Esta pesquisa tem como foco transpor para a prática, em contexto de aulas de língua inglesa em uma escola pública, conceitos das teorias de letramentos críticos (LUKE e FREEBODY, 1997; GIROUX, 2005) e multiletramentos (LANKSHEAR, SNYDER e GREEN, 2000; GEE, 2006) e analisar as questões que emergem dessa transposição. Isso é feito através de um trabalho de colaboração, em que preparamos e implementamos práticas de leitura de textos multimodais, com foco não apenas na linguagem escrita, mas também nas linguagens visuais (KRESS, 2003). São utilizadas propagandas de revistas americanas, bem como um site em LI com informações sobre filmes. O processo de leitura proposto engloba inferências de significados na LI e também reflexões críticas a partir das imagens e dos textos escritos. A análise dos dados se baseia no conceito de objetividade entre parênteses, de Maturana (2001), segundo o qual não existe uma realidade externa ao observador, mas, sim, realidades que o observador ajuda a construir ao olhar para o contexto pesquisado. Entre as questões que emergem dessa transposição estão: o papel da língua materna nas aulas de línguas estrangeiras; as diferenças conceituais entre as propostas dos (multi)letramentos críticos e da abordagem comunicativa; os encontros, desencontros e a circulação de poderes que acontecem ao longo do processo (FOUCAULT, (1987 [1975]). As práticas propostas auxiliaram no desenvolvimento de ferramentas para a leitura em LI bem como para a reflexão crítica acerca de questões sociais que estão sempre presentes nos usos da leitura e da escrita (SOARES, 2004 [1998]). Ressalta-se que certas ausências trouxeram contribuições para as reflexões levantadas no presente estudo. / This research aims to transpose into practice, in the context of English classes in a public school, concepts of the theories of critical literacies (LUKE e FREEBODY, 1997; GIROUX, 2005) and multiliteracies (LANKSHEAR, SNYDER e GREEN, 2000; GEE, 2006) and to analyse questions that emerge from this process. It is done through a collaborative research, in which the researcher and the collaborative teacher prepared and implemented, together, reading practices of multimodal texts with focus not only in the written language but also in the visual languages (Kress, 2003). Magazine ads and a website about movies are used for this purpose. The reading process proposed englobes meaning inferences as well as critical thinking in relation to the images and written texts. The data analysis is based on the concept of objectivity between parenthesis from Maturana (2001), according to which there is no reality external to the observer; on the contrary, there are realities that the observer helps to build as he/she looks into the investigated context. Among the questions that emerged from this study are: the role of the mother tongue in the foreign language classes; the conceptual differences between the (multi)literacies and the communicative approach; the encounters, mismatches and the circulation of powers that took place along the process (FOUCAULT, (1987 [1975]). The proposed practices contributed to the development of tools for the reading of texts in the English Language as well as for the critical thinking in relation to social issues that are always present in practices of reading and writing (SOARES, 2004 [1998]). It is important to highlight that the drawbacks also contributed to the issues raised in this study.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-05T11:47:10Z No. of bitstreams: 1 Josafá Miranda dos Santos.pdf: 1279825 bytes, checksum: 3679e589b2f9f82677a4cf69dd585499 (MD5) / Made available in DSpace on 2018-12-05T11:47:10Z (GMT). No. of bitstreams: 1 Josafá Miranda dos Santos.pdf: 1279825 bytes, checksum: 3679e589b2f9f82677a4cf69dd585499 (MD5) Previous issue date: 2018-10-22 / This research aims to critically analyze how the Creative Chain and Critical-Collaborative Research could contribute to the implementation of the development of the Final Paper processes (trabalho de conclusão de curso, TCC, acronym in Portuguese) in the 3rd years of secondary education using their theoretical and methodological concepts. and, at the same time, collaborate with the development of managers, teachers and students as researchers in the 3rd years of secondary education. The research was based on the following question: 'How to implement the practice of the Final Paper processes in the 3rd years of High School through Creative Chain?” involving critically and creatively researchers from three instances - management team, teachers and students? This study is based on the principles of Socio- Historical-Cultural Activity Theory, focusing on the understanding of the historical, social and cultural development process of the teachers and students involved in this research. In order to answer the question, a Critical-Collaborative research was carried out, with the participation of -administrators, coordinators, teachers from different areas of knowledge, researchers from PUC-SP, and students from a school located in the city of Guarulhos, São Paulo. Data collection was carried out by audio and video recordings from several activities (meetings with researchers, management team and teachers, and meetings among teachers, coordinators and students), as well as summaries for the assignments developed by students. The analysis, through actions of critical reflection (Describe, Inform, Confront and Reconstruct), allowed both to conduct data discussion and to enable the development of this project. Results show that the group achieved collaborative work when it comes to the development of the participants as researchers as well as the proposals to implement the Final Paper processes, since the participants interacted, exchanged experiences, researched and performed critical analysis of reality. This study made it possible to create circumstances for the implementation and organization of the Final Paper as a permanent activity of the school unit, collaborating with teacher development process and pedagogical action / Esta pesquisa tem por objetivo analisar criticamente a implementação do trabalho de conclusão de curso (TCC), nos 3º anos do ensino médio de uma escola pública estadual, utilizando as concepções teóricas e metodológicas de cadeia criativa (CC) e de Pesquisa Crítica de Colaboração (PCCol). A investigação deu-se a partir do seguinte questionamento: “como implementar um trabalho de conclusão de curso nos 3º anos do ensino médio, por meio da cadeia criativa?”. A pesquisa está fundamentada nos princípios da Teoria da Atividade Sócio- Histórico-Cultural, focando a compreensão do processo de desenvolvimento histórico, social e cultural dos docentes e discentes colaboradores neste estudo. Para responder à pergunta, foi realizada uma pesquisa crítica de colaboração da qual participaram os gestores, os professores das diversas áreas do conhecimento e os alunos de uma escola situada no município de Guarulhos, pertencente à rede pública estadual de São Paulo, além das pesquisadoras da PUCSP. Para a coleta de dados, foram realizadas gravações em áudio e vídeo de diversas atividades (reuniões com pesquisadores; reuniões da equipe gestora e professores; reuniões entre professores coordenadores e alunos), além dos resumos dos trabalhos desenvolvidos pelos alunos. A análise, por meio de ações da reflexão crítica (descrever, informar, confrontar e reconstruir), permitiu tanto realizar a discussão dos dados como viabilizar o desenvolvimento do projeto. Os resultados demonstram que foi construído um trabalho colaborativo no contexto da formação, conduzindo-o ao encontro da proposta de implementação do trabalho de conclusão de curso, uma vez que os participantes interagiram, trocando experiências, pesquisando e realizando análises crítico-reflexivas da realidade. Esse aprofundamento nos estudos de formação possibilitou a ideia de implementação e organização do trabalho de conclusão de curso como uma atividade permanente da unidade escolar, colaborando com o processo de formação e da ação pedagógica dos professores

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Made available in DSpace on 2016-06-02T19:35:33Z (GMT). No. of bitstreams: 1 2150.pdf: 761758 bytes, checksum: 67b1ffe04a970f99f217537d6c4a2ade (MD5) Previous issue date: 2008-06-06 / Universidade Federal de Sao Carlos / The early years of professional activity are the period in which new graduates face the challenge of completing their transition from students to teachers. Research has shown that this phase is characterized by intense learning and significant stress, often in unfamiliar contexts where the beginners are required to attain professional skills while maintaining a certain level of personal balance (Marcelo, 1998). Many interfering factors will affect the daily routine of beginning teachers, frequently leading to a number of obstacles to overcome. This work applies a qualitative approach in the detection and resolution of such difficulties from a collaborative perspective, using workgroup cooperation as a central strategy. It also investigates the contribution of workgroup strategy to the development of beginning teachers, and to the beginners ability to face and overcome arising problems. Theoretical references were taken from previous studies on the recent trends in teacher development, the knowledge basis of teaching and the processes of pedagogic reasoning. Collaborative research was performed with a group of four beginning elementary school teachers who attended weekly meetings over a one-year period. The full-length transcripts of all meetings served as the main source of pertinent data, supplemented by several written accounts produced by the participants themselves. Results show that, among the several challenges encountered by teachers in their day-to-day activities, classroom management issues can be considered as the primary source of difficulties. The group was effective in proposing solutions to reported problems and in contributing to the professional development of beginners. Works of this nature, however, can be limited by a number of factors, such as the time span between the establishment of a group and the moment it becomes truly collaborative (Grossman et al, 2001). Despite that fact, the group used in this study rendered meaningful results and showed that the theorization of day-to-day classroom experiences can constitute a powerful instrument for the professional development of teachers. / O início da atividade profissional é o período que abrange os primeiros anos de docência, nos quais os professores deverão realizar a transição de estudantes para professores. As pesquisas têm demonstrado que é uma fase marcada por tensões e aprendizagens intensas, em contextos geralmente desconhecidos, e na qual os professores iniciantes devem adquirir conhecimento profissional, além de conseguir manter certo equilíbrio pessoal (Marcelo, 1998). Muitos fatores permeiam o dia-a-dia dos professores iniciantes, acarretando, na maioria das vezes, em inúmeras dificuldades. Procurando identificar essas dificuldades e contribuir para o enfrentamento e superação das mesmas é que se configura essa pesquisa de natureza qualitativa, constituída a partir da perspectiva colaborativa, assumindo como estratégia a constituição de um grupo colaborativo de trabalho. Adotando como referencial teórico, estudos que analisam as novas tendências na formação de professores, a base de conhecimento para o ensino e processos de raciocínio pedagógico, os professores iniciantes e a pesquisa colaborativa, procuramos investigar quais as contribuições de um grupo colaborativo de trabalho para o desenvolvimento profissional de professoras iniciantes e para o enfrentamento e superação de dificuldades apresentadas por elas no desenvolvimento de suas práticas. Para isso, constituímos um grupo formado por quatro professoras das séries iniciais do Ensino Fundamental em início de carreira. Ao longo de um ano, foram desenvolvidos encontros semanais, gravados e transcritos. Vários registros escritos também foram realizados pelas professoras participantes. Tanto as gravações como os registros foram utilizados como instrumentos de coleta de dados. Os resultados mostram que as professoras em início de carreira enfrentam vários tipos de dificuldade em seu dia-a-dia. O manejo de sala de aula pode ser considerado como o primeiro deles. Observa-se que o grupo trouxe contribuições para a superação de dificuldades enfrentadas, bem como para o desenvolvimento profissional das professoras iniciantes. Trabalhos dessa natureza, entretanto, encontram limitações. A questão do tempo para que o grupo se constitua efetivamente colaborativo representa uma delas (Grossman et al, 2001). No presente estudo, o tempo não nos pareceu suficiente e consideramos que apenas iniciamos o processo. Apesar disso, o grupo realizou um trabalho significativo e configurou-se como uma excelente proposta de programa de desenvolvimento profissional baseado na teorização da prática vivenciada pelas professoras iniciantes em seu dia-a-dia de sala de aula.

Made available in DSpace on 2014-12-17T14:36:49Z (GMT). No. of bitstreams: 1 AntoniaBM_DISSERT.pdf: 1084375 bytes, checksum: b6ae33624f4129f5e2e40d7b047ae8c2 (MD5) Previous issue date: 2009-11-16 / The expectation that there is a relationship between the teaching of history and the development of theoretical thinking , this study aimed to examine this relationship with the collaboration of two teachers who teach in the fourth year of elementary school in a public school in the city of Mossley - RN . Sues the theoretical and methodological contributions are identified with the history Dialectical Materialism . The methodological approach was collaborative research . Was based on studies of Vygotsky ( 1998, 2001 ) , Rubinstein (1965 , 1973) , Ibiapina (2007 , 2008) , Afanassiev (1985 ) , Goes (2003 ) , Ferreira and Ibiapina (2005 , 2006, 2007 ) , Davydov (1981 ) , Glenisson (1991 ) among others . The methodological procedures consisted of : meetings , questionnaire , interview , cycles of reflective studies , reports of experiences and reflective session. For data analysis , we used the methodology of conceptual elaboration , proposed by Ferreira (2009 ) and the shares of reflection proposed by Magalh?es (2000 ) . Data analysis indicates the predominance of empirical thinking of collaborating both with regard to the process of design and ( re ) development of the concepts of history and theoretical thinking on the relationship between history teaching and the development of theoretical thought . However , we see the beginning of the start of the change process in thinking the teaching of history / Na expectativa de que existe uma rela??o entre o ensino da Hist?ria e o desenvolvimento do pensamento te?rico, esse estudo se prop?s a analisar a referida rela??o com a colabora??o de duas professoras que lecionam no quarto ano do Ensino Fundamental em uma escola da rede p?blica do munic?pio de Mossor? RN. Os sues aportes te?rico-metodol?gicos identificam-se com o Materialismo Hist?rico Dial?tico. A abordagem metodol?gica foi a pesquisa colaborativa. Se pautou nos estudos de Vygotsky (1998, 2001), Rubinstein (1965; 1973), Ibiapina (2007; 2008), Afan?ssiev (1985), G?is (2003), Ferreira e Ibiapina (2005; 2006, 2007), Dav?dov (1981), Gl?nisson (1991) entre outros. Os procedimentos metodol?gicos constaram de: encontros, question?rio, entrevista, ciclos de estudos reflexivos, relato de experi?ncias e sess?o reflexiva. Para an?lise dos dados, utilizamos a metodologia de elabora??o conceitual, proposta por Ferreira (2009) e as a??es da reflex?o propostas por Magalh?es (2000). A an?lise dos dados indica a predomin?ncia do pensamento emp?rico das colaboradoras, tanto no que diz respeito ao processo de elabora??o e (re) elabora??o dos conceitos de Hist?ria e de pensamento te?rico, quanto ? rela??o entre o ensino da Hist?ria e o desenvolvimento do pensamento te?rico. No entanto, constatamos in?cio do desencadeamento do processo de mudan?a na forma de pensar o ensino da Hist?ria

Submitted by Priscilla Araujo (priscilla@ibict.br) on 2016-08-10T18:57:33Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Pesquisa_Andre_Appel_2014-06-26_final.pdf: 1939404 bytes, checksum: 6982e0d84650c64e682e9739977b6ccf (MD5) / Made available in DSpace on 2016-08-10T18:57:33Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Pesquisa_Andre_Appel_2014-06-26_final.pdf: 1939404 bytes, checksum: 6982e0d84650c64e682e9739977b6ccf (MD5) Previous issue date: 2014-03-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho teve como objetivo analisar a relação entre novas práticas de produção colaborativa de conhecimento científico e o desenvolvimento e uso de plataformas tecnológicas de amparo à pesquisa colaborativa, movimento conhecido como e-Science, levando-se em consideração as diferentes visões, perspectivas e interesses dos atores atuantes nessas práticas, suas opções de uso e adesão às plataformas de pesquisa de e-Science e as definições quanto aos direitos de acesso e uso dos dados e resultados de pesquisa em tais práticas. O uso do termo e-Science diz respeito a um movimento que prevê a concepção de uma ciência atuante no uso intensivo de dados e na colaboração por meio do uso de plataformas de pesquisa baseadas em computação avançada. Como proposta metodológica deste trabalho, desenvolveu-se uma primeira fase documental, baseada em levantamento na literatura, para a exploração do histórico, de conceitos e práticas relacionados à e-Science. Em um segundo momento, desenvolveu-se uma abordagem empírica, com o estudo de uma experiência em e-Science, mais especificamente, o caso do Conseil Européen pour la Recherche Nucléaire (CERN). Para desenvolvimento desse estudo de caso foram entrevistados pesquisadores e especialistas atuantes em colaborações junto ao CERN e em demais pesquisas e iniciativas relacionadas à e-Science. Os resultados das entrevistas foram analisados com base em categorias e conceitos-chave elencados a partir dos questionamentos iniciais da pesquisa e do referencial teórico. Dentre os principais resultados e considerações destacados ao longo do trabalho está a percepção da governança como uma dimensão significativa no contexto da e-Science. Ganham destaque também as implicações referentes às condições de financiamento à pesquisa e às formas de organização dos atores e dos grupos de pesquisa para viabilizar a colaboração, além da descoberta dos dados como ativos importantes nos processos de produção de ciência, e como isso afeta as estruturas de avaliação e mensuração de resultados nesses processos. Em linhas gerais, destaca-se convergência dos objetivos propostos e temas abordados, apresentando-se como principal desafio a carência de estudos e publicações brasileiras sobre o assunto. Como perspectivas futuras de estudo, destaca-se a potencialidade de desenvolvimento de um framework para análise e estudo da governança em e-Science, com foco na abertura dos processos de geração e tratamento de dados derivados de pesquisas colaborativas, ou de iniciativas por parte da comunidade científica brasileira alinhada a esses processos, garantindo-lhe um posicionamento estratégico no campo das colaborações em e-Science. / This study aimed to investigate the relationship between new practices of collaborative production of scientific knowledge and the development and use of technological platforms for support to collaborative research, a movement known as e-Science. This was done considering the divergent views, perspectives and interests of actors within these practices, also considering their options of use and adherence to the e-Science platforms as well as the definitions related to the rights of access and usage of research data and results in those practices. The concept of e-Science explored here is related to a movement that requires the design of a data-intensive science and collaboration through research-based advanced computing platforms. The methodological approach involved a literature research to explore the history, concepts and examples of practices related to e-Science. As a second step, an empirical approach was developed, with the study of an e-Science experience, the case of Conseil Européen pour la Recherche Nucléaire (CERN). We interviewed a group of researchers who collaborate in CERN based projects and other research programs related to e-Science. The interviews were analyzed based to categories and key-concepts evidenced from the primary research questions and the supporting literature. One of the main results highlighted throughout the work is the perception of governance as a significant dimension in the context of e-Science. Another highlighted result is the discovery of implications regarding the conditions of research funding and forms of organization of actors and research groups to enable collaboration, as well as the discovery of data as important assets in the processes of science production and how it affects the structures assessment and measurement of outcomes in these processes. In general, it was possible to observe the convergence of the proposed objectives and covered topics and as major challenge to the work is the lack of Brazilian studies and publications on the subject. As future prospects of study, there is the potential for developing a framework for analysis and study of the governance in e-Science focusing on opening up the processes of data creation and processing, and the proposal of Brazilian scientific community initiatives aligned to these processes, guaranteeing to it a strategic position in the field of e-Science collaborations.

Orientador: Jorge Megid Neto / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-17T03:10:58Z (GMT). No. of bitstreams: 1 Cruz_LilianPereira_M.pdf: 1148458 bytes, checksum: 728f3933b46c10a18de290d24caafd71 (MD5) Previous issue date: 2010 / Resumo: O Projeto "Flora Fanerogamica do Estado de Sao Paulo" (FFESP) teve inicio em 1993, com o objetivo de estudar a vegetacao paulista. Em 1997, foi apresentado aos professores de duas escolas publicas de Ensino Fundamental: uma de Campinas e outra de Santos, e duas escolas, tambem publicas, de Ensino Medio: uma de Sao Carlos e outra de Sao Paulo. Em Campinas, o projeto foi desenvolvido com a participacao de professores das disciplinas de Ciencias, Portugues, Artes, Historia e Geografia em uma escola da rede municipal. Um dos desafios colocados aos botanicos do FFESP foi de tornar os resultados do estudo acessiveis a um publico mais amplo e que chegasse principalmente aos professores das referidas escolas. Mediante revisao de literatura da area de Educacao, constatamos a nao existencia de pesquisas ou publicacoes que procuraram avaliar o Programa de Ensino do Projeto Flora Fanerogamica nas escolas participantes e, em especial, as contribuicoes que o projeto trouxe para a formacao dos professores e pesquisadores participantes alguns anos apos seu desenvolvimento. Consideramos de grande relevancia academica analisar as influencias do referido projeto, no que se relaciona as praticas realizadas pelos professores, ao abordar temas de botanica nas diferentes disciplinas envolvidas na pesquisa e como estes permanecem na atuacao pedagogica dos participantes nos dias atuais. Nesse sentido, o problema da pesquisas assenta-se na seguinte questao: A participacao dos professores no Programa de Ensino do Projeto Flora Fanerogamica promoveu mudancas de concepcoes e de praticas pedagogicas, e quais foram? Desenvolvemos a pesquisa por meio de entrevistas realizadas com cinco professores e tres pesquisadores participantes do PEPFF, alem de analisar livros, relatorios e outras publicacoes decorrentes do mesmo. Os dados obtidos foram analisados com base nas seguintes categorias: Permanencia do projeto e Relacao Universidade-Escola. Como referencial de avaliacao foram utilizadas as tecnicas de analise de conteudo. Os resultados mostraram que foi desenvolvida uma pesquisa colaborativa entre os professores e pesquisadores. Detectou-se, tambem, que existem algumas condicoes para que esses projetos sejam realizados de forma efetiva, sendo considerados a concessao de bolsas de estudo para os professores, os espacos para as reunioes entre os professores e pesquisadores das universidades, e os institutos de pesquisas, a formacao de um grupo de professores e gestores plenamente interessados no desenvolvimento de projetos desta natureza. Os resultados reforcam o que a literatura sugere: que sejam elaboradas propostas de formacao continuada dos professores, com base nos principios da reflexividade e do desenvolvimento de pesquisas colaborativas entre escolas, universidades e institutos de pesquisa, buscando aproximacao dos professores com as pesquisas recentes e capacitacao para desenvolverem suas aulas de forma mais aprimorada. / Abstract: The project "Phanerogamic Flora of the State of Sao Paulo" (FFESP) began in 1993 with the objective of studying Sao Paulo's vegetation. In 1997 the project was presented to some public elementary school teachers of Campinas and Santos and others two public high schools, one from Sao Carlos and other from Sao Paulo. In Campinas the project was developed in an elementary school and counted on Science, Portuguese, Arts, History and Geography teachers. One of the challenges placed to the FFESP botanicals was to make the results of this study accessible to a large public, and specially that composed by teachers from schools. Throughout a revision of the literature of education we found there are no researches or publications aiming to evaluate the Teaching Program of Phanerogamic Flora Project in participants' schools, and specially the contributions of the project to the formation of participant teachers and researchers some years after their enrollment. Thereby, we considered of great academic relevance to analyze the influences of the referred project over teachers practices when dealing with botanic themes on different disciplines involved in the project and how those impacts have remained in their pedagogical actuation nowadays. Therefore, the problem of the research relies in the following question: Have teachers' participation in the Teaching Program of Phanerogamic Flora Project, promoted changes in conception and pedagogical practices, and which ones? Thus, we'fve conducted this research by means of interviews realized with five teachers and three researchers participants of PEPFF, besides analyzing books, reports and other publications arising from the project. The obtained data was analyzed based on two categories: Permanence of the Project and University-School Relationship. The content analysis technique proposed by Bardin was used as an analysis referential. The results analyses have shown that a collaborative research was developed between teachers and researchers. We'fve also detected there were some necessary conditions to the realization of this project in an effective way, among them: the concession of scholarship to the teachers, room for meetings between teachers and researchers of universities and institutes of research, the formation of a group of teachers and managers fully interested in developing a project of this nature. The results reinforce what the literature suggests that proposals be prepared for continued training of teachers, based on the principles of reflexivity and the development of collaborative research between schools, universities and research institutes, teachers seeking rapprochement with the recent research and training fordevelop their classrooms so much improved. / Mestrado / Ensino e Práticas Culturais / Mestre em Educação

This thesis will study how scientific research environments should be designed, specifically addressing the issues beyond mere needs of research scientists. Assuming that the purpose of research is to create new knowledge and foster discoveries, as well as positively influence the community in its processes and results, this thesis will explore the potential of the influence of this building typology that has not been previously considered enough. The objectives of the thesis are on one hand, the changes in science disciplines and their reflections in the evolution among this building type, on the other hand, the impacts of research environment on scientific evolution. The question is, beyond support, can architecture promote and nurture science and enlighten scientists toward a new understanding of scientific activities? Based on this research, it is assumed that good science happens in spaces that are transparent and dynamically communicative. The methodologies, which will be used to address these objectives, include literature review, exploration of case studies, surveys and interviews with scientists about their use of the laboratory buildings, and the design of a prototype building for scientific research.

The purpose of this descriptive and exploratory study was to obtain insight into collaborative partnership trends between educational psychology researchers and teachers, in order to inform participatory theory and practice in future methodology studies. The Community of Practice Framework theoretically framed the study, describing professional communities and the way in which meanings, beliefs and understandings are negotiated and reflected in communal practices. Five symposium and two reflection session presentations were purposefully selected and transcribed for qualitative content analysis in terms of a trend analysis. Findings indicate that collaborative partnerships between educational psychology researchers and teachers differ from other partnerships in that collaborative partnerships between teachers and educational psychology researchers appear to be directed by an overarching philosophy of “care”. Also, collaborative partnership studies between teachers and educational psychology researchers favour methodologies encouraging participation in identifying and addressing school-community issues. In this way, knowledge exchange and the co-creation of knowledge is promoted. These partnerships focus on how education, as well as teacher and learner experiences can be enhanced and be meaningful, rewarding, enabling and supportive. Finally, benefits and challenges in collaborative partnerships between teachers and educational psychology researchers are similar to those experienced by other professionals participating in collaborative partnerships. / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted

This narrative ethnography is based on seven years of research collaboration with the Walpole Island First Nation (WIFN). The study focuses on local perceptions of risk as they relate to ecosystem integrity, human health and well-being. Discourse analysis of generic and nuanced community narratives reveals diverse yet complementary situated knowledge that are firmly rooted in Anishinaabeg (Ojibwe) cultural teachings, values and practices. Gerald Ryle and Clifford Geertz's conceptualization of thin and thick description is used to parse out the various components of what I've identified as a community genre of toxic talk. Within this model, thin description refers to observations of the surface metamorphoses of the physical environment through pollution and other anthropogenic changes. Thick description emerging from the analysis of elegies and echoes of loss and discourses of resistance illuminates the discursive tactics employed by community members to resist Western frameworks of risk analysis and re-situate the topic of environmental health within the wider interpretive matrix of structural violence. A proposed Shell refinery expansion project is used as an example of how WIFN actively mobilizes discourses via oral tradition in the struggle for environmental justice. Through the strategic use of toxic talk, the community draws attention to environmental issues while simultaneously laying bare to a wider, non-Native audience the historical scaffolding of Native issues that are part and parcel of contemporary environmental crises and their effective mediation and resolution. The 'discursive movement' from elegies and echoes of loss to discourses of resistance reframes Walpole Island residents from those who are defined by survivorship to those who embody and evoke a spirit of survivance. The dissertation concludes with a semiotic critique of the Western medical terms chemophobia and risk perception. This leads to the advancement of toxic talk as an alternative framework for acquiring a more politicized, historicized and humanized understanding of environmental concerns at Wal pole Island. / Thesis / Doctor of Philosophy (PhD)