundamental Regular da Rede Municipal de Teresina. Dessa forma, os instrumentos utilizados foram qualitativo (grupo focal) e quantitativo (questionário). De modo geral, o estudo realizado permitiu conhecer como os gestores das escolas de Teresina fazem uso dos resultados das avaliações externas e ainda o que poderá ser feito no intuito da melhoria da qualidade da educação oferecida aos teresinenses. Assim, a partir dos dados obtidos pelo survey e nos grupos focais, identificaram-se os fatores como: utilidade dos resultados, divulgação dos resultados e a proatividade no uso dos resultados. Com base nas informações, foi possível traçar um Plano de Ação Educacional (PAE), prevendo: a implantação de formação continuada para os diretores escolares; inserção de ações no PPP das escolas que viabilizem a divulgação dos resultados das avaliações nas práticas escolares; implantação de um sistema (site) de divulgação dos resultados das avaliações com objetivo de dar celeridade ao processo; realização de acompanhamento sistematizado das escolas pela secretaria; formação continuada para os professores; e realização de reuniões bimestrais com os gestores escolares com o intuito de provocar mudanças de atitude nos sujeitos envolvidos e que possam levar à melhoria da qualidade da educação na Rede Municipal de Teresina. / This paper discusses the use of external evaluation results by the school managers on the Municipal Education Network of Teresina/PI/BR. The objectives were to identify the factors that interfere with the use of evaluation results by the school managers and wardens; to describe the profile of school managers; to evaluate the attitude of those managers regarding the evaluation of school performance systems; to gather the opinions and experiences of the wardens concerning the management of schools in both administrative and educational fields, and their profiles and attitudes as well; to identify the factors related to the proactivity of the wardens on the use of evaluation results to plan and manage their schools. The research uses the case study method. We assume as hypothesis that the appropriate use of evaluation results by school managers can improve the work of school staff and this way it improves the performance of students. So we used two methods: a survey sent to the school managers of all elementary schools in Municipal Education Network of Teresina, and a focused qualitative group. This way we have identified how the wardens use the evaluation results, and we formulated an Educational Action Plan (EAP). This EAP contained a implementation of continuous formation plan for the wardens and teachers; actions in school‘s PPP for disclosure of the evaluation results; creation of a website to reveal the evaluation results in order to speed up the process; systematized monitoring of the schools by the Educational Division of the Government; bimonthly meetings with the wardens in order to change their attitudes and improve the education quality of the Municipal Education Network of Teresina.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-10-31T17:23:04Z No. of bitstreams: 1 wivianeribeirocosta.pdf: 2204828 bytes, checksum: 22822e314634728f38809c817d70bec6 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-11-09T14:11:52Z (GMT) No. of bitstreams: 1 wivianeribeirocosta.pdf: 2204828 bytes, checksum: 22822e314634728f38809c817d70bec6 (MD5) / Made available in DSpace on 2017-11-09T14:11:52Z (GMT). No. of bitstreams: 1 wivianeribeirocosta.pdf: 2204828 bytes, checksum: 22822e314634728f38809c817d70bec6 (MD5) Previous issue date: 2017-04-27 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). Optou-se pela realização de um estudo de caso no qual se discutiu as ações mobilizadas pela gestão para a apropriação dos resultados do Sistema de Avaliação do Sistema Educacional do Amazonas (SADEAM) de uma escola estadual de tempo integral do interior do Estado do Amazonas, no 3º ano do Ensino Médio Integral, na disciplina de Matemática nos anos 2013 e 2014, e como se dá o repasse desses resultados para os atores da referida escola, buscando compreender as causas do baixo desempenho da escola nas avaliações do SADEAM. Os objetivos definidos para este estudo foram averiguar as estratégias realizadas para a apropriação dos resultados do SADEAM pela gestão da Escola Estadual de Tempo Integral Tucunaré, no 3º ano do Ensino Médio, na disciplina de matemática e a partir da análise dos dados obtidos através dos agentes escolares, propor um plano de ação visando a melhorias para seus resultados. Para tanto, utilizamos como metodologia a pesquisa qualitativa, na forma de estudo de caso, e como instrumentos de pesquisa foram realizadas entrevistas semiestruturadas com a gestora, com o coordenador pedagógico e com dois professores de matemática da referida escola. Como referencial teórico para a pesquisa foram abordados os autores Lück ( 2009, 2011); Souza (2005); Brooke e Cunha (2011), Ghedin, (2007), Sadovsky (2010), Moreira (2007), Soligo (2010), Placco et al (2011), Cavaliere (2002, 2007), Nóvoa (2006), Vasconcellos (2005), Pestana (1998), Machado (2012), Paro (1998, 2000, 2010). Os resultados mostram que, na escola investigada, as ações referentes à apropriação dos resultados do SADEAM, são isoladas e não são orientadas de forma a convergirem para as melhorias da prática docente e a qualidade do processo educacional. Dessa forma, propomos um plano de ação que contempla a criação de uma comissão responsável pela apropriação dos resultados do SADEAM na escola visando ao estabelecimento da cultura de estudos sobre as avaliações do sistema para que seus resultados sejam utilizados de forma ética e adequada no sentido de promover melhorias no processo de ensino e aprendizagem. / This dissertation was developed under the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). It was decided to carry out a case study in which the actions mobilized by the management for the appropriation of the results of the Evaluation System of the Amazon Educational Achievement System (SADEAM), a full-time state school, in the state of Amazon, in the 3rd year of Integral High School, in the discipline of Mathematics in the years 2013 and 2014 and how it is passed on these results to the actors of said school, trying to understand the causes of the low performance of the school in the evaluations of SADEAM. The objectives defined for this study were to ascertain the strategies for the appropriation of the results of SADEAM, for the management of the State School of Integral Tucunaré, in the 3rd year of High School, in the discipline of mathematics and from the analysis of the data obtained through the Propose a plan of action aimed at improving their results. For that, we used, as a methodology the qualitative research, in the form of a case study and as research instruments, semi-structured interviews were conducted with the manager, with the pedagogical coordinator and with two mathematics teachers of that school. As a theoretical reference for the research, the authors were approached Lück (2005, 2009, 2011); Souza (2005); (2005), Gómez (2007), Sadovsky (2010), Moreira (2007), Soligo (2010), Placco et al (2011), Cavaliere (2002, 2007), Nóvoa (2006), Vasconcellos (2005), Pestana (1998), Machado (2012), PARO (1998, 2000, 2010). The results show that in the investigated school, the actions regarding the appropriation of Sadeam's results are isolated and are not oriented to converge to improve teaching practice and quality of the educational process. In this way we propose an action plan that contemplates the creation of a commission responsible for the appropriation of the results of Sadeam in the school aiming at establishing the culture of studies on the evaluations of the system so that its results are used in an ethical and adequate way in order to promote Improvements in the teaching and learning process.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-10-31T18:48:12Z No. of bitstreams: 1 moisesdossantoscordeiro.pdf: 989441 bytes, checksum: b4258f91da479b105b25cf6cdd300e9d (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-11-09T14:13:24Z (GMT) No. of bitstreams: 1 moisesdossantoscordeiro.pdf: 989441 bytes, checksum: b4258f91da479b105b25cf6cdd300e9d (MD5) / Made available in DSpace on 2017-11-09T14:13:24Z (GMT). No. of bitstreams: 1 moisesdossantoscordeiro.pdf: 989441 bytes, checksum: b4258f91da479b105b25cf6cdd300e9d (MD5) Previous issue date: 2017-07-20 / A presente dissertação é desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/ UFJF). O caso de gestão investiga o que tem proporcionado a baixa participação e o baixo desempenho dos alunos do 7º ano do Ensino Fundamental nas avaliações externas do Sistema de Avaliação do Desempenho Educacional do Amazonas (SADEAM) em duas escolas estaduais, pertencentes à Coordenadoria Regional de Educação do município de Uarini/AM, tendo como referência os resultados apresentados nas edições de 2012, 2013 e 2015, nas disciplinas de Língua Portuguesa e Matemática. A escolha da temática se justifica pela necessidade de se propor ações que visem melhorias nos níveis de desempenho e percentual de participação dos alunos e, assim, elevar os resultados da coordenadoria, que está atrelada às atividades profissionais do pesquisador. A apropriação dos resultados do SADEAM e sua tradução em ações pedagógicas, que proporcionem a aprendizagem significativa dos estudantes, é um desafio presente nas atividades dos atores escolares, os quais devem criar condições ao fortalecimento da cultura da avaliação nas instituições educacionais, afim de que os dados gerados assumam relevância no processo de ensino e aprendizagem. Para tanto, utilizamos como metodologia a pesquisa de caráter qualitativo e, como instrumentos de coletas de dados, entrevistas semiestruturadas junto aos gestores e professores das escolas investigadas, além da análise documental a partir de dados oficiais disponibilizados pela Secretaria Estadual de Educação e Qualidade de Ensino (SEDUC) e pelo CAEd/UFJF, responsável pela divulgação e sistematização dos dados do SADEAM. Os pressupostos teóricos estão embasados em Condé (2012), Machado (2012), Luck (2002), Brooke (2012), Souza e Oliveira (2010), além de outros autores e documentos publicados pela Secretaria Estadual de Educação do Amazonas e do Ministério da Educação (MEC). A pesquisa apontou como principais resultados: a falta de divulgação dos resultados pela equipe gestora; a não apropriação dos resultados do SADEAM junto aos professores e comunidade; ausência de suporte ás escolas da SEDUC-AM e da Coordenadoria Regional de Educação; falta de profissionais como pedagogos e professores habilitados em Língua Portuguesa e Matemática; e ausência de Plano de Intervenção Pedagógica e monitoramento. Esses achados permitiram elencar ações descritas no Plano de Ação Educacional (PAE), direcionadas a quatro dimensões: SEDUC, Coordenadoria Regional, Gestão Escolar e Professores, visando melhorias no percentual de participação e proficiência dos alunos das escolas investigadas. / This thesis is developed on the approach of the Professional Master degree in Education Management and Assessment (PPGP) of the Public Policies and Education Assessment of the Federal University of Juiz de Fora (CAED/UFJF). The case of management in study will investigate what has provided the small participation and low performance of the students of the 7th grade of Elementary School in the external evaluations of the Educational Performance Assessment System of Amazonas (SADEAM) in two schools from the Regional Education Coordination of the city of Uarini, in the state of Amazonas, using as reference the results presented in the 2012, 2013 and 2015 editions, on the subjects of Portuguese and Mathematics. The choice of this theme is justified by the necessity of presenting actions that aim an improvement on the levels of performance and the students’ participation percentage and, therefore, improve the results of the Coordination that is related to the professional activities of the researcher. The appropriation of SADEAM’s results and their translation into pedagogical actions that provide students’ significant learning is a challenge present in the activities of the school community, that must create conditions to the strengthening of the evaluation culture in the educational institutions, in order that the generated data takes relevance in both processes of teaching and learning. Therefore, to achieve this purpose, we will use as methodology the research in a qualitative character and, as instruments of data collection, the application of semi-structured interviews directed to managers, teachers and students of the investigated schools, in addition to the documental analysis obtained from official data provided by the Amazon State Office of Education and Teaching Quality (SEDUC) and by CAED/UFJF, responsible for the dissemination and systematization of SADEAM’s data. The theoretical support is based on Condé (2012), Machado (2012), Luck (2002), Brooke (2012), Souza and Oliveira (2010), in addition to other authors and documents published by the Amazon State Office of Education and Teaching Quality and the Education Ministry (MEC). Primarily, the research has pointed: the lack of the dissemination of the results by the managing staff; the non-appropriation of SADEAM’s results by the teachers and community; lack of support to SEDUC’s (Amazon State Office of Education and Teaching Quality) schools and Regional Education Coordination; lack of professionals such as pedagogues and teachers qualified in Portuguese and Mathematics; absence of a Pedagogical Intervention Plan and monitoring. These discoveries enabled listing actions described in the Educational Action Plan (PAE), directed to four dimensions: SEDUC, Regional Education Coordination, School Management and teachers, aiming improvements in the percentage of participation and proficiency of the students in the investigated schools.

Orientador: Letícia Bicalho Canêdo / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-25T06:29:28Z (GMT). No. of bitstreams: 1 Octavio_RaquelGoncalves_D.pdf: 943706 bytes, checksum: 40ff055b42e94f998edd7515ec87bb3c (MD5) Previous issue date: 2014 / Resumo: Esta pesquisa aborda as práticas de leitura de estudantes do Ensino Médio, de escolas públicas e particulares, localizadas no interior do Leste Paulista, por meio de uma investigação e estudo de suas experiências de leitura, tidas como fundamental para a compreensão de situações antagônicas, contudo ligadas entre si. São elas: a resistência revelada pelos jovens à leitura dos textos literários solicitados pela escola, as diversas situações, discursos e dados estatísticos que os apontam como não leitores, em especial dos clássicos da literatura e a existência de intensivos exercícios de leitura realizados por eles dentro e fora da instituição escolar para diversos fins, produzidas por vários suportes. Desta feita, o objetivo deste estudo foi o de colocar em evidência os fatores que estão na base dessas situações: o leitor, a leitura e suas respectivas práticas, no que tange aos processos de apropriação e recepção, o texto em seus suportes e modalidades: impresso e digital e as necessidades e preferências de leituras. Fatores estes que se entrelaçam entre si e são aqui postos em análise e discussão e, que por sua vez, se fazem presentes na constituição do leitor escolar e contemporâneo / Abstract: This research addresses the reading practices of high school students from public and private schools located within the East São Paulo area, through an investigation and study of their reading experiences, seen as crucial to the understanding of antagonistic situations, but linked to one another. They are: the resistance shown by the youngsters to the reading of literary texts requested by their school, the various situations, speeches and statistics that point out as non- readers, especially the literature classics and the existence of intensive reading exercises performed by them in and outside of the school for various purposes, produced through several media. This time, the aim of this study was to highlight the factors that underlie these situations: the reader , the reading and its practices in relation to the processes of appropriation and reception, the text in their media and modalities: printed and digital, and the needs and preferences of readings . These factors intertwine with each other and are put hereby under analysis and discussion, which are, thus, present in the constitution of school and contemporary reader / Doutorado / Educação, Conhecimento, Linguagem e Arte / Doutora em Educação

Orientador: Maria Inês Petrucci-Rosa / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-26T01:54:19Z (GMT). No. of bitstreams: 1 Carcaioli_GabrielaFurlan_M.pdf: 6086895 bytes, checksum: 3ef3d42c54ca3e5216ab5ecc0f33e896 (MD5) Previous issue date: 2014 / Resumo: A partir de considerações acerca dos processos de legitimação de conhecimentos, engendrados em perspectivas culturais, este trabalho busca realizar algumas considerações no que concerne às práticas curriculares, que consideramos estarem dentro de uma bricolagem pedagógica e social. Para tanto, observamos, de forma etnográfica, o cotidiano e as artes de fazer de uma comunidade rural, dentro de um movimento social, na cidade de Limeira - interior do estado de São Paulo ¿ que está envolta em um contexto de estigmatização local e nacional, mais abrangente. O acampamento refere-se a uma área ocupada pelo Movimento dos Trabalhadores Rurais Sem Terra ¿ MST, em defesa da reforma agrária no Brasil. As entrevistas produzem narrativas dos sujeitos praticantes do cotidiano da comunidade do acampamento Elizabeth Teixeira. Tais narrativas são trabalhadas como mônadas, que são fragmentos de história prenhes de significação e brechas através das quais é possível visualizar aspectos de um tempo e um lugar social. Os fragmentos de história são produzidos a partir de excertos das narrativas, buscando um recorte que focalize uma possibilidade de significação para a história contada. Consideramos que a etnografia e as narrativas, podem ser capazes de revelar artes de fazer cotidianas e trazer à tona as vozes silenciadas dos moradores da comunidade. Poderemos observar que a incessante busca pelos conhecimentos híbridos impulsionam os sujeitos a viverem na comunidade, buscarem um discurso coletivo e lutarem contra formas de dominação que aparecem em muitos casos, através do discurso científico que se dá contra seus conhecimentos cotidianos, os populares. Dessa forma, a pesquisa busca uma abordagem que compreenda: Educação do Campo, currículo numa perspectiva narrativa e práticas culturais / Abstract: Considering the processes of knowledge legitimation, engendered in cultural perspectives, this work aims to make some considerations with regard to curricular practices, which we believe are within an educational and social patchwork. For that reason, we observed in an ethnographic way, the everyday and the arts of doing in a rural community within a social movement in the city of Limeira - located in the countryside of São Paulo state - which is shrouded in a context of local and national stigmatization. The camp refers to a region occupied by the Landless Workers Movement - MST, in defense of agrarian reform in Brazil. Interviews produce narratives of the subjects of everyday practitioner¿s camp Elizabeth Teixeira community. Such narratives are worked as monads which are fragments of replete significance and history of loopholes through which you can view aspects of a social time and place. Fragments of story are made from excerpts of narratives, seeking a cut that focuses a possibility of meaning to the story told. We believe that ethnography and narratives may be able to reveal the art of everyday doing and bring out the silenced voices of community residents. We may observe that the incessant search for knowledge drives hybrid subjects to live in the community, seek a collective discourse and combat forms of domination that appear in many cases, through scientific discourse that takes place against their everyday and popular knowledge. Thus, the research seeks an approach comprising: Field Education, curriculum and cultural practices in a narrative perspective / Mestrado / Ensino de Ciencias e Matematica / Mestra em Multiunidades em Ensino de Ciências e Matemática

This thesis addresses a problem in the literature on technology transfer of understanding the local appropriation of knowledge. Based on interpretive and analytic traditions developed in Science and Technology Studies (STS) and ethnomethodology, I conceptualise technology transfer as involving communication between discursive communities. I develop the idea of 'performance of community' to argue that explanations of research and technology, and readings of those explanations, are sites for the elaboration of the identity of a discursive community. I explore this approach through a case study in the field of artificial intelligence (AI). I focus on what I call 'explanatory practices', that is practices of describing, identifying and explaining Al, and trace the differences in these practices, according to location, context and audience. The novelty of my thesis is to show the pervasiveness of performance of community within these explanatory practices, through showing the differences in the claimed identity and significance of Al, associated with different locations, contexts and audiences. I draw out some of the implications of my approach by counterposing it to a theory of technology transfer as the passing of neutral units of information, which I argue is implicit in a complaint made by Al vendors that the Al marketplace had been damaged by overselling or hype. In particular, I show that disclaimers of hype (more than the perpetration of it) had always been associated with the marketing of Al. More generally, my claim is that it is politically important to understand that neutral information is not available even as an ultimate standard, and that the local appropriation of knowledge is not an aberration to be controlled, but a component of both successful and unsuccessful communication between discursive communities.

Uppsatsens syfte är att göra en filmanalys av kampanjfilmer om bröstcancer som var skapade av kosmetiska företag i Indien och U.S.A. I uppsatsen undersöks hur semiotiska resurser var påverkade av kulturen och hur kampanjerna har använt kulturell adaption i marknadsföringssyfte. Jag beskriver en denotation av två filmer från varje land följd utav en konnotation som stödjs av artiklar och böcker om respektive kultur. Avslutningsvis tar jag upp och diskuterar de olika teorierna om hur kulturell adaption kan påverka en människa ur ett marknadsföringsperspektiv. Slutsatsen är att nationalism och appropriation är några av de viktiga elementen i kulturell adaption som förstärker marknadsföring. Dessa element skapar självidentitet och förtrogenhet hos individen som tittar på filmen. Några semiotiska resurser som hade förändrats i kulturell adaption och som hälpte till att skapa de elementen var etnicitet, gester, kläder, miljö, och symboler.

Abstract This thesis contributes to the field of collaborative information systems and Computer-Supported Cooperative Work (CSCW). It extends the notion of technological support for design activities "in use" beyond providing the flexibility to tailor collaborative software, to provide means to support the appropriation process of these tools in their application fields. Two long-term studies on the evolution of usages of collaborative software in a German authority and in a network of freelancers in the field of consulting form the foundation of this work. Based on the experience there, it was possible to identify user activities that drive the appropriation process and to establish a perspective on the appropriation of a Groupware as a social process. Appropriation can be described as a collaborative effort of end users, who perform "appropriation activities" to make sense of the software in their work context. Besides activities to configure the software to fit into the technological, organisational and individual work context of the users ('Tailoring'), there is a larger area of technology-related communication, demonstration and negotiation activities aimed at establishing a shared understanding of how a software artefact works and what it can contribute to the shared work context. The mutual shaping of the technology and organisational contexts resemble an ongoing design process that end users perform largely without any involvement of professional developers. This perspective is the guiding line for developing means for "Appropriation Support", i.e., means to support the appropriation activities that end users perform. To inform the design of appropriation support measures and functions, current approaches that capture the collaborative dimensions of tailoring, and the necessities of 'discourse ergonomics' for technology-related online communication are explored. The trend to work with a tool 'infrastructure' instead of monolithic Groupware tools is a complicating yet important secondary consideration here, since it demonstrates the necessity to offer support 'beyond one tool' to support a use-oriented perspective on appropriation. The resulting idea of 'Use Discourse Environments' as a main concept for appropriation support which captures the activities of communication, demonstration and negotiation as well as the activity of tailoring (where possible) was implemented and evaluated in two prototypes that refer to the application fields of the initial studies. The idea of integrating online discourse, tool representations and tailoring facilities served as a guideline for the use discourse both in an event notification service as well as in the 'Online Future Workshop' that addressed a shared inter-organisational software development infrastructure. Based on the evaluations, design recommendations for appropriation support are made, and the problematic nature of appropriation activities as 'infrastructural work' versus the 'productive work' that end users consider their main area of work is addressed. The thesis concludes with a vision of collaborative software tools that do not only provide their original services, but also address end users as a 'virtual community of technology practice'.

Foodways, which in short refers to eating and drinking practices, are constitutive of personal and group identity. In this thesis, I explore the symbolic values of food and drink in group identification processes evolving across North America. Through the cases of poutine, mezcal, and hard cider, I investigate cultural identity formation, negotiation, and transformation; from everyday practices to global interactions. What I develop in this thesis is a rationale that can be actively used by members of a group, as well as by community development practitioners, governments, and industry stakeholders to bolster community capitals and agency through making, supporting or rejecting food and drink ownership claims. In the first article, titled Poutine Dynamics, I explore both the culinary and social status of poutine. First, I identify poutine as a new(er) and distinct way to consume food that is increasingly adopted and adapted, and I propose a working definition of poutine as a new dish classification label in its own. Then, by coupling poutine’s sociohistorical stigma and its growing Canadization (that is, the presentation, not the consumption per say, of poutine as a Canadian dish), I expose two related situations: the ongoing culinary appropriation of poutine and the threat of Quebecois cultural absorption by Canadians. In Poutine Dynamics, I problematize the notion of a “national cuisine” in the context of multinational and settler states. Although the focus is about cuisine, Poutine Dynamics provides elements of analysis regarding how the Canadian nationalist project is constructed and articulated today, in current celebrations of the 150th anniversary of Confederation in Canada. The second article of this thesis, titled Strategic Authenticity: The Case of Mezcal, draws upon the recent major update to the mezcal denomination of origin certification (DO) that was long-awaited and requested by “traditional mezcaleros.” This tour de force in the modification of the mezcal DO leads me to identify the notion of authenticity in food as a powerful rhetorical strategy in social negotiation between groups. Through the case of mezcal, I assert that the tasting experience is the most legitimate group identification path and authentication boundary (as opposed to political, ethnical or religious boundaries) in terms of foodways. The third article, titled The Identity Crisis of Hard Cider, looks at the ongoing cultural affirmation of hard cider from its European counterparts. So far, the research on hard cider in Vermont has looked at the low-level of cider-specific apple production in that state as a supply issue. Instead, I approach this problematic from a demand angle, specifically from the low demand for hard ciders made with cider-specific apples. In this study, I survey the Vermont hard cider industry stakeholders as to possible mechanisms in order to differentiate between hard cider styles, as well as strategies to boost the demand for hard ciders made with cider-specific apples. The implementation of a geographical indication (GI) label was of high interests among participating cider makers. In this study, I also suggest that the hard cider foodways found in Vermont are part of a broader emerging hard cider identity that is taste-based and which crosses political borders within the American Northeast.