O presente estudo analisa a influência do Discurso Regulador Geral – DRG - e do Discurso Recontextualizador – DR - na organização dos currículos, da pedagogia e da avaliação no Curso de Enfermagem e no Curso de Direito do Centro Universitário Metodista de Porto Alegre/RS, tomando por base as categorias teóricas de Basil Bernstein. Diretrizes curriculares nacionais, diretrizes SINAES, normas emanadas por agências profissionais e documentos institucionais, dentre outros, foram exaustivamente estudados. Docentes e discentes dos referidos cursos foram entrevistados. Os dados resultantes desses materiais-fonte foram organizados atendendo às categorias bersteinianas de análise. O conjunto de dados e informações sobre cada um dos cursos estudados foi agrupado respeitando características próprias das duas distintas carreiras profissionais. Para cada um dos casos foi traçado um quadro das relações e influências dos discursos e dispositivos sobre seus currículos, pedagogia e avaliação. Nesse movimento e ao mesmo tempo, foram detectadas as características próprias desses cursos emanadas dos espaços de autonomia do contexto da IES. Como resultado das análises realizadas, confirma-se a influência do discurso regulador geral e do discurso recontextualizador sobre o currículo, a pedagogia e a avaliação dos dois cursos analisados. Ao mesmo tempo, destaca-se a construção de um espaço emancipatório que se engendra no cotidiano institucional, uma dinâmica de democracia efetiva alicerçada nos processos participativos desenvolvidos entre gestores, docentes e estudantes. Destaca-se, igualmente, o conceito de brecha discursiva para o entendimento das tensões e contradições dos discursos, porque constitui um campo epistemológico subjetivo que favorece transformações e inovações. O estudo revela que as relações macro e micro-institucionais que se instituem no contexto dos cursos e de instituições específicas são complexas. Para entender tais relações, as categorias existentes na literatura não são suficientes. Novas categorias de análise vieram à luz com este estudo, tais como o Discurso Institucional – DIt; o Discurso da Gestão Institucional – DGI - e a influência do Discurso Teológico de Libertação – DTL. / The present study analyzes the influence of the Regulative Discourse and the Recontextualizing discouse in the organization of curricula, pedagogy and evaluation in the Nursing and Law courses of the Methodist University Center from Porto Alegre/RS; it takes its fundaments from Basil Bernstein’s theory categories. National Curricula Directives, directives of SINAES and the norms coming from Professional Agencies as well as the institutional documents, among other ones, were hardly analyzed. Teachers and students from both courses were interviewed. The whole of the investigated data and the information about each course were put into a group, considering their own characteristics from the two specific professional careers. To each one of the cases it was traced a panel with the relations and influences of the lectures and the devices upon their curricula, pedagogy and evaluation. In this movement and at the same time it was possible to detect the own characteristics of this courses coming from the autonomous spaces in the context of the College Educational Institutions. As a result from the analysis which was carried on it is possible to confirm the influence of the General Lecture Regulator and the Re-context maker Lecture upon the curriculum, the pedagogy and the evaluation of these two courses which were analyzed. At the same time we point out the construction of an emancipation space which is generated in the institutional daily, a dynamics of effective democracy based on a participatory process established among managers, teachers and students. We also emphasize the concept of discursive gap (breach) in order to understand the tenseness and the contradictions of the speeches because it is a subjective epistemological field which supports transformations and innovations. The study reveals that the macro and the micro institutional connections which happen in the context of the courses and in specific institutions are complex. In order to understand these connections the categories that exist in the literature are not enough. New categories have brightened up this study, such as the Institutional Speech - IS, the Institutional Management Speech – IMS - and the influence from the Theological Speech of Liberation – TSL.

A tese aqui apresentada aborda o processo de pesquisa realizado entre os anos de 2008 e 2012, no decorrer do curso de doutorado, que foi direcionado para o estudo sobre a formação docente inicial e o ensino ao aluno com deficiência em classe comum na perspectiva da Educação Inclusiva. Tal pesquisa teve como objetivo principal analisar o percurso da formação docente inicial ― tomando como base a disciplina Intervenção Pedagógica e Necessidades Educativas Especiais, ofertada pela Faculdade de Educação – FACED ― voltada para o ensino/atendimento ao aluno com deficiência em classe comum na perspectiva da educação inclusiva, no contexto da Universidade brasileira, e mais especificamente o da Universidade Federal do Rio Grande do Sul – UFRGS. A abordagem escolhida foi de natureza qualitativa baseada na pesquisa histórico-cultural, que percebe os sujeitos como “criadores de ideias e consciência que, ao produzirem e reproduzirem a realidade social, são ao mesmo tempo produzidos e reproduzidos por ela” (FREITAS, 2002, p. 22). Desse modo, o contexto da pesquisa se configurou no espaço da UFRGS, e em particular, na FACED. Os sujeitos investigados se subdividiram em três grupos distintos: ex-alunos da disciplina Intervenção Pedagógica e Necessidades Educativas Especiais, durante os semestres 2009/2, 2010/1 e 2010/2; coordenadores dos cursos de licenciatura da UFRGS, perfazendo um total de dezessete profissionais, correspondendo às dezessete áreas de conhecimento que esses cursos abrangem; e os professores da referida disciplina. Os instrumentos metodológicos utilizados foram: análise de documentos; entrevista semiestruturada; experiência pessoal; e diário de campo. O estudo apresenta como aportes teóricos as obras de dois autores: Basil Bernstein e sua sociologia da educação, e Lev Seminovich Vygotsky e sua teoria histórico-cultural. A pesquisa possibilitou uma percepção de avanços discretos, ainda que tardios, no que diz respeito à atuação educacional da UFRGS com vistas a desenvolver, cada vez mais, ações que propiciem o acesso e a permanência de alunos com deficiência em seus cursos; propiciem principalmente o incremento de uma formação docente que responda à demanda dos futuros professores que irão trabalhar com alunos com deficiência em classes comuns das escolas regulares, e também à ampliação de projetos de pesquisa e extensão que contemplem esse campo de conhecimento. Para tanto, o papel da disciplina Intervenção Pedagógica e Necessidades Educativas Especiais é crucial, como espaço de mediação entre alunos, professores e a prática pedagógica. Espaço também de interação com outros professores, cursos e departamentos, apostando numa visão trialética de inclusão, através da criação de culturas inclusivas, da produção de políticas inclusivas e do desenvolvimento de práticas inclusivas. E que a Universidade brasileira se torne um campo de recontextualização pedagógica que leve à transformação social, e o professor seja o autor de seu discurso pedagógico. / This doctoral dissertation addresses the research process that has taken place during graduate school from 2008 to 2012. It was directed to the study of early teacher education and education to the people with disabilities in regular classes from the perspective of Inclusive Education. This research aimed at analyzing the course of early teacher education, which has been built when teaching Educational Intervention and Special Education Needs academic subjects, offered by the College of Education (FACED) which are focused on teaching people with disabilities in regular classes from the referred perspective in the context of Federal University of Rio Grande do Sul ― UFRGS, a Brazilian university. The chosen approach was that of qualitative research, carried out through cultural-historical research, which conceives the actors as “creators of ideas and conscious of producing and reproducing the social reality and simultaneously produced and reproduced by it” (FREITAS, 2002, p. 22). Thus, the research context has taken share at UFRGS, particularly at the College of Education ― FACED. The subjects investigated were subdivided into three distinct groups: alumni of Educational Intervention and Special Education academic subjects, during 2009/2, 2010/1 and 2010/2 semesters; coordinators of UFRGS undergraduate courses preparatory for teaching, totaling seventeen professionals corresponding to the seventeen various areas of knowledge covered in these courses; and the professors of Educational Intervention and Special Needs Education academic subjects. The methodological tools used were document analysis, semi-structured interviews, the researcher’s personal experience in Special Education and field diary. The study provides the theoretical contributions of two authors: the sociological approach of Basil Bernstein and its sociology of education and the cultural-historical theory of Lev Seminovich Vygotsky. This research allowed a discrete realization regarding to the educational role of UFRGS in order to develop increasingly actions that ease the access and permanence of people with disabilities in their courses; principally promoting an increase of early teacher education that responds to the prospective teachers’ demands who will teach people with disabilities in regular classes in regular schools; and it has also broaden research and extension projects in this field of knowledge. Therefore, the role of Educational Intervention and Special Education Needs academic subjects is of crucial relevance, as a place of mediation among students, teachers and pedagogical practice. It is also a place for interaction with other professors, courses and departments, focusing on a trialetic vision of inclusion through the creation of inclusive cultures, the production of inclusive policies and the development of inclusive practices. The aim is that the Brazilian universities become a pedagogic recontextualized field that leads to social transformation and that the teachers become the authors of their pedagogical discourse. / La tesis doctoral que aquí se presenta se refiere a la investigación llevada a cabo entre 2008 y 2012, durante el posgrado, dirigido al estudio de la formación inicial del profesorado y educación a los estudiantes con discapacidad en el aula regular desde la perspectiva de la Educación Inclusiva . Esta investigación tuvo como objetivo examinar el curso de formación inicial del profesorado ― basándose en la disciplina de Intervención Pedagógica y Educación Especial, ofrecido por la Facultad de Educación – FACED ― orientados a la enseñanza / servicio a los estudiantes con discapacidad en clases regulares en perspectiva la educación inclusiva en el contexto de la universidad brasileña, y más específicamente de la Universidad Federal de Rio Grande do Sul – UFRGS. El método elegido fue de carácter cualitativo basado en la investigación histórico-cultural, se da cuenta de que los sujetos como "creadores de ideas y de la conciencia, para producir y reproducir la realidad social, son producidos y reproducidos por ella" (FREITAS, 2002 p. 22). Por lo tanto, el contexto de la investigación se configura en el espacio UFRGS, y ante todo en. Los sujetos estudiados fueron subdivididos en tres grupos distintos: ex alumnos de la disciplina de Intervención Pedagógica y Educación Especial, durante los semestres 2009/2, 2010/1 y 2010/2; coordinadores de la UFRGS pregrado, para un total de 17 profesionales, que representan a las cinco áreas de conocimiento que estos cursos cubren, y los maestros de esta disciplina. Las herramientas metodológicas utilizadas fueron: análisis de documentos, entrevistas semi-estructuradas, la experiencia personal y diario de campo. El estudio proporciona aportaciones teóricas como las obras de dos autores: Basil Bernstein y su sociología de la educación, y Lev Vygotsky Seminovich y su teoría histórico-cultural. Los avances en la investigación permitió una realización discreta, aunque tarde, con respecto a la función educativa de la UFRGS con el objetivo de desarrollar cada vez más las acciones que faciliten el acceso y permanencia de los estudiantes con discapacidad en sus cursos; conducente principalmente al aumento una formación docente que responda a la demanda de los futuros maestros que trabajan con estudiantes con discapacidades en las clases regulares en las escuelas normales, así como la expansión de los proyectos de investigación y extensión que se ocupan de este campo de conocimiento. Por lo tanto, el papel de la disciplina de Intervención Pedagógica y Educación Especial es crucial, como un espacio de mediación entre estudiantes, profesores y la práctica pedagógica. El espacio también interactuar con otros profesores, cursos y departamentos, apostando trialética una visión de inclusión, mediante la creación de culturas inclusivas, que producen las políticas de inclusión y el desarrollo de prácticas inclusivas. Y la universidad brasileña se convierte en un campo pedagógico recontextualización que conduce a la transformación social, y el profesor es el autor de su discurso pedagógico.

O presente estudo analisa a influência do Discurso Regulador Geral – DRG - e do Discurso Recontextualizador – DR - na organização dos currículos, da pedagogia e da avaliação no Curso de Enfermagem e no Curso de Direito do Centro Universitário Metodista de Porto Alegre/RS, tomando por base as categorias teóricas de Basil Bernstein. Diretrizes curriculares nacionais, diretrizes SINAES, normas emanadas por agências profissionais e documentos institucionais, dentre outros, foram exaustivamente estudados. Docentes e discentes dos referidos cursos foram entrevistados. Os dados resultantes desses materiais-fonte foram organizados atendendo às categorias bersteinianas de análise. O conjunto de dados e informações sobre cada um dos cursos estudados foi agrupado respeitando características próprias das duas distintas carreiras profissionais. Para cada um dos casos foi traçado um quadro das relações e influências dos discursos e dispositivos sobre seus currículos, pedagogia e avaliação. Nesse movimento e ao mesmo tempo, foram detectadas as características próprias desses cursos emanadas dos espaços de autonomia do contexto da IES. Como resultado das análises realizadas, confirma-se a influência do discurso regulador geral e do discurso recontextualizador sobre o currículo, a pedagogia e a avaliação dos dois cursos analisados. Ao mesmo tempo, destaca-se a construção de um espaço emancipatório que se engendra no cotidiano institucional, uma dinâmica de democracia efetiva alicerçada nos processos participativos desenvolvidos entre gestores, docentes e estudantes. Destaca-se, igualmente, o conceito de brecha discursiva para o entendimento das tensões e contradições dos discursos, porque constitui um campo epistemológico subjetivo que favorece transformações e inovações. O estudo revela que as relações macro e micro-institucionais que se instituem no contexto dos cursos e de instituições específicas são complexas. Para entender tais relações, as categorias existentes na literatura não são suficientes. Novas categorias de análise vieram à luz com este estudo, tais como o Discurso Institucional – DIt; o Discurso da Gestão Institucional – DGI - e a influência do Discurso Teológico de Libertação – DTL. / The present study analyzes the influence of the Regulative Discourse and the Recontextualizing discouse in the organization of curricula, pedagogy and evaluation in the Nursing and Law courses of the Methodist University Center from Porto Alegre/RS; it takes its fundaments from Basil Bernstein’s theory categories. National Curricula Directives, directives of SINAES and the norms coming from Professional Agencies as well as the institutional documents, among other ones, were hardly analyzed. Teachers and students from both courses were interviewed. The whole of the investigated data and the information about each course were put into a group, considering their own characteristics from the two specific professional careers. To each one of the cases it was traced a panel with the relations and influences of the lectures and the devices upon their curricula, pedagogy and evaluation. In this movement and at the same time it was possible to detect the own characteristics of this courses coming from the autonomous spaces in the context of the College Educational Institutions. As a result from the analysis which was carried on it is possible to confirm the influence of the General Lecture Regulator and the Re-context maker Lecture upon the curriculum, the pedagogy and the evaluation of these two courses which were analyzed. At the same time we point out the construction of an emancipation space which is generated in the institutional daily, a dynamics of effective democracy based on a participatory process established among managers, teachers and students. We also emphasize the concept of discursive gap (breach) in order to understand the tenseness and the contradictions of the speeches because it is a subjective epistemological field which supports transformations and innovations. The study reveals that the macro and the micro institutional connections which happen in the context of the courses and in specific institutions are complex. In order to understand these connections the categories that exist in the literature are not enough. New categories have brightened up this study, such as the Institutional Speech - IS, the Institutional Management Speech – IMS - and the influence from the Theological Speech of Liberation – TSL.

A tese aqui apresentada aborda o processo de pesquisa realizado entre os anos de 2008 e 2012, no decorrer do curso de doutorado, que foi direcionado para o estudo sobre a formação docente inicial e o ensino ao aluno com deficiência em classe comum na perspectiva da Educação Inclusiva. Tal pesquisa teve como objetivo principal analisar o percurso da formação docente inicial ― tomando como base a disciplina Intervenção Pedagógica e Necessidades Educativas Especiais, ofertada pela Faculdade de Educação – FACED ― voltada para o ensino/atendimento ao aluno com deficiência em classe comum na perspectiva da educação inclusiva, no contexto da Universidade brasileira, e mais especificamente o da Universidade Federal do Rio Grande do Sul – UFRGS. A abordagem escolhida foi de natureza qualitativa baseada na pesquisa histórico-cultural, que percebe os sujeitos como “criadores de ideias e consciência que, ao produzirem e reproduzirem a realidade social, são ao mesmo tempo produzidos e reproduzidos por ela” (FREITAS, 2002, p. 22). Desse modo, o contexto da pesquisa se configurou no espaço da UFRGS, e em particular, na FACED. Os sujeitos investigados se subdividiram em três grupos distintos: ex-alunos da disciplina Intervenção Pedagógica e Necessidades Educativas Especiais, durante os semestres 2009/2, 2010/1 e 2010/2; coordenadores dos cursos de licenciatura da UFRGS, perfazendo um total de dezessete profissionais, correspondendo às dezessete áreas de conhecimento que esses cursos abrangem; e os professores da referida disciplina. Os instrumentos metodológicos utilizados foram: análise de documentos; entrevista semiestruturada; experiência pessoal; e diário de campo. O estudo apresenta como aportes teóricos as obras de dois autores: Basil Bernstein e sua sociologia da educação, e Lev Seminovich Vygotsky e sua teoria histórico-cultural. A pesquisa possibilitou uma percepção de avanços discretos, ainda que tardios, no que diz respeito à atuação educacional da UFRGS com vistas a desenvolver, cada vez mais, ações que propiciem o acesso e a permanência de alunos com deficiência em seus cursos; propiciem principalmente o incremento de uma formação docente que responda à demanda dos futuros professores que irão trabalhar com alunos com deficiência em classes comuns das escolas regulares, e também à ampliação de projetos de pesquisa e extensão que contemplem esse campo de conhecimento. Para tanto, o papel da disciplina Intervenção Pedagógica e Necessidades Educativas Especiais é crucial, como espaço de mediação entre alunos, professores e a prática pedagógica. Espaço também de interação com outros professores, cursos e departamentos, apostando numa visão trialética de inclusão, através da criação de culturas inclusivas, da produção de políticas inclusivas e do desenvolvimento de práticas inclusivas. E que a Universidade brasileira se torne um campo de recontextualização pedagógica que leve à transformação social, e o professor seja o autor de seu discurso pedagógico. / This doctoral dissertation addresses the research process that has taken place during graduate school from 2008 to 2012. It was directed to the study of early teacher education and education to the people with disabilities in regular classes from the perspective of Inclusive Education. This research aimed at analyzing the course of early teacher education, which has been built when teaching Educational Intervention and Special Education Needs academic subjects, offered by the College of Education (FACED) which are focused on teaching people with disabilities in regular classes from the referred perspective in the context of Federal University of Rio Grande do Sul ― UFRGS, a Brazilian university. The chosen approach was that of qualitative research, carried out through cultural-historical research, which conceives the actors as “creators of ideas and conscious of producing and reproducing the social reality and simultaneously produced and reproduced by it” (FREITAS, 2002, p. 22). Thus, the research context has taken share at UFRGS, particularly at the College of Education ― FACED. The subjects investigated were subdivided into three distinct groups: alumni of Educational Intervention and Special Education academic subjects, during 2009/2, 2010/1 and 2010/2 semesters; coordinators of UFRGS undergraduate courses preparatory for teaching, totaling seventeen professionals corresponding to the seventeen various areas of knowledge covered in these courses; and the professors of Educational Intervention and Special Needs Education academic subjects. The methodological tools used were document analysis, semi-structured interviews, the researcher’s personal experience in Special Education and field diary. The study provides the theoretical contributions of two authors: the sociological approach of Basil Bernstein and its sociology of education and the cultural-historical theory of Lev Seminovich Vygotsky. This research allowed a discrete realization regarding to the educational role of UFRGS in order to develop increasingly actions that ease the access and permanence of people with disabilities in their courses; principally promoting an increase of early teacher education that responds to the prospective teachers’ demands who will teach people with disabilities in regular classes in regular schools; and it has also broaden research and extension projects in this field of knowledge. Therefore, the role of Educational Intervention and Special Education Needs academic subjects is of crucial relevance, as a place of mediation among students, teachers and pedagogical practice. It is also a place for interaction with other professors, courses and departments, focusing on a trialetic vision of inclusion through the creation of inclusive cultures, the production of inclusive policies and the development of inclusive practices. The aim is that the Brazilian universities become a pedagogic recontextualized field that leads to social transformation and that the teachers become the authors of their pedagogical discourse. / La tesis doctoral que aquí se presenta se refiere a la investigación llevada a cabo entre 2008 y 2012, durante el posgrado, dirigido al estudio de la formación inicial del profesorado y educación a los estudiantes con discapacidad en el aula regular desde la perspectiva de la Educación Inclusiva . Esta investigación tuvo como objetivo examinar el curso de formación inicial del profesorado ― basándose en la disciplina de Intervención Pedagógica y Educación Especial, ofrecido por la Facultad de Educación – FACED ― orientados a la enseñanza / servicio a los estudiantes con discapacidad en clases regulares en perspectiva la educación inclusiva en el contexto de la universidad brasileña, y más específicamente de la Universidad Federal de Rio Grande do Sul – UFRGS. El método elegido fue de carácter cualitativo basado en la investigación histórico-cultural, se da cuenta de que los sujetos como "creadores de ideas y de la conciencia, para producir y reproducir la realidad social, son producidos y reproducidos por ella" (FREITAS, 2002 p. 22). Por lo tanto, el contexto de la investigación se configura en el espacio UFRGS, y ante todo en. Los sujetos estudiados fueron subdivididos en tres grupos distintos: ex alumnos de la disciplina de Intervención Pedagógica y Educación Especial, durante los semestres 2009/2, 2010/1 y 2010/2; coordinadores de la UFRGS pregrado, para un total de 17 profesionales, que representan a las cinco áreas de conocimiento que estos cursos cubren, y los maestros de esta disciplina. Las herramientas metodológicas utilizadas fueron: análisis de documentos, entrevistas semi-estructuradas, la experiencia personal y diario de campo. El estudio proporciona aportaciones teóricas como las obras de dos autores: Basil Bernstein y su sociología de la educación, y Lev Vygotsky Seminovich y su teoría histórico-cultural. Los avances en la investigación permitió una realización discreta, aunque tarde, con respecto a la función educativa de la UFRGS con el objetivo de desarrollar cada vez más las acciones que faciliten el acceso y permanencia de los estudiantes con discapacidad en sus cursos; conducente principalmente al aumento una formación docente que responda a la demanda de los futuros maestros que trabajan con estudiantes con discapacidades en las clases regulares en las escuelas normales, así como la expansión de los proyectos de investigación y extensión que se ocupan de este campo de conocimiento. Por lo tanto, el papel de la disciplina de Intervención Pedagógica y Educación Especial es crucial, como un espacio de mediación entre estudiantes, profesores y la práctica pedagógica. El espacio también interactuar con otros profesores, cursos y departamentos, apostando trialética una visión de inclusión, mediante la creación de culturas inclusivas, que producen las políticas de inclusión y el desarrollo de prácticas inclusivas. Y la universidad brasileña se convierte en un campo pedagógico recontextualización que conduce a la transformación social, y el profesor es el autor de su discurso pedagógico.

O presente estudo analisa a influência do Discurso Regulador Geral – DRG - e do Discurso Recontextualizador – DR - na organização dos currículos, da pedagogia e da avaliação no Curso de Enfermagem e no Curso de Direito do Centro Universitário Metodista de Porto Alegre/RS, tomando por base as categorias teóricas de Basil Bernstein. Diretrizes curriculares nacionais, diretrizes SINAES, normas emanadas por agências profissionais e documentos institucionais, dentre outros, foram exaustivamente estudados. Docentes e discentes dos referidos cursos foram entrevistados. Os dados resultantes desses materiais-fonte foram organizados atendendo às categorias bersteinianas de análise. O conjunto de dados e informações sobre cada um dos cursos estudados foi agrupado respeitando características próprias das duas distintas carreiras profissionais. Para cada um dos casos foi traçado um quadro das relações e influências dos discursos e dispositivos sobre seus currículos, pedagogia e avaliação. Nesse movimento e ao mesmo tempo, foram detectadas as características próprias desses cursos emanadas dos espaços de autonomia do contexto da IES. Como resultado das análises realizadas, confirma-se a influência do discurso regulador geral e do discurso recontextualizador sobre o currículo, a pedagogia e a avaliação dos dois cursos analisados. Ao mesmo tempo, destaca-se a construção de um espaço emancipatório que se engendra no cotidiano institucional, uma dinâmica de democracia efetiva alicerçada nos processos participativos desenvolvidos entre gestores, docentes e estudantes. Destaca-se, igualmente, o conceito de brecha discursiva para o entendimento das tensões e contradições dos discursos, porque constitui um campo epistemológico subjetivo que favorece transformações e inovações. O estudo revela que as relações macro e micro-institucionais que se instituem no contexto dos cursos e de instituições específicas são complexas. Para entender tais relações, as categorias existentes na literatura não são suficientes. Novas categorias de análise vieram à luz com este estudo, tais como o Discurso Institucional – DIt; o Discurso da Gestão Institucional – DGI - e a influência do Discurso Teológico de Libertação – DTL. / The present study analyzes the influence of the Regulative Discourse and the Recontextualizing discouse in the organization of curricula, pedagogy and evaluation in the Nursing and Law courses of the Methodist University Center from Porto Alegre/RS; it takes its fundaments from Basil Bernstein’s theory categories. National Curricula Directives, directives of SINAES and the norms coming from Professional Agencies as well as the institutional documents, among other ones, were hardly analyzed. Teachers and students from both courses were interviewed. The whole of the investigated data and the information about each course were put into a group, considering their own characteristics from the two specific professional careers. To each one of the cases it was traced a panel with the relations and influences of the lectures and the devices upon their curricula, pedagogy and evaluation. In this movement and at the same time it was possible to detect the own characteristics of this courses coming from the autonomous spaces in the context of the College Educational Institutions. As a result from the analysis which was carried on it is possible to confirm the influence of the General Lecture Regulator and the Re-context maker Lecture upon the curriculum, the pedagogy and the evaluation of these two courses which were analyzed. At the same time we point out the construction of an emancipation space which is generated in the institutional daily, a dynamics of effective democracy based on a participatory process established among managers, teachers and students. We also emphasize the concept of discursive gap (breach) in order to understand the tenseness and the contradictions of the speeches because it is a subjective epistemological field which supports transformations and innovations. The study reveals that the macro and the micro institutional connections which happen in the context of the courses and in specific institutions are complex. In order to understand these connections the categories that exist in the literature are not enough. New categories have brightened up this study, such as the Institutional Speech - IS, the Institutional Management Speech – IMS - and the influence from the Theological Speech of Liberation – TSL.

The objective of this study was to understand how teacher educators in a Namibian college of education interpret and practice the learner-centred pedagogy underpinning the Basic Education Teachers Diploma (BETD) program. In order to achieve this objective, a case study approach was adopted, qualitative-interpretive in orientation and drawing upon interviews, naturalistic non-participant observation and document analysis. Bernstein's theory of pedagogy - in particular his notion ofrecontextualization - offered ideas and concepts that were used to generate and analyse data. The data indicated that, at the level of description, teacher educators interpreted leamercentred pedagogy as a pedagogic practice based on weak rules of regulative discourse, or a weak power relation between themselves and their student teachers. The weakening of the rules of regulative discourse and the waning of educator authority were indicated in the interview narratives, which evoked a pedagogic context characterized by a repositioning of the student teacher from the margins to the centre of the classroom, where he or she enjoyed a more active and visible pedagogic position. Contrary to the dis empowering dynamic within classroom practice under the apartheid dispensation, the repositioning of the student teacher suggested a shift of power towards him or her. Similarly, the identification of the teacher educator as afacilitator, which featured prominently in the interview narratives, further suggested a weakening or diminishing of the pedagogic authority of the teacher educator. With regard to rules pertaining to the instructional discourse, the data revealed an interpretation of leamer-centred pedagogy as a pedagogic practice based on strong framing over the selection of discourses, weak framing over pacing, and strong framing over sequencing and criteria for evaluation. When correlated with the interview data, the data generated through lesson observation and teacher educator prepared documents such as lesson plans revealed a disjuncture between teacher educators' ideas about leamer-centred pedagogy and their practice of it. Contrary to the interviews, lesson observation data revealed that teacher educators implemented leamer-centred pedagogy as a pedagogic practice based on strong internal framing over rules of the regulative discourse. Data further indicated strong internal framing over the selection, sequencing, pacing and evaluation. The study concluded that while some teacher educators could produce an accurate interpretation oflearner-centred pedagogy at the level of description, most of them did not do so at the level of practice. Findings revealed structural and personal-psychological factors that constrained teacher educators' recontextualization of the new pedagogy. A narrow understanding of leamercentred pedagogy that concentrated only on changing teacher educators' pedagogical approaches from teacher-centred to learner-centred, while ignoring structural and systematic factors, tended to dominate not only the interview narratives but also official texts. Learner-centred pedagogy was understood as a matter of changing from teachercentredness to leamer-centredness while frame factors, for instance regarding the selection, pacing or sequencing of discourses, still followed the traditional approach. The study recommends the adoption of a systematic and deliberate approach to address the multiplicity of factors involved in enabling teacher educators to interpret and implement leamer-centred pedagogy at the micro-level of their classrooms. / KMBT_363 / Adobe Acrobat 9.54 Paper Capture Plug-in

Ce mémoire aborde la récupération de la musique à des fins politiques en interrogeant le rapport ambigu entre propagande et diplomatie musicale pendant la Guerre froide. Centrée principalement sur la production musicale aux États-Unis dans les années 1950, l’étude s’attarde aux stratégies adoptées, autant par des musiciens jazz que classique, pour critiquer et dénoncer les politiques discriminatoires d’une chasse aux sorcières communistes lancée par le sénateur républicain Joseph R. McCarthy (1908-1957). Elle montre également comment les dirigeants des États-Unis ont cherché à encenser les valeurs américaines en promouvant internationalement le jazz comme symbole démocratique, en particulier contre l’Union soviétique. Les deux premiers chapitres servent à camper le décor : le premier chapitre brosse par une mise en contexte un portrait politique et historique de la Guerre froide – en partant du postulat que celle-ci trouve ses racines dans la Révolution d’octobre 1917 –, et introduit le contexte sociopolitique des années 1950 en mettant l’emphase sur l’importante influence qu’a eue le maccarthysme, conception politique anticommuniste du sénateur McCarthy, sur la vie américaine. Le deuxième chapitre, également de mise en contexte, établit les différences entre les politiques culturelles américaines et soviétiques. Ce chapitre présente le Cultural Presentations program, le programme d’échanges culturels subventionné par le département d’État, de même que les relations culturelles officielles entre les États-Unis et l’URSS de 1958 à 1985. Les deux derniers chapitres présentent des études de cas afin d’illustrer l’impact sociopolitique sur la vie et la production musicales des années 1950. Le troisième chapitre analyse la présence du jazz au sein du Cultural Presentations program et retrace le parcours de quatre grands musiciens jazz ayant pris part au programme pour faire rayonner le jazz à l’international, tout en soulignant l’ironie d’utiliser des Afro-Américains comme représentants de la démocratie d’une Amérique ségrégée. Le quatrième chapitre traite spécifiquement du genre lyrique américain et des critiques du maccarthysme inscrites dans certaines œuvres de ce répertoire. Une attention particulière est portée à l’opérette Candide de Leonard Bernstein (1918-1990), en raison de l’engagement politique notoire du compositeur et du propos explicitement politique de l’œuvre. Cette recherche vise, en somme, à faire un état des lieux de la récupération politique de la musique en mettant en relation deux visions différentes de son utilisation aux États-Unis / This thesis addresses the subject of the political employment of music by questioning the ambiguous relationship between propaganda and musical diplomacy during the Cold War. Focusing mainly on the musical production in the United States in the 1950s, this study examines the strategies adopted by both jazz and classical musicians to criticize and denounce the discriminatory policies of this communist witch-hunt embodied by Republican Senator Joseph R. McCarthy (1908-1957). It also shows how U.S. leaders have sought to promote American values by internationally promoting jazz as a democratic symbol, particularly against the Soviet Union. The first two chapters serve to set the stage: the first chapter provides a contextualized political and historical portrait of the Cold War – starting from the premise that it is rooted in the October 1917 Revolution –, and introduces the socio-political context of the 1950s by emphasizing the important influence that McCarthyism, the anti-communist political conception of Senator McCarthy had on American life. The second chapter, also contextualizing, establishes the differences between American and Soviet cultural policies. This chapter introduces the Cultural Presentations program, the cultural exchange program funded by the Department of State, as well as the official cultural relations between the United States and the USSR from 1958 to 1985. The last two chapters focus on case studies to illustrate the socio-political impact on music life and productions in the 1950s. The third chapter discusses the presence of jazz in the Cultural Presentations program and traces the journey of four great jazz musicians who took part in the program to promote jazz internationally, while highlighting the irony of using African Americans as representatives of democracy in a segregated America. The fourth chapter deals specifically with the American operatic genre and the criticisms of McCarthyism in some works of this repertoire. Particular attention is paid to Leonard Bernstein’s (1918-1990) operetta Candide, due to the composer’s notorious political commitment and the explicitly political purpose of the work. This research aims to take stock of the political usage of music by linking two different visions of its use in the United States.

We study a multivariate version of the Bernstein–Sato polynomial, the so-called Bernstein–Sato ideal, associated to an arbitrary factorization of an analytic germ <i>f - f</i>₁···<i>f</i>_r. We identify a large class of geometrically characterized germs so that the <i>D</i>_X,x[<i>s</i>₁,...,<i>s</i>_r]-annihilator of <i>f</i>^s₁¹···<i>f</i>^s_r^r admits the simplest possible description and, more-over, has a particularly nice associated graded object. As a consequence we are able to verify Budur’s Topological Multivariable Strong Monodromy Conjecture for arbitrary factorizations of tame hyperplane arrangements by showing the zero locus of the associated Bernstein–Sato ideal contains a special hyperplane. By developing ideas of Maisonobe and Narvaez-Macarro, we are able to find many more hyperplanes contained in the zero locus of this Bernstein–Sato ideal. As an example, for reduced, tame hyperplane arrangements we prove the roots of the Bernstein–Sato polynomial contained in [−1,0) are combinatorially determined; for reduced, free hyperplane arrangements we prove the roots of the Bernstein–Sato polynomial are all combinatorially determined. Finally, outside the hyperplane arrangement setting, we prove many results about a certain <i>D</i>_X,x-map ∇_<i>A</i> that is expected to characterize the roots of the Bernstein–Sato ideal.

No description available.

De tout temps, plusieurs groupes sociaux ont tenté de subordonner la question de l’art, des artistes et de leurs œuvres à des impératifs idéologiques et des valeurs propres à leur époque, reconfigurant ainsi la place sociale de l’art et sa portée symbolique. De nos jours, certaines idéologies travailleraient à inscrire la valeur des formes sociales de l’art, mais également du savoir et de la connaissance, à l’émergence d’une économie dite créative et de ses logiques de marché. Depuis la Commission d’enquête sur l’enseignement des arts et la publication du rapport Rioux en 1968, la constitutionnalité d’un rapport esthétique au monde se développe essentiellement dans un cadre scolaire. Par l’entremise d’une quinzaine d’entrevues auprès d’enseignants en arts plastiques (AP), notre mémoire vise à investiguer sous quelles modalités se construit un rapport esthétique au monde chez les élèves des écoles secondaires du Québec. Pour ce faire, nous nous sommes particulièrement intéressés aux modalités sociales de la configuration des savoirs artistiques dans le programme des AP et à leur transmission par l’établissement de relations pédagogiques entre l’enseignant et les élèves. L’analyse de nos résultats nous a permis de constater que malgré une explicitation égalitaire de la distribution d’une connaissance de l’art envers tous les élèves, les enseignants effectuaient une différenciation implicite des capacités esthétiques des élèves, modulant en ce sens leurs interventions en classe. Deux modèles pédagogiques fondés sur cette catégorisation des élèves par les enseignants ont été relevés : un modèle basé sur la performance et un autre sur la compétence, affectant le développement d’une valeur cognitive chez les élèves et l’élargissement de leur champ des possibles. Conséquemment, il pourrait être avantageux d’instituer le cours d’AP sous une valeur formative du plaisir par la création, rejoignant ainsi une valeur poétisante de l’art, au détriment de la survalorisation de la valeur sommative des apprentissages artistiques en vue du développement de la valeur scolaire des élèves et ultimement, de leur valeur économique. / At any time, several social groups have tried to enforce the question of art, artists and their works to ideological imperatives and values specific to their time, thus reconfiguring the art’s social place and symbolic significance. Nowadays, certain ideologies work to limit the value of the social forms of the art, but also of the knowledge, to the emergence of a so-called creative economy and its logic of the market. Since the Commission of inquiry on arts education and the publication of the Rioux report in 1968, the foundation of an aesthetic relationship to the world develops essentially in school. Using fifteen interviews with visual arts teachers, our work aims to investigate the ways in which an aesthetic relationship to the world is formed among students in Quebec high schools. To do so, we were particularly interested in the social modalities of the configuration of artistic knowledge in the visual arts program and in their transmission through the pedagogical relationships between the teacher and the students. Our analysis showed that despite an egalitarian description of the distribution of the knowledge of art towards all the students, the teachers carried out an implicit differentiation of the aesthetic capacities of the students, which modulated their interventions in class. Two pedagogical models, based on this categorization of students by teachers, were identified: a performance-based model and a competency-based model. These are affecting the development of cognitive value in students and the expansion of their range of social possibilities. Therefore, it could be beneficial to institute the visual arts course under the formative value of pleasure through creation, thus reaching a poetizing value of art. This would prevent the overvaluation of the summative value of the artistic learning of the student, of the development of their academic value and ultimately, of their economic value.