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Made available in DSpace on 2016-04-18T21:32:01Z (GMT). No. of bitstreams: 4 Antonio Marcos da Silva1.pdf: 375864 bytes, checksum: 3b47e9d1144a877ec84516ae92cc894e (MD5) Antonio Marcos da Silva2.pdf: 688886 bytes, checksum: 65991db1357acbcf6cfb55ea312fbaea (MD5) Antonio Marcos da Silva3.pdf: 833561 bytes, checksum: df85971d95b1efb0fe990685b23ab808 (MD5) Antonio Marcos da Silva4.pdf: 310773 bytes, checksum: b51b5a49b04318ff7b3fd952325b05aa (MD5) Previous issue date: 2007-01-31 / Fundo Mackenzie de Pesquisa / The objective of this research was to analyse the project of my authorship, Campus das Artes (Arts Campus): the favela (Brazilian slums) as an anthropological art space, established in 2002 at the Vila Prudente Cultural Center, at the east zone of São Paulo, at the Vila Prudente favela. The project proposed to a group of twenty young people, both men and women, a new look over the aesthetic of the favela through visual arts, aiming to contribute to the changing process in their lives and the community. For so, six young people that attended the Arts Campus and the changes occurred in their lives were considered the subjects of this study. The project analysis was inserted in the context of an interdisciplinary research, taking into consideration the theoretical basis of the epistemological knowledge built by the Brazilian educator Paulo Freire. It was used the participant observation qualitative methodology. The results showed that the most part of the young people interviewed considered that the project opened opportunities for their insertion in the reality where they live, for many were able not only to act, but also to comprehend the exclusion mechanisms they are subjected to and how to stop being Seres Menos (Lesser Beings) to become Seres Mais (Better Beings). It was concluded through this that the young people comprehended the favela not as a place for condemnation, but as a place of possibilities of transformation without jeopardizing their lives and histories. The present study highlighted not only the need to value always more the informal education, in the face of the existing realities of needy regions, but also the importance of the employment of art in the promotion of the human development. / O objetivo desta pesquisa foi em analisar o projeto de minha autoria: Campus das Artes: a favela como espaço antropológico da arte implantado em 2002 no Centro Cultural Vila Prudente na Zona Leste de São Paulo, na favela de Vila Prudente. O projeto propunha a um grupo de vinte jovens, entre homens e mulheres, um novo olhar sobre a estética da favela por meio das artes visuais visando contribuir para o processo de mudança em suas vidas e na comunidade. Para tanto considerou-se sujeitos deste estudo seis jovens que passaram pelo Campus das Artes e das mudanças ocorridas em suas vidas. A análise do projeto inseriu-se no contexto de uma pesquisa interdisciplinar levando em consideração a base teórica do conhecimento epistemológico construido pelo educador Paulo Freire. A metodologia utilizada foi a qualitativa do tipo participante. Os resultados mostram que a maioria dos jovens entrevistados consideraram que o projeto propiciou oportunidades para a inserção deles dentro da realidade onde vivem, pois muitos conseguiram não só atuar como que compreender os mecanismos de exclusão que estão sujeitos e de como deixarem de ser Seres Menos para Seres Mais. Concluiu-se assim, que os jovens compreenderam a favela não como um lugar para condenação, mas como um lugar de possibilidades de transformação sem condenar suas vidas e suas histórias. O presente estudo destacou não só a necessidade de valorizar sempre mais a educação não-formal, face à realidade existente em regiões carentes, como também sobre a importância do emprego da arte para a promoção do desenvolvimento humano.

How to teach English as a second or foreign language has been heatedly debated as long as the subject has been taught. One of the many issues regarding the teaching of English as a second or foreign language is the issue of whether or not to teach grammar, and if we teach it, how should we go about it?   This study examines two different approaches to teaching English grammar at the Swedish upper-secondary school level. Experiments were conducted in four different groups of students (a total of 64 informants were used), all from the same upper-secondary school in a medium-sized Swedish city. The experiments were based on teaching the genitive construction to the informants during a 75-minute class. The results were analyzed mainly quantitatively with the help of test results from the 64 informants; the aspect of gender differences in the results was also analyzed.   According to the study, one of the approaches seemed to be slightly superior to the other. There were also factors (other than the test results) which may speak in favour of one approach rather than the other.

The theoretical part of the thesis scrutinizes the principles of awareness raising and noticing in language teaching. Furthermore, it focuses on their implementation in pronunciation teaching and examines the possible limitations to these approaches imposed by learners' age and level of cognitive development. The practical part presents a research which consists of designing a battery of pronunciation activities promoting noticing and awareness raising, followed by their pilotage in five different groups of elementary school pupils. The aim of the research is to determine whether the piloted activities result in young learners noticing the target pronunciation features. The results of the research suggest positive impact of the noticing and awareness raising activities even among the pupils at lower stage of cognitive development. Key words: young learners, teaching pronunciation, consciousness raising, noticing, cognitive development, learners' involvement

Vilka erfarenheter har enskilda medlemmar av den svenska separatistiska facebookgruppen Heja Livet? Ur ett feministiskt perspektiv har vi genomfört kvalitativa personliga intervjuer vilket gav ett resultat som visar att gruppen bidrar med något betydelsefullt. Det personliga är politiskt och genom att ta del av andras berättelser kan enskilda kvinnor få ett högre feministiskt medvetande som kan bidra till feministiska handlingar. Det visar sig också att gruppen kan fungera som ett stöd i olika frågor för enskilda kvinnor i deras vardag. Vi presenterar ett teoretiskt resultat, omdefinierar innebörden av ett högre feministisk medvetande och argumenterar för att Heja Livet kan ses som en medvetenhetshöjande grupp. Faktumet att de flesta av våra intervjupersoner inte delar med sig av sina erfarenheter i facebookgruppen hotar dock konstruktionen av Heja Livet som en subalternativ offentlighet som utmanar dominerande offentligheter. Den vita medelklass cis-kvinnan är idealet i gruppen och det bristande intersektionella perspektivet gör att vi kritiserar Heja Livet som ett ett lyckat feministiskt projekt. / What experiences do individual members have of the Swedish separatist Facebook group Heja Livet? We have conducted qualitative personal interviews from a feminist perspective and have come to the conclusion that the group is contributing with something meaningful. The personal is political and by reading other women’s stories, individual women can achieve a higher feminist consciousness which can contribute to feminist actions. Another finding is that the group can also function as a support in different matters for individual women in their everyday lives. We are presenting a theoretical result, we redefine the meaning of a higher feminist consciousness and argue that Heja Livet can be seen as a consciousness raising group. The fact that most of the interviewed did not share their own experiences in Heja Livet, threatens the construction of the group as a subaltern counterpublic that challenges dominant publics. The white middle class cis-woman is the norm in Heja Livet and we criticize it for not being a successful feminist project because of the lack of an intersectional perspective.

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In the last few years, there has been an explosion of Facebook groups specifically directed at a female audience. One topic that seems to organize and interest Swedish women especially is money. This study explores the biggest Swedish financial group of them all: Economista – women who enjoy stocks and private economy, currently hosting 146 thousand members.  The group is studied through a theoretical lens of fourth wave feminism, characterized by the use of digital tools for feminist action, as well as a revival of the feminist collective action from the second wave feminism, and a continuation of a feminist individual empowerment of third wave feminism. The study aims to investigate how feminism, and the empowerment of women is negotiated within the group. It also investigates what defines and delimits the female discursive object of the Economista. Methods used are a critical feminist discourse analysis and an explorative netnography, combined with focus group discussions with members of the group. The study shows that Economista can be seen as a collective space as members experience the group as a safe space where they educate each other about the stock market – a field historically dominated by men, that many are reluctant to enter. It also functions as a space for consciousness raising about patriarchal structures playing out in their everyday economic lives. However, the group can also be viewed as a limited emancipation, as it only includes a limited scope of individuals. The economically liberated subject that comes forth – The Economista – is a neoliberal, feminine version of a Homo economicus, who is responsible for making deliberate, rational decisions regarding her economy. In this postfeminist discourse, feminist analysis is no longer needed, as women have all the possibilities in the world to live a rich and happy life – if they just put their minds into it. The study shows that it is precisely these instances of “empowerment” that are important to dissect, as these often conceal limiting structures. In this case, the implications that this notion of freedom and “lack of governance” has for feminist struggle is that it masks norms, hierarchies and structural power relations producing economic inequality. Economista thus becomes part of the problem that it sets out to solve, as the group pictures itself as a solution to women’s economic inequality, at the expense of other solutions.

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Youth Centres such as Faure Youth Centre provide a challenge to questions such as violence and crime. This qualitative research journey started at Faure Youth Centre using narrative pastoral care and counselling and participatory action research to assist the young people there to find alternative ways of standing against violence and crime. Changing circumstances at Faure however, paved the way for the research to follow another direction. This resulted in different voices to emerge and for my family to receive an unexpected `gift' in the process. The `gift' that my pastoral care and counselling at Faure gave to my family initiated a process of change in us and transformed it into a spiralling journey of challenging patriarchal practices and finding alternative ways of living. / Practical Theology / M.Th. (Practical Theology)

Le présent travail est encadré dans le domaine de la linguistique appliquée de l'espagnol comme langue étrangère (ELE), et plus spécifiquement dans l'enseignement du genre grammatical en ELE. Notre intérêt en tant que enseignants c’est de pouvoir établir une méthode fiable selon les critères du Plan curricular de l'Institut Cervantès et la technique du consciousness-raising, ainsi que élaborer des activités destinées à l'enseignement du genre grammatical dans la classe d’ELE. L'enseignement d'ELE au Québec suit les mêmes méthodes qu'en Europe. En ce qui concerne l'enseignement du genre grammatical, les études consultées ratifient le manque d'instruction pertinente à propos du genre grammatical, ainsi que la difficulté dans la concordance même dans des niveaux avancés. Cependant, l'analyse de manuels d'ELE utilisés dans les diverses institutions de Montréal permet de conclure que ceux-ci ne suivent pas les règles établies par le Plan curricular en ce qui concerne l'enseignement du genre. Pour vérifier ces faits un travail de champ a été mis en place avec 84 étudiants et étudiantes de six institutions de Montréal pendant deux mois et deux semaines. Les résultats de la recherche et l'analyse d'erreurs nous montrent qu’il y a des problèmes avec le genre grammatical chez les étudiants de niveau intermédiaire et que les erreurs ne disparaissent pas avec les activités de renfort créées. Il est donc nécessaire d’adopter une méthode plus appropriée à l'apprentissage du genre grammatical dans une classe d’ELE et la présence du professeur pour la présenter. En effet, l'exécution d'activités créées n'est pas suffisant, car bien que les résultats montrent un léger progrès dans le cas du groupe B, ou d’expérience, en comparaison au groupe A, ou de control, on a constaté qu’une instruction formelle aurait entrainé un meilleur et plus complet apprentissage du genre grammatical dans le cas de nos étudiants; de là la nécessité d'établir une méthode fiable pour son enseignement. / The present work is part of the applied linguistics area; it particularly focuses on the methodology of teaching the grammatical gender in TSFL. Our interest as a teacher is to put together a reliable method, under the criteria of the Plan curricular of the Cervantes Institute and the technique of the consciousness-raising, also to elaborate activities for the teaching of the grammatical gender in Spanish as a Foreign Language SFL class. SFL is thought in Quebec with the same methods as those used in Europe. In regards to the grammatical gender, the consulted studies show the lack of pertinent instruction of the grammatical gender, as well as the difficulty in the assignment of the concordance in advanced levels. The analysis of SFL's manuals used in the diverse institutions of Montreal confirms that they do not follow the guidelines established by the Plan curricular. To verify these facts a two months and two weeks long fieldwork was carried out with 84 students. The students came from six different institutions of Montreal and were, therefore, divided in groups. The research’s results and the Errors’ Analysis confirm the existence of the grammatical gender problems in the students of intermediate level. Furthermore, the research shows that these mistakes do not disappear with reinforcement activities designed. In fact, it is necessary to adopt a method specifically adjusted to the learning of the grammatical gender in a SFL's class. Just as the method, the teacher should take a specific posture when teaching the grammatical gender. As shown by the results of the investigation, the execution of activities is not sufficient. The data demonstrate that the group B - categorized as of experience- has a slight progress in comparison to group A - control. Such results indicate that the formal instruction would have led to a better and more complete learning of the grammatical gender, hence the need to gather a reliable method of teaching. / El presente trabajo se enmarca dentro de la lingüística aplicada, y más específicamente dentro de la enseñanza del género gramatical en ELE. Nuestro interés como docente es poder armar un método confiable, bajo los criterios del Plan curricular del Instituto Cervantes y la técnica del consciousness-raising, y elaborar actividades para la enseñanza del género en clase de ELE. La enseñanza de ELE en Quebec sigue los mismos métodos que en Europa. En cuanto a la enseñanza del género gramatical, los estudios consultados muestran tanto la falta de instrucción pertinente sobre el género gramatical, como la dificultad en la asignación de la concordancia en niveles avanzados. El análisis de manuales de ELE utilizados en las diversas instituciones de Montreal confirma que no siguen las pautas establecidas por el Plan curricular. Para comprobar estos hechos se llevó a cabo un trabajo de campo con 84 estudiantes, divididos en grupos, de seis instituciones de Montreal durante dos meses y dos semanas. Los resultados de la investigación y el análisis de errores nos muestran que existen problemas de género gramatical en los estudiantes de nivel intermedio y que los errores no desaparecen solo con las actividades de refuerzo diseñadas, es necesario un método más adecuado para el aprendizaje del género gramatical en clase de ELE y la figura del profesor para presentarlo. En efecto, la ejecución de las actividades no es suficiente, pues aunque los resultados del grupo B o de experiencia exhiben un ligero progreso en comparación a los del grupo A o de control, se constata que la instrucción formal hubiera conducido a un mejor y más completo aprendizaje del género gramatical por parte de los estudiantes de la muestra; de ahí la necesidad de armar un método confiable para su enseñanza.