O fenômeno do fracasso escolar no ensino de 1º grau, os interesses dos jovens adolescentes por mídias, as características e comportamentos específicos destes jovens em início de adolescência motivaram esta pesquisa sobre o cotidiano de alunos e professores de 5ªs séries. Assim, a preocupação central deste estudo está voltada para questões que dizem respeito aos adolescentes, situando-os em duas instâncias formadoras: escola e televisão. O presente trabalho, realizado sob a forma de pesquisa qualitativa, consistiu de um estudo de caso e de um experimento didático com professores e alunos, realizados em 1994, numa escola pública de periferia na cidade de Campinas, no Estado de São Paulo. Neste contexto, apresentam-se na tese: * informações obtidas com o estudo de caso acerca da escola, do corpo docente e sobre uma das 5ª séries, objetos de investigação; * informações obtidas sobre a classe pesquisada (5ª série B), seus interesses, problemas, sua relação com a escola, com a TV e com a telenovela; * uma experiência didática sistematizada e analisada através da Pedagogia da Comunicação. As atividades desenvolvidas para o estudo do cotidiano escolar encaminharam-se para a utilização da Pedagogia da Comunicação, através de uma experiência de ensino-pesquisa. O experimento procurou tornar dinâmico e interessante o processo de ensino-aprendizagem escolar pelo entrecruzamento intencional das instâncias sociais do saber: escola, televisão e vida cotidiana do aluno. Obteve-se o envolvimento dos alunos e, com estes, o trabalho pôde ser executado num clima de parceria, de satisfação cultural, de diálogo, de construção conjunta de conhecimentos. Por outro lado, muitos dos objetivos previstos para serem alcançados com os docentes não puderam ser atingidos na íntegra por diferentes problemas, entre os quais, os existentes na estrutura e organização da escola pesquisada que terminaram influenciando o docente. Acredita-se que os elementos levantados com a pesquisa contribuíram, entre outros aspectos, para o entendimento da relação aluno - televisão - professor podendo indicar caminhos para a realização de \"pesquisa enquanto ensino\". / The school failure phenomenon in the 1st.degree teaching, along with the teenagers interests on the media, as well as students characteristics and special behaviour in an early adolescence have motivated this research on the daily life of pupils and teachers in the 5th. years of the 1st. Degree. So, the main purpose of this study is turned to questions related to adolescents, placing them in two different forming instances: school and television. The present work, was carried out as a qualitative research and consisted of a case study and a didactic experiment with teachers and students during the year of 1994, in a suburban public school , in Campinas, a city in the state of São Paulo, Brazil. The topics below make part of the corpus of the present Thesis: * information obtained by a case study about a school, its teachers, and specifically on the 5th years; * information attained on one of the researched class (5th year B ), the students interests and problems as well as their relation with the school/ television and the soap opera; * a systematised and analysed experiment through the Communication Pedagogy. All the activities carried out to study the daily school life were led to the usage of the Communication Pedagogy through a teaching-research experiment. The experimentation tried to make the teaching and learning process dynamic and interesting by the intentional crossing of knowledge social instances: school, television and students daily life. We have obtained the students participation and along with them the work could be accomplished in a sharing atmosphere where dialogue and cultural satisfaction as well as a co-operative knowledge construction could always be noticed. On the other hand, many of the foreseen objectives to be reached with the teachers could not be accomplished totally. The real activities carried out with the students and teachers are described in the following pages and make the corpus of the present research.

As a committed social justice educator, I share in this dissertation a theoretically informed instructional autoethnography of my time teaching and researching as a Language Arts and Speech teacher across two different public high schools and two different school years. My story of learning to embody the values and practices of progressive teaching arises from the central research questions: "How can I, a self-identified progressive Language Arts educator committed to social justice, learn to implement critical, democratic, responsive, and holistic pedagogy as a public high school teacher in this particular region at this time in U.S. public education? And, within these particular schooling cultures, what aspects of these schooling environments support or inhibit my ability to perform as a progressive educator?" Responding to critiques of public schooling policy and practices, my work is grounded in theoretical commitments of progressive education articulated by the critical pedagogy of Paulo Freire and those North American educators who have brought his libratory praxis forward into what I call connected, social justice pedagogy.

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This dissertation examines how institutions generate, teach, and authorize normative performances through texts and/as pedagogical practices. Through an analysis of the University of South Florida’s mandatory reporting policy, training, and Title IX Incident Report Form, this project examines how institutions construct and privilege certain values, performances, and individuals as means of generating the legal compliance of the institution independent. These practices are valued independent of how such compliance enables and limits the relationship between students and teachers. I argue the University’s texts and pedagogical practices serve to substantiate, authorize, and perform the materialization of certain privileges and the normative standards for the performances of mandatory reporters – those specifically designated “responsible employees,” which includes graduate, teaching, and research assistants supervising or teaching possible victims. I further rely on critical communication pedagogy as a means of analyzing USF’s practices and calling for an altered pedagogy that better accounts for the subjectivity of individuals not previously recognized by/through current institutional practices. While USF’s mandatory reporting policy is merely one institutional mandate, the practices expressed and outlined in this research are indicative or the practices of institutions more broadly. Understanding those practices is essential to recognizing the ways institutional and individual actors relate and interact.

Made available in DSpace on 2016-03-22T17:26:15Z (GMT). No. of bitstreams: 1 Inessa.pdf: 7727967 bytes, checksum: 8be91a24bd4d12decfcaef0562603610 (MD5) Previous issue date: 2009-04-17 / Foreign language teaching in public schools in Brazil needs deep changes for the learning-teaching process to be more effective. Usually, students leave school after studying the foreign language for four years without sufficient knowledge to communicate in the language. This indicates that something needs revising and updating. Communication Pedagogy can offer an important contribution for education today. The need for the outside world to enter the classroom, including the new technologies, is urgent. Through these technologies, textual patterns change, becoming smaller, and resorting to plenty of images. These new texts are not present in the vast majority of Brazilian public schools, which, in the case of foreign languages, prefer to use long texts, most of the time without images. Even when images are present they are used as illustrations only, not actively worked on. As a result of Communication Pedagogy, with an emphasis on Multimodality, we resort to a visual grammar perspective to explain the new textual patterns that circulate in our society. It is from this perspective that we designed a project asking groups of students from public schools in Pelotas, Southern Brazil, to produce multimodal texts. The students created booklets after reading Little Prince and watching the movie based on the book. These booklets were then analyzed in the light visual grammar, as proposed by Kress and van Leeuwen. Our initial hypothesis that students knew how to use multimodal structures in their productions, even if intuitively, was confirmed. Besides that, students also showed a high level of autonomy and motivation, consistent with their involvement in the tasks that were proposed / O ensino de línguas em escolas públicas no Brasil carece de mudanças profundas, a fim de que o processo de ensino-aprendizagem seja mais efetivo. Freqüentemente, os alunos saem do Ensino Fundamental, depois de ter estudado uma língua estrangeira durante 4 anos, sem ter conhecimento suficiente para se comunicar nessa língua. Isso dá indícios de que algo precisa ser revisto e atualizado. A pedagogia da comunicação traz elementos importantes para a educação nos dias de hoje. A necessidade de o mundo dos indivíduos, incluídas aí as novas tecnologias, estar no ambiente da sala de aula é latente. Com essas novas tecnologias, os padrões textuais mudam, tornam-se menores, com a utilização de inúmeras imagens. Esses textos não estão presentes na maioria das escolas públicas brasileiras, sendo que as disciplinas de língua estrangeira trabalham, geralmente, com textos grandes, que, na maioria das vezes, não contêm imagens, ou se contêm, são utilizadas como ilustração apenas e não são trabalhadas em aula. Em consonância com a pedagogia da comunicação, a multimodalidade defende a utilização de uma gramática visual que dê conta dos novos padrões textuais que circulam em nossa sociedade. A partir dessas duas teorias, traçamos um projeto, o qual foi aplicado em turmas de uma escola pública, no município de Pelotas/RS, que visava estimular os estudantes a produzirem textos multimodais. Os alunos produziram livrinhos que partiram do livro O pequeno príncipe e do filme de mesmo título, os quais foram analisados à luz da gramática visual de Kress e van Leeuwen. Nossa hipótese inicial era a de que os alunos sabiam, mesmo que intuitivamente, utilizar estruturas multimodais em suas produções, a qual foi comprovada. Além disso, motivação e autonomia foram mostradas pelos alunos, os quais desempenharam as tarefas propostas cuidadosa e detalhadamente

My dissertation explores the history, pedagogy, and practice of peer review in academia and in the workplace, so that I could suggest strategies for improving peer review in the contemporary corporation. Several scholars have studied collaborative writing—of which peer review is just one type—but few have specifically and thoroughly treated the subject of peer review. I surveyed the technical writers in my organization as well as other local writers about their thoughts on peer review. For improving peer review in the workplace, two predominant themes emerged: improve the corporate culture and assign a manager to the process. Therefore, I explore how to create a sense of community in the organization, and I propose a leader of the peer review process—the technical editor. My final chapter discusses the pedagogical implications of my study, and includes suggestions for preparing technical communication students (i.e., technicaleditors) for such a leadership role in the workplace.

Esta pesquisa tem por objetivo analisar e propor uma metodologia para o ensino de história. Tal metodologia considera duas características específicas das sociedades tecnológicas na inter-relação com as práticas escolares: a cultura midiática que o aluno e o professor carregam em seu interior para o interior da escola, e os processos de formação continuada do professor. Visa-se com tal metodologia colaborar com um ensino de história significativo para alunos e professores, e que a história seja instrumento de compreensão da vida cotidiana e processo contínuo de formação. A pesquisa possibilitou a elaboração de uma proposta teórico-metodológica denominada como atividade de ensino de história. Os referenciais teóricos que sustentam esta proposta são: a teoria da atividade de Aléxis Leontiev que se insere no conjunto da corrente histórico-cultural em psicologia; os pressupostos da pedagogia da comunicação que traz em seu interior o princípio didático do agir comunicacional; as pesquisas que analisam os conceitos de professor reflexivo-investigativo e o professor pesquisador; a historiografia que se identifica com a análise da cultura em diferentes temporalidades. Os referenciais teórico-metodológicos foram utilizados para analisar um conjunto de quatro atividades de ensino de história realizadas entre os anos de 1997-2000 em escolas da rede pública e particular de ensino da cidade de São Paulo. Os dados deste conjunto de aulas foram coletados pelo pesquisador que se serviu dos princípios metodológicos da pesquisa-ação. A análise dos dados à luz da fundamentação teórico-metodológica assumida possibilitou a explicitação de princípios orientadores da construção de atividades de ensino de história. Concluiu-se pela viabilidade de tal proposta e de sua inclusão nos debates sobre ensino de história. / The main goal of this research is to analyze and to propose a methodology for history teaching. Such methodology takes into account two specific characteristics of technological societies in the interrelationship with school practices: the media culture that both student and teacher bring along to school, and teachers continuing education process. Such methodology is intended to contribute towards a more meaningful teaching of History for both parties involved teachers and students in such a way that History becomes a more comprehensive tool in interpreting day-to-day events as well as a continuing education process. The research made it possible to elaborate a theoretical-methodological approach we called History teaching activity. The theoretical milestones upon which such approach is based are: Aléxis Leontiev´s theory of activity, which is part of the historic-cultural approach in psychology; the fundamentals of communication pedagogy and its didactic principle of a communication-oriented attitude; the research which analyzes the concepts of the investigative teacher and the researcher teacher; historiography which identifies itself with culture analysis in different periods in time. The theoretical-methodological references were used to analyze a set of four History teaching activities that took place along the years 1997 to 2000, in public and private schools in the city of São Paulo. The data of these classes were gathered by the researcher who then used the research-action methodological principles. The analysis of the data in the light of such theoretical-methodological principles made it possible for the researcher to show the principles that oriented the construction of History teaching activities. Such proposal was believed to be valid as well as its inclusion in the debate about history teaching.

Esta pesquisa tem por objetivo analisar e propor uma metodologia para o ensino de história. Tal metodologia considera duas características específicas das sociedades tecnológicas na inter-relação com as práticas escolares: a cultura midiática que o aluno e o professor carregam em seu interior para o interior da escola, e os processos de formação continuada do professor. Visa-se com tal metodologia colaborar com um ensino de história significativo para alunos e professores, e que a história seja instrumento de compreensão da vida cotidiana e processo contínuo de formação. A pesquisa possibilitou a elaboração de uma proposta teórico-metodológica denominada como atividade de ensino de história. Os referenciais teóricos que sustentam esta proposta são: a teoria da atividade de Aléxis Leontiev que se insere no conjunto da corrente histórico-cultural em psicologia; os pressupostos da pedagogia da comunicação que traz em seu interior o princípio didático do agir comunicacional; as pesquisas que analisam os conceitos de professor reflexivo-investigativo e o professor pesquisador; a historiografia que se identifica com a análise da cultura em diferentes temporalidades. Os referenciais teórico-metodológicos foram utilizados para analisar um conjunto de quatro atividades de ensino de história realizadas entre os anos de 1997-2000 em escolas da rede pública e particular de ensino da cidade de São Paulo. Os dados deste conjunto de aulas foram coletados pelo pesquisador que se serviu dos princípios metodológicos da pesquisa-ação. A análise dos dados à luz da fundamentação teórico-metodológica assumida possibilitou a explicitação de princípios orientadores da construção de atividades de ensino de história. Concluiu-se pela viabilidade de tal proposta e de sua inclusão nos debates sobre ensino de história. / The main goal of this research is to analyze and to propose a methodology for history teaching. Such methodology takes into account two specific characteristics of technological societies in the interrelationship with school practices: the media culture that both student and teacher bring along to school, and teachers continuing education process. Such methodology is intended to contribute towards a more meaningful teaching of History for both parties involved teachers and students in such a way that History becomes a more comprehensive tool in interpreting day-to-day events as well as a continuing education process. The research made it possible to elaborate a theoretical-methodological approach we called History teaching activity. The theoretical milestones upon which such approach is based are: Aléxis Leontiev´s theory of activity, which is part of the historic-cultural approach in psychology; the fundamentals of communication pedagogy and its didactic principle of a communication-oriented attitude; the research which analyzes the concepts of the investigative teacher and the researcher teacher; historiography which identifies itself with culture analysis in different periods in time. The theoretical-methodological references were used to analyze a set of four History teaching activities that took place along the years 1997 to 2000, in public and private schools in the city of São Paulo. The data of these classes were gathered by the researcher who then used the research-action methodological principles. The analysis of the data in the light of such theoretical-methodological principles made it possible for the researcher to show the principles that oriented the construction of History teaching activities. Such proposal was believed to be valid as well as its inclusion in the debate about history teaching.

Le e-learning, et plus particulièrement l’enseignement à distance, est ici appréhendé comme terrain d’étude pour le chercheur en sciences de l’information et de la communication (SIC). La problématique adopte une démarche pluridisciplinaire; ancrée sur les Sciences de l’Information et de la Communication, elle intègre, sous une forme systémique, des apports heuristiques des sciences de l'éducation, de l’épistémologie, des sciences cognitives et des sciences humaines. Elle questionne la pertinence du système de communication au sein des dispositifs d’enseignement et de formation à distance.Les technologies numériques de l’information et de la communication (TNIC) intégrées dans des environnements d’apprentissage ouvrent de nouveaux horizons pour l’éducation à travers le développement de l'enseignement à distance (EAD) permettant de dépasser les contraintes d’espace et de temps souvent imposées par le système éducatif traditionnel. Nous proposons d'étudier ces dispositifs en insistant sur la pertinence et l'importance de la communication dans leur performance et réussite car nous constatons, à travers une étude empirique menée sur un centre de télé-enseignement en sciences, qu’il ne suffit pas d’inscrire les apprenants sur une plateforme dédiée à l’enseignement et à la transmission de savoirs pour que ces derniers s’accrochent à leur formation, atteignent leurs objectifs et acquièrent des compétences. / Elearning has been chosen as a field study on Information and Communication Sciences (ICS). The problem takes a multidisciplinary approach: anchored on Information and Communication Sciences, it integrates, in a systemic form, heuristic contributions of educational sciences, epistemology, cognitive sciences and humanities. It questions the relevance of the communication system within distance systems of education and training.Integrating numerical technologies of information and communication in learning environments open up new horizons for education by developing distance education to overcome space and time constraints often imposed by the traditional education system. We propose to study these devices with an emphasis on the relevance and the importance of communication on their performance and success. As we see, through an empirical study on a distance education center, that it is not enough to register learners on a platform dedicated to teaching and transmitting knowledges to make them cling to their training, achieve their goals and get skills.