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Towards co-production of knowledge? : Natural scientists’ perspectives on collaboration with local communities in the Brazilian AmazonRotter, Roksana January 2023 (has links)
Solving complex sustainability problems requires diverse perspectives from different academic disciplines and non-academic actors. However, no generally accepted guidelines exist on how to apply transdisciplinarity or other collaborative approaches in a research process. Therefore, applied research approaches reflect the perspectives and expectations of researchers in terms of collaboration. This thesis aims to analyse how natural scientists view and involve indigenous people and local communities in a collaborative research process. To fulfil this aim, an international natural resource-related project in the Brazilian Amazon was examined as a case study and semi-structured interviews were conducted with natural scientists. The empirical data shows that local communities are directly involved in the project, incorporating their knowledge and opinions. Although the researchers think the collaborative approach is valuable, the majority believe that local community participation and decision-making power should be enhanced. The challenges faced by scientists are the communication of science and the difficulties related to power asymmetries or social, such as cultural differences. Simultaneously, cultural and social exchange can serve as inspiration for new perspectives for scientists if they are open-minded and flexible. The most highlighted benefit is the local knowledge of the communities. Scientists maintain that they cannot conduct research without local communities’ knowledge of the environment and the forest. Therefore, communities should also benefit from the academic knowledge of the scientists and the co-produced knowledge generated through the collaboration. Furthermore, the role and help of community members in research should be acknowledged, enhancing their involvement and authority in decision-making within research.
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DECISION MAKERS’ EXPERIENCES OF COLLABORATING WITH RESEARCH TEAMS ON FEDERALLY FUNDED HEALTH RESEARCH INITIATIVES: AN INTERPRETIVE DESCRIPTIVE QUALITATIVE STUDYMoore-Cox, Anne 10 1900 (has links)
<p>Consistent with the paradigm of evidence informed decision making we assume that research findings are integrated into health services practice and policy. However, there is a gap betweeen research findings and usual practice. Collaborative research, where researchers are encouraged to partner with decision makers to conduct mutually agreed and relevant research, may facilitate prompt utilization of new findings. My study explored decision makers’ experiences of collaborative teams executing federally funded health research. The principles of interpretive description were used to guide sampling, data collection, and analysis. A purposeful sample of 27 decision makers, collaborating on Partnerships for Health System Improvement (PHSI) projects funded by the Canadian Institutes of Health Research, participated in two in-depth interviews. Conventional content analysis was used to identify concepts. The conceptual framework was developed inductively from the descriptive data and provided a structure for interpreting decision maker perspectives. The framework posits an explanation leading to contextual understanding of their experiences. This study describes factors affecting PHSI engagement that include: availability of new funding; positive history with the researcher; prospect of tangible benefits to constituents of decision makers; desire to contribute to research that informs health services programs and policies; capacity building; and knowledge creation. The partnership process is facilitated by fostering connections; identifying required skills and competencies; maintaining a sustainable focus of inquiry; clarifying roles and responsibilities; cultivating a nurturing learning environment. My findings will inform decision makers, researchers, and funding agencies about the experience and legacy of collaborative research partnerships.</p> / Doctor of Philosophy (PhD)
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Community-based early learning in Solomon Islands : cultural and contextual dilemmas influencing program sustainabilityBurton, Lindsay Julia January 2011 (has links)
The Solomon Islands (SI), a small developing nation in the South Pacific, demonstrates an emergent community-based kindergarten model with the potential to promote context and culture relevant early learning and development. SI early childhood education (ECE) particularly rose in prominence with a 2008 national policy enactment requiring all children to attend three years of kindergarten as prerequisite for primary school entry. However, these ECE programs remain severely challenged by faltering community support. Internationally, many ECE programs dramatically resemble a universalized Western-based model, with a decidedly specific discourse for “high quality” programs and practices for children ages 0-8. Often these uncritical international transfers of Euro-American ideologies promote restricted policies and practices. This has resulted in a self-perpetuating set of practices and values, which arguably prevent recognition of, and efforts to reinvent, more culturally-relevant, sustainable programs for the Majority World. Based on the Kahua region (est. pop. 4,500) of Makira-Ulawa Province, this collaborative, ethnographically-inspired, case study explores how community characteristics have affected the cultural and contextual sustainability of community-based ECE in remote villages. The study traces historical and cultural influences to present-day SI ECE. Subsequently, it explores the re-imagined SI approach to formal ECE program design, remaining challenges preventing these programs from being sustained by communities, and potential community-wide transformations arising from these initiatives. To achieve this, the study collaborated with stakeholders from all levels of SI society through extensive participant-observations, interviews, and participatory focus groups. Findings aspire to enlighten regional sustainable developments and resilient behaviors relating to ECE. Key research findings suggest five overarching principles influencing kindergarten sustainability: presence of “champion” for the ECE vision; community ownership-taking, awareness-building, and cooperation-maintenance; and program cultural/contextual sensitivity and relevance. These elements were found to be strongly linked with an intergenerational cultural decay in the Kahua region, as conceptualized through a model of Cyclically-Sustained Kindergarten Mediocrity.
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Redes de leitura: uma abordagem sociocultural do ato de ler / Reading networks: a sociocultural approach to readingAlcântara, Cristiano Rogério 15 September 2009 (has links)
Esta dissertação trata da criação e do desenvolvimento de uma rede de leitura, com crianças da quarta série, de uma escola estadual, na cidade de São Paulo. O autor do trabalho, professor da turma em questão, desenvolveu sua proposta durante um ano letivo e reflete sobre os resultados obtidos. Descreve as etapas percorridas, bem como as situações envolvendo atos de leitura e a relação das crianças com diferentes tipos de textos e produtos culturais. Ao longo da dissertação são discutidas concepções de leitura, além de conceitos chaves do trabalho, como protagonismo cultural e apropriação cultural. A utilização de metodologia colaborativa permitiu a coleta de dados qualitativos relevantes, expostos sob forma narrativa. Diálogos são reconstituídos, assim como descritas minuciosamente diferentes situações cotidianas vividas por professor e alunos nos quadros da rede de leitura. Os resultados indicam a importância de se conceber o ato de ler como atividade sociocultural, inscrita em tramas complexas que envolvem diálogos diversos: entre as crianças, destas com os textos e os contextos familiares, o meio circundante, as instituições culturais, como bibliotecas, livrarias, centros culturais, museus, dentre outras. Como conclusão, também, aponta-se para a importância fundamental do diálogo como método e atitude da construção colaborativa, objetivado na rede de leitura. Aponta, ainda, o papel positivo desta como instância de superação do isolamento cultural a que estão expostas muitas crianças. A rede de leitura tal como desenvolvida e exposta neste trabalho, afigura-se, assim, como dispositivo educativo e cultural com forte capacidade de atuação positiva na formação de leitores, tomados como protagonistas culturais dos processos de apropriação que se acham investidos. / This dissertation discusses the creation and development of a reading network, with class 4 children of a state school in the city of São Paulo. The author of this work, also a teacher of this class, developed his proposal during a school year and reflects on the results obtained. He describes the steps followed as well as situations involving reading and the relationship of the children with different types of texts and cultural products. Throughout the dissertation, reading conceptions and the main concepts of this work, such as cultural protagonism and cultural appropriation are discussed. The employment of a collaborative methodology permitted the collection of relevant qualitative information, displayed in a narrative form. Dialogs are reconstructed and daily situations encountered by the teacher and students are meticulously described on the reading network notice boards. The results indicate the importance of recognizing reading as a sociocultural activity, inscribed into complex actions that involve a diversity of dialogs: between the children, with the texts and family contexts, the surrounding environment, the cultural institutions like libraries, book stores, cultural centers, museums, among others. In conclusion, the fundamental importance of dialog as a method and attitude towards constructive collaboration, an objective of the reading network, is discussed. Its positive role as a resort to the cultural isolation to which many children are exposed is also pointed out. The reading network, as developed and disclosed in this work, appears as an educative and cultural device with a strong capacity for a positive performance in the formation of readers, considered to be cultural protagonists of the appropriation processes that are invested.
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Pesquisa Colaborativa: das práticas de pesquisa à ressignificação das práticas dos pesquisandos. Ressignificando a direção escolarNinin, Maria Otilia Guimarães 26 October 2006 (has links)
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Previous issue date: 2006-10-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims to discuss and characterize the Collaborative Research, considered
as an activity system that offers an important context for the critical-collaborative
construction of the knowledge in educational environments. In order to delineate the
differences between collaborative research and collaborative actions in the research , I
discussed the actions of the research, in order to bring about in the researchers, a reflection
about their responsibility in relation to the researched contexts, considering that the
collaborative research presumes the intervention of those involved in direction of their own
transformation and, above all, to the researched situation. In this way, this work chose as a
base for the research study, a continued professional development project in school, based on
the relations between the researcher and professionals who work as director and pedagogical
coordinator in state schools in the region of the Greater São Paulo. From the data collected in
this context and with the discoursive analysis of the interactions, the collaborative research
was discussed. As a foundation to the discussions, this study is based on the social-culturalhistorical
activity theory (Vygotsky, 1934/2000, 1978/2000; Engeström, 1987, 1993, 1995,
1999, 2001, 2003, 2005; Daniels, 1993, 2001, 2004, 2005, 2006, and others), on the
discussions about qualitative methodology of research (Bredo & Feinberg, 1982; Cole &
Knowles, 1993; Demo, 2004), on the theory of pedagogical discourse (Bernstein, 1971, 1990,
1993, 2000), on the role of the language discussed by the systemic functional linguistics
(Halliday, 1973, 1985.1994; Halliday & Hasan, 1989, and others), and, basically, on the
discussions about collaboration (Magalhães, 1990, 1992, 1994, 196, 1998, 2000, 2002, 2003;
Brookfield & Preskill, 1999; Bray et al., 2000, and others). Parts of reports or transcriptions
about meetings between researcher and participants were selected and analyzed, chosen
amongst a set of 55 meetings. The intention of analyzing the excerpts was to understand how
the methodological actions that characterize the collaborative research process became
themselves the organizers of the participants learning. In relation to the transformationpermanence
of the activity systems, the results show that its elements, when were worked by
means of the actions of the expansive learning net, were redressed or partially redressed for
researcher and participants. The results also show that the relationship developed between
researcher and participants were redressed and reorganized by the actions of the collaborative
research / Esta pesquisa tem como objetivo principal discutir e caracterizar a Pesquisa
Colaborativa, considerada como um sistema de atividade que propicia um importante
contexto para a construção crítico-colaborativa do conhecimento, em ambientes educacionais.
Em busca de delinear as diferenças entre pesquisa colaborativa e ações colaborativas na
pesquisa , discuti as ações da pesquisa, a fim de desencadear nos pesquisadores uma reflexão
sobre sua responsabilidade em relação aos contextos pesquisados, uma vez que a pesquisa
colaborativa pressupõe a intervenção dos envolvidos em direção à sua própria transformação
e, acima de tudo, da situação pesquisada. Nessa perspectiva, este trabalho escolheu como base
para estudos de pesquisa um projeto de formação contínua pautado nas relações entre a
pesquisadora e profissionais que exercem cargos de direção e coordenação pedagógica em
escolas públicas na região da Grande São Paulo, e, a partir dos dados coletados nesse contexto
e da análise das interações discursivas, discutiu a pesquisa colaborativa. Para fundamentar as
discussões, o trabalho procurou subsídios nos pressupostos teórico-filosóficos da pesquisa
sócio-histórico-cultural (Vygotsky, 1934/2000, 1978/2000; Engeström, 1987, 1993, 1995,
1999, 2001, 2003, 2005; Daniels, 1993, 2001, 2004, 2005, 2006, dentre outros), nas
discussões sobre metodologia no paradigma qualitativo de pesquisa (Bredo & Feinberg, 1982;
Cole & Knowles, 1993; Demo, 2004), na teoria do discurso pedagógico (Bernstein, 1971,
1990, 1993, 2000), no papel da linguagem como discutido pela lingüística sistêmico-funcional
(Halliday, 1973, 1985.1994; Halliday & Hasan, 1989, dentre outros), e, fundamentalmente,
nas discussões sobre colaboração (Magalhães, 1990, 1992, 1994, 196, 1998, 2000, 2002,
2003; Brookfield & Preskill, 1999; Bray et al., 2000, dentre outros). Para proceder às análises
e discussões, foram selecionados recortes de relatos ou de áudio-gravações entre pesquisadora
e pesquisandas, escolhidos dentre um conjunto de 55 encontros. A análise percorreu os
excertos escolhidos com o propósito de entender como as ações metodológicas características
de um processo colaborativo de pesquisar eram, também, organizadoras da aprendizagem dos
participantes. Os resultados apontam que, em relação à transformação-permanência dos
sistemas de atividade, seus elementos, trabalhados por meio das ações da rede de
aprendizagem expansiva, foram, tanto pela pesquisadora, quanto pelas pesquisandas, ora
ressignificados, ora parcialmente ressignificados. Apontam, ainda, que as relações
desenvolvidas entre pesquisador e pesquisandos, a partir das ações da pesquisa colaborativa,
foram ressignificadas e reorganizadas
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Diário de bordo: uma construção colaborativa rumo à Pedagogia CulturalAlcântara, Cristiano Rogério 20 March 2015 (has links)
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Previous issue date: 2015-03-20 / This study, carried out in two municipal public schools in a city of São Paulo s Grand Metropolitan Area, makes use of collaborative research, trying to present the pedagogical coordination s possibility of introducing the mediation of cultural objects and device toward the development of Cultural Pedagogy based on Jerome Bruner s theories. The research s evolution is told on a Benjaminian perspective, where experience is maximally contextualized, in an attempt to embrace varied points of view about all involved actors and questioning the consequences of the mediation presented preferably in groups. The Collective Pedagogical Working Hours (CPWH), thought as the only possible suitable moment for a mediation site between coordinator and group, will be contextualized starting from the reading of the logbooks written by the professionals and will be the framing axis of the pedagogical coordination s mediation, as well as a privileged tool to follow up and assess the propositions put forward to the group. From the dialogues that emerged among texts written by the professionals and the coordinator s feedbacks an interlocution gets started, where the other is seen as responsible and collaborator in aesthetic experience and pleasure choices, beyond the awareness of popularized Culture, searching for an Aesthetics of fracture recommended by Algirdas Julien Greimas. The presentation of cultural objects and device, always based on Ethic conjunctures and the Theory of Communicative Actions by Jurgen Habermas, together with Van Dijk s Mental Models, provide the elements for a careful analysis of a teacher s written topics. This thesis is presented in five chapters that look for reconstructing the pedagogical coordinator s path to mediate and valorize cultural objetcs and device to professionals under his responsibility, making use of a narrative of his initial procedures and ending up in a description of what he understands as Cultural Pedagogy / Esta pesquisa realizada em duas escolas municipais de uma cidade da Grande São Paulo utiliza-se da pesquisa colaborativa, procurando apresentar a possibilidade da coordenação pedagógica lançar mão de mediações de objetos e dispositivos culturais para o desenvolvimento de uma Pedagogia Cultural amparada nas teorias de Jerome Bruner. O desenvolvimento da pesquisa é narrado numa perspectiva benjaminiana, em que a experiência é contextualizada ao máximo, procurando abarcar os diversos pontos de vista dos atores envolvidos e problematizando as consequências das mediações apresentadas preferencialmente em grupo. O Horário de Trabalho Pedagógico Coletivo (HTPC), pensado como único momento possível de se prestar como espaço de mediação do coordenador para o grupo, será contextualizado a partir das leituras dos diários de bordo escritos pelas profissionais e será o eixo estruturante das intervenções da coordenação pedagógica, bem como o instrumento privilegiado de acompanhamento e avaliação das proposições lançadas ao grupo. Dos diálogos que surgem entre as escritas das profissionais e as devolutivas do coordenador abre-se uma interlocução em que o outro é visto como responsável e colaborador nas escolhas de fruição e vivência estética para além das percepções de uma Cultura massificada, buscando a fratura estética preconizada por Algirdas Julien Greimas. A apresentação dos objetos e dispositivos culturais sempre embasada em pressupostos Éticos e da Teoria da Ação Comunicativa de Jurgen Habermas, juntamente com as ideias de Modelos Mentais de Van Dijk, nos fornecem elementos para uma análise cuidadosa do material escrito por uma professora. A tese apresenta-se em cinco capítulos que buscam reconstruir o caminho trilhado pelo coordenador pedagógico na mediação e valorização dos objetos e dispositivos culturais para as profissionais que estiveram sob sua responsabilidade, fazendo uso de uma narrativa de seus procedimentos iniciais e terminando com a descrição do que compreende ser a Pedagogia Cultural
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Formação de formadores em contextos corporativos: uma abordagem crítico-colaborativa / Train the trainer in corporate contexts: a critical collaborative approachMartins, Silvia Conceição Armada 26 March 2018 (has links)
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Previous issue date: 2018-03-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This paper aims at understanding how the development of a critical reflective
approach in corporate education teachers, can contribute to a developmental
process that is reflected in conscious practices in teaching-learning. This research is
situated in the field of Applied Linguists, as it seeks to understand the development
and transformation of its participants through language. The theoretical framework of
this paper is founded on the Social-Historical-Cultural Theory as discussed by
Vygotsky ([1930] 2008; [1934] 2001), Leontiev(1977) and Luria (1977); on the
concepts of ZPD as discussed by Vygotsky ([1930] 1991) and expanded by
Engeström (2011), Magalhães (2009), Newman e Holzman (2014); on the studies of
sense and meaning (VYGOYSKY, [1930]2008); on the investigations on critical
reflection conducted by Schön (2000), Freire (1970), Smith (1992), Liberali (1994) e
Magalhães (2004; 2007; 2009); and on the studies of collaborative argumentation
discussed by Liberali (2013). According to Magalhães (2004; 2011), the critical
development of teachers take place in collective and critical collaborative learning
contexts, that allow means to effectively answer to problems in private contexts, as
well as, give directions to transformative actions. Therefore, the Critical Collaborative
Research (MAGALHÃES, 2011), was chosen to be the methodological basis of this
study. The research was carried out on a business context in corporate education
with three participants, the researcher and two focal participants. The data was
collected in four audio recorded phases. On the first phase, a class of each
participant was observed. Phases two and three were dedicated to reflective
meetings involving all the participants and the researcher, phase four comprehends
an individual reflective meeting, between the researcher and participant. The data
was analysed considering the argumentative cathegories proposed by Liberali
(2013), Bronckart ([1997] 1999), Brookfield and Preskill (2005), Orsolini (2005),
Pontecorvo (2005) and Leitão (2011), and focused on the language used by the
participants during the intervention moments with the objective to answer the
research questions and understand if the development of a critical reflective attitude
contributes to conscious practices in teaching-learning. This study’s results reveal
that the environment of confidence in the reflective meetings, contributed to the
creation of a collaborative context, allowing the construction of ZPDs, reflection and
the reorganization of ideas and concepts. This movement allowed that new sense
and meaning on conscious practices in teaching-learning, emerged in the discourse / Esta pesquisa objetivou compreender como o fomento de uma postura críticoreflexiva
do educador da Educação Corporativa pode contribuir para um processo de
desenvolvimento docente que se reflita em práticas conscientes em ensinoaprendizagem.
Esta pesquisa está inserida no campo da Linguística Aplicada, pois
buscou compreender desenvolvimento e transformação de seus participantes
sempre a partir da linguagem. Norteando a pesquisa, está a Teoria Sócio-Histórica-
Cultural, como discutida nos trabalhos de Vygotsky ([1930] 2008; [1934] 2001),
Leontiev (1977) e Luria ([1977] 2014); nos conceitos de ZDP discutidos por Vygotsky
([1930] 1991) e ampliados por Engeström (2011), Magalhães (2009), Newman e
Holzman (2014); nos estudos sobre sentidos e significados conduzidos por Vygotsky
([1930] 2008); nas pesquisas sobre reflexão crítica, fundamentadas em Schön
(2000), Freire (1970), Smith (1992), Liberali (1994) e Magalhães (2004; 2007; 2009);
e nos trabalhos sobre argumentação colaborativa discutida por Liberali (2013).
Segundo Magalhães (2004; 2011), a formação crítica de educadores acontece em
contextos coletivos e crítico-colaborativos de aprendizagem e desenvolvimento, que
propiciam meios para se responder eficazmente a problemas de contextos
particulares, bem como apontam diretrizes para uma ação transformadora. Dessa
forma, a pesquisa crítica de colaboração (PCCol) foi escolhida para fundamentar a
análise metodológica deste estudo. A pesquisa foi realizada em um contexto
empresarial de Educação Corporativa e contou com 2 participantes focais e a
pesquisadora. A coleta de dados foi realizada em quatro etapas audiogravadas. Na
primeira etapa, uma aula de cada participante focal foi observada. As etapas dois,
três e quatro compreenderam três encontros reflexivos, sendo os dois primeiros com
participação de todos os integrantes da pesquisa e o último conduzido
individualmente. Os dados foram analisados segundo as categorias argumentativas
propostas por Liberali (2013), Bronckart ([1997] 1999), Brookfield e Preskill (2005),
Orsolini (2005), Pontecorvo (2005), Leitão (2011), com foco na linguagem usada
pelos participantes no decorrer das etapas de intervenção, buscando responder às
perguntas de pesquisa e compreender se o fomento de uma postura critico-reflexiva
contribuiu para práticas conscientes em ensino-aprendizagem. Os dados sugerem
que o ambiente de confiança que permeou os encontros reflexivos contribuiu para
criação de um contexto de colaboração, propiciando construção de ZDPs, reflexões
e reorganização de ideias e conceitos. Esse movimento permitiu que novos sentidos
e significados sobre práticas conscientes em ensino-aprendizagem emergissem no
discurso
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Reflexões sobre educação crítica de língua inglesa: uma pesquisa colaborativa de formação docente em uma escola de idiomas / Reflections on critical English language education: a collaborative research of teacher education in a language schoolSousa, Laryssa Paulino de Queiroz 06 July 2017 (has links)
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Previous issue date: 2017-07-06 / This study focused on the discussion of critical language education (DUBOC, 2012, 2014;
NORTON; PAVLENKO, 2004; OKAZAKI, 2005; PENNYCOOK, 1999, 2001, 2012, 2017;
URZÊDA-FREITAS; PESSOA, 2014, among others) with English language teachers from a
language school, located in Goiânia, through a collaborative experience of critical teacher education
(ELLSWORTH, 1989; HAWKINS, NORTON, 2009; KUMARAVADIVELU, 2012; PESSOA;
URZÊDA-FREITAS, 2012; SILVESTRE, 2016, among others). These theoretical perspectives are
based on Critical Applied Linguistics (FABRÍCIO, 2006; MOITA LOPES, 2006a, 2006b, 2013a,
2013b; PENNYCOOK, 1990, 2001, 2004, 2006, 2008, 2010), in which the teaching-learning process
is seen as a politicized act; the classroom is seen as a space of social practices; and teachers and
students are seen as active agents of their realities. The research is characterized as qualitative
(DENZIN; LINCOLN, 2013) and collaborative (IBIAPINA, 2008; TELES; IBIAPINA, 2009), and
it was developed by a group of eight teachers and me in the period of September and December of
2015. During the study, the activities implemented were the reading and the discussion of six
academic texts and the problematization of the teaching-learning process of English in the light of
these texts. Thus, the objectives of this study were: 1) to discuss which reflections on critical
language education stood out and 2) to problematize how the teacher education experience lived was
characterized and how the educators interpreted it, grounded on Critical Applied Linguistics. An
initial questionnaire, discussions of the focus group on selected texts (recorded in audio), interviews
(also recorded in audio), field notes and personal narratives were the sources of the empirical material
generated. In relation to the language teaching-learning process, the teachers focused on the
discussion of their understandings on the critical language education perspective, in a way they could
highlight their local realities and their agency, question conflicts and power relations in the classroom
and problematize the teaching materials used in the school. With regard to language teacher
education, teacher preparation and the challenges for the implementation of a critical work,
principles related to this perspective and the care related to its development, and the hindrances and
contributions of the research to the participating group stood out. / O estudo desenvolvido teve como enfoque a discussão da educação linguística crítica (DUBOC,
2012, 2014; NORTON; PAVLENKO, 2004; OKAZAKI, 2005; PENNYCOOK, 1999, 2001, 2012,
2017; URZÊDA-FREITAS; PESSOA, 2014, entre outros/as) com docentes de língua inglesa de uma
escola de idiomas, localizada em Goiânia, por meio de uma experiência colaborativa de formação
crítica docente (ELLSWORTH, 1989; HAWKINS; NORTON, 2009; KUMARAVADIVELU,
2012; PESSOA; URZÊDA-FREITAS, 2012; SILVESTRE, 2016, entre outros/as). Essas
perspectivas teóricas são fundamentadas pela Linguística Aplicada Crítica (FABRÍCIO, 2006;
MOITA LOPES, 2006a, 2006b, 2013a, 2013b; PENNYCOOK, 1990, 2001, 2004, 2006, 2008,
2010), na qual o processo de ensino-aprendizagem é visto como um ato politizado; a sala de aula,
como um espaço de práticas sociais; e docentes e discentes, como agentes ativos/as de suas
realidades. A pesquisa é caracterizada como qualitativa (DENZIN; LINCOLN, 2013) e colaborativa
(IBIAPINA, 2008; TELES; IBIAPINA, 2009), tendo sido desenvolvida por um grupo de oito
docentes e por mim no período de setembro a dezembro de 2015. Durante o estudo, as atividades
implementadas foram: leitura e discussão de seis textos acadêmicos e problematização do processo
de ensino-aprendizagem de inglês à luz desses textos. Assim, os objetivos do estudo foram: 1)
discutir quais reflexões sobre educação linguística crítica se sobressaíram e 2) problematizar como
se caracterizou e como os/as educadores/as interpretaram a experiência de formação docente
vivenciada, fundamentada pela Linguística Aplicada Crítica. Questionário inicial, discussões do
grupo focal sobre os textos selecionados (gravadas em áudio), entrevistas (também gravadas em
áudio), anotações de campo e narrativas pessoais constituem as fontes do material empírico. Em
relação ao processo de ensino-aprendizagem de línguas, os/as docentes enfocaram a discussão de
suas compreensões sobre a perspectiva de educação linguística crítica, de modo a realçar suas
realidades locais e sua agência, a questionar conflitos e relações de poder em sala de aula e a
problematizar o material didático usado na escola. No que concerne à formação de professores/as de
línguas, destacaram-se a preparação docente e os desafios para a implementação de um trabalho
crítico, os princípios relacionados a essa perspectiva e cuidados relativos ao seu desenvolvimento e
os entraves e as contribuições da pesquisa para o grupo participante.
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Measuring energy consumption for short code paths using RAPLHähnel, Marcus, Döbel, Björn, Völp, Marcus, Härtig, Hermann 28 May 2013 (has links) (PDF)
Measuring the energy consumption of software components is a major building block for generating models that allow for energy-aware scheduling, accounting and budgeting. Current measurement techniques focus on coarse-grained measurements of application or system events. However, fine grain adjustments in particular in the operating-system kernel and in application-level servers require power profiles at the level of a single software function. Until recently, this appeared to be impossible due to the lacking fine grain resolution and high costs of measurement equipment. In this paper we report on our experience in using the Running Average Power Limit (RAPL) energy sensors available in recent Intel CPUs for measuring energy consumption of short code paths. We investigate the granularity at which RAPL measurements can be performed and discuss practical obstacles that occur when performing these measurements on complex modern CPUs. Furthermore, we demonstrate how to use the RAPL infrastructure to characterize the energy costs for decoding video slices.
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QPPT: Query Processing on Prefix TreesKissinger, Thomas, Schlegel, Benjamin, Habich, Dirk, Lehner, Wolfgang 28 May 2013 (has links) (PDF)
Modern database systems have to process huge amounts of data and should provide results with low latency at the same time. To achieve this, data is nowadays typically hold completely in main memory, to benefit of its high bandwidth and low access latency that could never be reached with disks. Current in-memory databases are usually columnstores that exchange columns or vectors between operators and suffer from a high tuple reconstruction overhead. In this paper, we present the indexed table-at-a-time processing model that makes indexes the first-class citizen of the database system. The processing model comprises the concepts of intermediate indexed tables and cooperative operators, which make indexes the common data exchange format between plan operators. To keep the intermediate index materialization costs low, we employ optimized prefix trees that offer a balanced read/write performance. The indexed tableat-a-time processing model allows the efficient construction of composed operators like the multi-way-select-join-group. Such operators speed up the processing of complex OLAP queries so that our approach outperforms state-of-the-art in-memory databases.
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