Made available in DSpace on 2016-03-15T19:31:13Z (GMT). No. of bitstreams: 1 Silvia Marcia Domenico.pdf: 1602715 bytes, checksum: 99d4dbc3b57f25dee76d8dc010f3cc60 (MD5) Previous issue date: 2007-06-29 / The challenges that are imposed on the planet in the beginning of the twenty first century require a new overlook by the organizations about the way companies work and the consequences of their activities, as pointed out by the authors from different areas of human and social sciences. Organizations act daily through their stakeholders, whose relations happen in interactions mediated by language, which can be strategic or communicative, aiming to obtain the necessary resources for their participation in competitive environments. One of the aspects that is underlying the actions of social entities are values. Values Related to Organizational Competion (VROC) are defined as beliefs, socially constructed, that are significant for an individual or group, which consist in principle-goals that rule the social actions between stakeholders, aiming to obtain resources in a competitive environment. This study seeks to understand how Values Related to Organizational Competition (VROC) are reproduced in interactions between stakeholders of organizations that act in market economy. The research was performed under the approach of sociological social psychology, through the approach of symbolic interactionism, in one of the biggest associated companies to the project of economy of communion (EoC), in Brazil. Configuring a case study, with exploratory-descriptive-explicative nature, the data were collected through interviews, participant observation, naturally occurring talk and texts; and the analysis and interpretation of results were inspired in the pragmatic and hermeneutics. Vis-à-vis the theoretical approach, the results suggested the Values Related to Organizational Competition (VROC) as a result of the search for dynamic balance between the founder s visions of the world the world as it should be and the world as it is and the necessities of the organization, at times privileging strategic actions, and at other times based in understanding. The VROC were defined in function of different stakeholders, revealing anti-values and, at the same time that they are produced in interactions, they reproduce the cultural aspects of societies in which the stakeholders take part. / Os desafios que se impõem ao planeta neste início de século XXI, requerem das organizações um novo olhar sobre seu funcionamento e as conseqüências de suas atividades, como vêm apontando autores de diferentes áreas das ciências humanas e sociais. As organizações agem em seu cotidiano por meio de seus stakeholders, que se relacionam em interações mediadas por linguagem, de forma estratégica ou comunicativa, visando à obtenção de recursos necessários à sua participação em ambientes competitivos. Um dos aspectos que subjazem às ações de entidades sociais são valores. Definimos valores relativos à competição organizacional (VRCO) como crenças socialmente construídas, que possuem significado para um indivíduo ou grupo, que consistem em princípios-meta, que orientam as ações sociais entre stakeholders, visando à obtenção de recursos em ambiente competitivo. Este estudo visou compreender como os VRCO se reproduzem nas interações entre stakeholders de organizações que atuam em economia de mercado. A pesquisa foi realizada sob a ótica da psicologia social sociológica, mediante a abordagem do interacionismo simbólico, em uma das maiores empresas coligadas ao projeto da Economia de Comunhão na liberdade (EdC), no Brasil. Configurando um estudo de caso, de natureza exploratório-descritivo-explicativa, os dados foram coletados mediante entrevistas, observação participante, conversas espontâneas e documentos, e a análise e interpretação dos resultados, inspiradas na pragmática e na hermenêutica. Vis-à-vis o recorte teórico, os resultados sugerem os valores relativos à competição organizacional como sendo fruto da busca de equilíbrio dinâmico entre as visões de mundo do fundador − do mundo como deveria ser e do mundo como ele é − e, as necessidades da organização, ora privilegiando ações estratégicas, ora baseadas em entendimento. Os VRCO foram definidos em função de diferentes stakeholders, revelando anti-valores e, ao mesmo tempo em que são produzidos nas interações, reproduzem os aspectos culturais das sociedades das quais os stakeholders fazem parte.

O contexto de conflitos e violências no espaço escolar desafia a sociedade, formuladores de políticas públicas, gestores e academia a repensar possibilidades de ativação de formas de entendimento mediadas pela palavra. A pesquisa propõe um olhar comunicacional para os relacionamentos no interior da escola, com foco na gramática estudantil de ação e conversação. Seu método é o estudo de caso realizado em um estabelecimento público (estadual) de ensino na cidade de São Paulo, em que foram realizados 14 debates envolvendo 94 alunos de ensino médio. Elementos conceituais e normativos de comunicação pública fundamentam toda a investigação. O modelo metodológico é o da mediação transformativa, baseado no paradigma do construcionismo social, que se orienta para a facilitação de diálogos. As técnicas de condução dos debates (tratados como argumentos conversacionais) e as análises de dados incluem dois vetores fundamentais, que são a autoafirmação dos sujeitos e o reconhecimento de seus interlocutores. A pesquisa guia-se ainda pela perspectiva de fortalecimento da percepção coletiva na escola como comunidade de comunicação. Com apoio da pragmática da linguagem, as conclusões apontam para a emergência de enlaces argumentativos entre os estudantes, permitindo formas narrativas de complemento e apoio entre si. As subjetividades encontraram formas de se manifestar por meio de debates, recebendo a acolhida de colegas e, com eles, formando correntes discursivas - o que se configurou como uma gramática especial de argumentação. Da mesma forma, foram registradas expressões de desrespeito que terminaram reguladas pela fala. A pesquisa encontrou na escola conflitos de gênero, expressões de exclusão em diferentes campos e demandas reprimidas de escuta entre as autoridades educacionais. Os debates mediados apresentaram-se como oportunidades de encontros, de formação e de negociação entre os estudantes, o que permite a indicação de recomendações para novas pesquisas e encaminhamentos comunicacionais na escola. / The context of conflicts and violence in the school challenges society, policymakers, managers and scholars to rethink the possibilities of activating forms of mutual understanding by the mediation of word. The research proposes a communicative look at relationships within school, with a focus on student´s grammar of action and conversation. Its method is the case study carried out in a public (state) teaching establishment in the city of São Paulo, where 14 debates were held involving 94 high school students. Conceptual and normative elements of public communication support the whole investigation. The methodological model is that of transformative mediation, based on the paradigm of social constructionism, which is oriented towards the facilitation of dialogues. The techniques of conducting the debates (treated as conversational arguments) and the data analysis include two fundamental vectors, which are the self-affirmation of the individuals and the recognition of their interlocutors. The research is also guided by the perspective of strengthening the collective perception in the school as a community of communication. With the support of discourse pragmatics, the conclusions point to the emergence of argumentative links between students, allowing narrative forms of complementing and supporting among themselves. Individualities found ways to manifest themselves through debates, receiving the reception of colleagues and, with them, forming a discursive chain - which has been configured as a special grammar of argumentation. In the same way, expressions of disrespect were registered and were regulated in the speech. The research found in the school a range of conflicts of gender, expressions of exclusion in different fields and repressed demands of listening by the educational authorities. The mediated debates were presented as opportunities for comprehension, communicative training and negotiation among students, which allows the indication of recommendations for new research and communication referrals in the school.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-04-09T18:12:46Z No. of bitstreams: 1 elianatoledosirimarcofranco.pdf: 772439 bytes, checksum: 34bbf113f10e686b6d5a2c278ef857d2 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-09T19:11:44Z (GMT) No. of bitstreams: 1 elianatoledosirimarcofranco.pdf: 772439 bytes, checksum: 34bbf113f10e686b6d5a2c278ef857d2 (MD5) / Made available in DSpace on 2018-04-09T19:11:44Z (GMT). No. of bitstreams: 1 elianatoledosirimarcofranco.pdf: 772439 bytes, checksum: 34bbf113f10e686b6d5a2c278ef857d2 (MD5) Previous issue date: 2013-02-25 / PROQUALI (UFJF) / Neste relatório de pesquisa, problematizamos o campo investigativo e incidimos na questão “O que ocorre quando, numa sala de aula, trabalhando o tema Matemática e Trânsito, alunos e professora estão envolvidos em ações educativas pautadas na Teoria do Agir Comunicativo?”, propulsora de todo o trabalho realizado. Optamos pelo gênero “Pesquisa sobre a própria prática”, pois, como o próprio nome diz, corresponde ao nosso propósito de pesquisar nossa prática docente. Utilizamos a abordagem qualitativa de pesquisa, nas distintas modalidades descritivas e etnometodológicas, que, nesta proposta específica, se tornaram complementares. Desempenhamos as atribuições singulares de pesquisadora e de professora. Para o desempenho das funções pedagógicas, estudamos a Teoria do Agir Comunicativo de Jüngen Habermas e dela extraímos os conceitos agir comunicativo, discurso, entendimento, agir estratégico, linguagem, atos de fala, pretensões de validade, mundo objetivo, mundo social, mundo subjetivo, mundo da vida e mundo sistêmico, como base para o desenvolvimento da unidade didática Matemática e Trânsito. Planejamos aulas tematizadas nesta interface, prevendo ações educativas, com a intenção de suscitar nos alunos o agir comunicativo no contexto social da sala de aula de uma escola pública, pertencente a uma universidade federal. As atividades foram aplicadas em aulas para 28 alunos do 4º ano do Ensino Fundamental, na faixa etária de 9 a 11 anos, pela própria professora. Para o desempenho das funções de pesquisa, o trabalho investigativo constituiu em analisar esta intervenção para perceber algumas configurações possíveis, aspectos do que pode ocorrer em uma sala de aula de Matemática, discutindo o Trânsito, como um tema específico, a partir de atividades elaboradas segundo a Teoria específica do Agir Comunicativo. Os dados foram coletados nas gravações das aulas em áudio e vídeo, na observação participante, nas anotações em bloco de notas, nas atividades não diretivas que guardam certa semelhança com as entrevistas não estruturadas, nas produções escritas e nas manifestações orais dos alunos. As transcrições dos 13 encontros, cada um formando uma unidade completa da aula, da introdução à avaliação de cada uma, que perfizeram 35 tempos de 45 min da grade horária escolar, foram analisadas, investigando o que emergia dos dados e nós fomos atribuindo-lhes significado, o que também foi feito com as descrições da primeira, segunda, terceira e décima segunda aulas. As interpretações foram feitas a partir da análise dos dados, que mostraram uma disposição dos alunos para participar das atividades e uma gradual evolução no agir comunicativo durante as aulas da unidade didática. Esta evolução foi percebida na interação entre os alunos e na existência da conexão entre os seus atos de fala, os quais mostravam uma complementaridade de seus raciocínios na concordância ou refutação dos argumentos apresentados. As ações educativas, operadas nas aulas da unidade didática Matemática e Trânsito, foram o motor de propulsão para o agir comunicativo, sendo o trabalho na interface Matemática e Trânsito a possibilidade do despertar da consciência ética e social dos alunos. / This work aims at discussing the investigation field and the key-question “What happens when teacher and students are working with actions on the theme Mathematic and Traffic guided by the Theory of the Communicative Action?”, the basis of all of this research. This work was implemented by adopting the research genre which involves the research through the effective practice, as it is its goal to investigate the author’s own teaching praxis. The qualitative approach was used both in its descriptive and its ethnicmethodological models which turned to be complementary in this specific research. For the pedagogical functions, the work focused in Habermas’s “Theory of Communicative Action” from which it selected the concepts of communicative action, speech, comprehension, strategic action, language, speech acts, validity pretensions, objective world, social world, subjective world, life world and systemic world to be the basis for structuring and building the didactic unit named Mathematic and Traffic. Thematic classes were used in this interface, foreseeing educative actions to stimulate in the students the communicative action in the social context of a classroom of a public school. The activities were implemented for classes with 28 students from the 3rd grade of Elementary School. The students were from 9 to 11 years old. For the research functions, the investigative work consisted of the analysis of the interventions to observe the possible configurations of the teaching structure. The data was collected in the classes video recording as well as in the observation process, the taking notes and in the nondirective actions, and in the students’ written production and oral manifestations. The transcriptions of the 13 classes, from the introduction to the evaluation, took 35 sets of 45 minutes of the school schedule. These sets were all analyzed as much as the descriptions of the 1st,2nd,3rd ad the 12th classes for the same purpose. The interpretations were guided by the data analysis and they showed the students’ stimulus to take part in the activities and their gradual evolution in the communicative action during the classes. This evolution was noted in the students’ interaction and in the connection between their speech acts, which pointed at the cognitive complementarities in agreeing or disagreeing with the presented arguments. The educative actions implemented in the didactic unit Mathematic and Traffic was the trigger for the communicative action and the interface work was the trigger to provoke the students’ ethical and social consciousness.

Abstract The study describes and analyses the practices of interprofessional family work in the rehabilitation of severely handicapped children in the special needs groups of a day care centre from the viewpoint of parents and medical and educational professionals before and after a development project. At the baseline, the phenomenon under study was also described and analyzed as activity of the responsible unit of rehabilitation. The obstacles in the development of interprofessional family work and the factors that contributed to the development of interprofessional practices are also described. Based on these, a process of developing interprofessional family work is described. The study was part of the education and development project on interprofessional family work arranged co-operatively by the Department of Public Health Science and General Practice, University of Oulu, and Oulu Deaconess Institute in 2000–2002. The theoretical frame of reference consists of the ecocultural theory, according to which the life of a child is considered an inseparable part of the family's life. The family is conceived of a unit that actively influences its own life. Work with families is carried out as interprofessional family work. The study was implemented as action research, which included three interventions: education in interprofessional family work, discussion groups and Growing: Birht to Three, which consisted of education in the use of a rehabilitation and education model for children aged 0–3 years. The interventions made up an integrated whole. The participants in action research consisted of a interprofessional team working on the rehabilitation of severely handicapped children in the special needs group of a day care centre, which included specialists of early special education, physiotherapists and speech therapists. The research data were collected by thematic interviews at the beginning and at the end of the process by interviewing parents and professionals. The data were analysed with methods of content analysis using the QSR Nvivo computer software. At the beginning of the action research project the parents' role included both activities and passive presence and compliance with instructions. Professionals' activities were accordant with the expert- child- and family-oriented operating models. The major obstacles of interprofessional family work were a lack of knowledge, intolerance, which was manifested as a lack of equality and discussion, an expert orientation and fragmentation of activities. After the development project, according to the parents, interprofessional family work provided emotional and cognitive support. According to the professionals, interprofessionality was manifested as partnerships and promotion of empowerment. The development of operation was influenced by a positive attitude, which fostered a favourable atmosphere and acceptance of change, and a conversational culture, which was manifested as communication skills and awareness of matters. The findings of the study can be utilised in the development interprofessional co-operation and family work in professional basic education and further and in-service education. / Tiivistelmä Tutkimuksessa kuvataan ja analysoidaan moniammatillisen perhetyön ilmenemistä vaikeavammaisten lasten kuntoutuksessa päiväkodin erityisryhmässä. Näkökulman antavat vanhemmat ja lääkinnällisen sekä kasvatuksellisen kuntoutuksen ammattihenkilöt ennen kehittämistoimintaa ja sen jälkeen. Alkuvaiheessa tutkittavaa ilmiötä kuvataan ja analysoidaan myös kuntoutuksen vastuuyksikössä ilmenevänä toimintana. Lisäksi kuvataan ja analysoidaan moniammatillisen perhetyön kehittämisen esteitä sekä toiminnan kehittymiseen vaikuttavia tekijöitä. Näiden kautta kuvataan moniammatillisen perhetyön kehittämisprosessi. Tutkimus on osa Oulun yliopiston kansanterveystieteen ja yleislääketieteen laitoksen ja Oulun Diakonissalaitoksen yhteistyönä järjestämää moniammatillisen perhetyön koulutus- ja kehittämisprojektia, joka toteutettiin vuosina 2000–2002. Teoreettisena viitekehyksenä on ekokulttuurinen teoria, jonka mukaan lapsen elämää tarkastellaan kiinteänä osana perheen elämää. Perhe nähdään aktiivisena omaan elämäänsä vaikuttavana yksikkönä. Toiminta perheiden kanssa toteutuu moniammatillisena perhetyönä. Tutkimus toteutettiin toimintatutkimuksena, johon kuului kolme interventiota: moniammatillinen perhetyö -koulutus ja keskustelupiirit sekä Pikku-Portaat - Kasvamaan: syntymästä kolmivuotiaaksi kuntoutus- ja kasvatusmallin käytön koulutus. Interventiot muodostivat yhdessä kokonaisuuden. Toimintatutkimukseen osallistui vaikeavammaisten lasten kuntoutuksessa päiväkodin erityisryhmässä mukana oleva moniammatillinen tiimi, johon kuului varhaiserityiskasvatuksen asiantuntijoita sekä fysio- ja puheterapeutteja. Tutkimusaineistot kerättiin vanhempien ja ammattihenkilöiden teemahaastatteluilla prosessin alussa ja lopussa. Aineistot analysoitiin sisällön analyysilla käyttäen QSR Nvivo -tietokoneohjelmaa. Toimintatutkimuksen alussa vanhempien rooliin kuului sekä aktiivista toimintaa että passiivista ohjeiden noudattamista ja mukana kulkemista. Ammattihenkilöt toimivat asiantuntija-, lapsi- ja perhekeskeisen toimintamallin mukaisesti. Moniammatillisen perhetyön esteenä olivat tiedon puute, suvaitsemattomuus, joka ilmeni tasa-arvon ja keskustelun puutteena, asiantuntijakeskeisyys sekä toiminnan pirstaleisuus. Kehittämistyön jälkeen moniammatillinen perhetyö näkyi vanhempien mukaan emotionaalisena ja tiedollisena tukena. Ammattihenkilöiden mukaan toiminta ilmeni kumppanuutena ja voimaantumisen tukemisena. Toiminnan kehittymiseen vaikuttivat positiivinen asennoituminen, joka ilmeni myönteisenä ilmapiirinä ja muutosmyönteisyytenä, ja keskusteleva kulttuuri, joka ilmeni keskustelutaitona ja tietoisuutena asioista. Tutkimuksessa on tuotettu tietoa, jota voidaan hyödyntää kehitettäessä moniammatillista yhteistyötä ja perhetyötä ammatillisessa peruskoulutuksessa sekä jatko- ja täydennyskoulutuksessa.

This essay examined how bilingual peace education can promote peaceful behaviours and social integration among otherwise segregated Arab- Israelis and Jewish- Israelis. By using The School for Peace at Neve Shalom/ Wahat al-Salam as a case study, accompanied with Jürgen Habermas theory of communicative action and New institutionalism with a conflict critical approach, we observed the behavioural mechanisms of institutions and social interactions. The empiric data consisted of three interviews conducted by author Nava Sonnenschein from the book The Power of Dialogue between Israelis and Palestinians. The interviewed students from The School for Peace had experienced both conventional education and bilingual peace education in adulthood. We found that informal values and narratives in educational institution influence the behaviours of its students. We also found that interactions between Arab- Israelisand Jewish- Israelis in the context of bilingual peace education promoted recognition of commonalities. While conventional education generally formed hostile behaviours and segregating incitements, the bilingual peace education gave opportunities for interactions and acknowledgement of both ethnic groups; consequently, leading to self-reflection, mutual understanding, peaceful behaviours and social integration.

Public power in democratic society emanates from the citizens and is, in its turn, responsible to them. The citizens are entitled to observe, scrutinize and influence it. The public consists of private individuals actively engaged in public affairs and coordinating this activity with others. The present essay is concerned with Jürgen Habermasʼ concepts of the public in his The Structural Transformation of the Public Sphere, The Theory of Communicative Action, and Between Facts and Norms. At first, these works are interpreted and critically evaluated here. Then, the issue of the public is developed with special emphasis on the concept as it is elaborated in Between Facts and Norms. This essay tries to characterize the civil public and pursues the question how it is positioned in the larger frame of the civil society. The public is studied from the point of view of its influence in society. Habermas ascribes a substantial role to the public, for, according to his idea of the deliberative democracy, the public takes a part in the democratic processes of lawmaking and that by means of a dialogue with the public power. In this perspective, the public is conceived of as communicative power. This dissertation concentrates on the origins and forming of the communicative power and the ensuing process of its...

This thesis investigates the rapid transformation of e-commerce innovation in relation to planning intention inertia. This research explores the development of e-commerce prior to the Covid-19 pandemic effects and during, in relation to authority’s recognition of the development. The thesis also explores consumers’ reasons and choices for purchasing products through e-commerce. Furthermore, it explores last mile delivery solutions and logistics, together with future aspects and collaborations. Qualitative methodology is applied in the thesis involving semi-structured interviews with ten respondents from nine organisations, conversation analysis from a digital event in the form of one moderator and four attendees and content analysis from five documents and reports. The theoretical approach involves theories on diffusion and technological change and planning intention inertia together with collective action.

This conflict study in Theology investigates reconciliation possibilities in indigenous lands in northern Sweden to be discussed through the Sámi Trail of Tears Walking Trail – a real-life innovation project. The historical material is based on the depiction of forcefully dislocated Sámis and the now polarized situation where local indigenous groups risk new conflicts partly with each other, partly with extractive industries, motorized tourism, and the majority’s society. Six public media sources were used for a brief thematization to detect discourse ethics used in communicative action. Further, two conferences were visited through participatory observation, revealing the importance of inclusion and visualized sovereignty. Five relevant sites were observed by asking how a walking trail could add value to reconciliation processes, and twenty interviews, or reasonings, were done mainly in Sápmi and Torne River valley, with one additional in Northern Finland to compare the situation of Forest Sámis in both countries. While site observations revealed ongoing slow violence in environments, they also showed how individuals become activated by their existing or absent relationships to a place. The interviews depicted cultural and existential views on place-bodies, reindeer keeping, natural elements, and material and immaterial values connected to them. The research also focused on the indigenous value-based Verdi system, recognized, and remembered by interviewees belonging indigenous communities. Further, the investigation asked about the role of leadership in truth- and reconciliation processes. The material was collected through qualitative indigenous research methods, and completed with perspectives of inclusion, wilderness spirituality, slow violence, and slow tourism. The material was analytically discussed through Jürgen Habermas’s Theory of Communicative Action. The findings points toward importance of continuing truth commissioning, a potential role of the Church in future negotiations, and also criticism against the failings of national leadership participation in truth-telling and reconciliation processes. Lastly, a briefly discussed model of Habitus-Based Reconciliation suggests focusing on long-term existential aspects of shared places and negating natural resources needed for communities and local cultures.

No description available.

Met die oog daarop om 'n basisteorie vir familiepastoraat te ontwerp, word verskeie basisteoretiese konsepte geidentifiseer en bespreek. Dit is veral die relasionele definiering van families - eerder as die tradisionele biologiese definiering - wat van fundamentele belang vir basisteoretiese besinning is. Hierdie 'ekologiese' verstaan van families, sluit familiesisteme van alle vorms in en hou rekening met huidige sosiologiese realiteite sowel as bepaalde teologiese perspektiewe. In aansluiting by die relasionele definiering van families, het familiepastoraat 'n verhoudingsfokus en werk dit met 'n multidimensionele perspektief wat op al die dinamiese verhoudingsprosesse en -fases binne familiesisteme gerig is. In verbondenheid met die gemeente, benader familiepastoraat families as ekologiese geloofsisteme en funksioneer dit in die lig van die evangelie asook doelbewus binne koninkrykskonteks. In die slothoofstuk word al die sentrale basisteoretiese konsepte geintegreer tot 'n teoretiese geheel. Die basisteorie vir familiepastoraat, wat hier ontwerp word, kan kemagtig soos volg geformuleer word: Familiepastoraat is gesprekmatige verhoudingsorg van die ekologiese familie en dit geskied binne koninkrykskonteks. / For the purpose of developing a basic theory for family pastoral work, several basic theoretical concepts are identified and discussed. The defining of families in terms of relations - rather than the traditional biological defining - is of fundamental importance for basic theoretical reflection. This 'ecological' understanding of families includes families of all shapes and forms, whilst it also reflects sociological realities and it takes into account certain theological perspectives. The aim of family pastoral work is synchronised with the relational defining of families and focus, therefore, on the multiple dynamic relational processes and phases within family systems. For this manifold relational focus, family pastoral work operates with a multidimensional perspective. The basic theory developed for family pastoral work, can be formulated as follows: Family pastoral work is dialogical care of the relationships of ecological families and it operates within context of the Kingdom. / Practical Theology / M.Th. (Practical theology)