This thesis explores the effectiveness of a professional education model that was specifically developed for on-the-job training to assist seven child care trainees in six Child Care Centres in Queensland, Australia, to develop the competencies, motives, strategies and processes required to become expert educarers of pre-school age children. The intervention, which took place over 65 days, was implemented by six expert educarers who had previously been trained in using the Zone of Proximal Development (socio-cultural theory) to extend both the adult and the child learner’s development. The educarers were asked to assist the trainees’ demonstration of motives, strategies, and processes during daily activities, and the educarers and trainees were asked to assist the children’s demonstration of competencies in daily activities through the Zone of Proximal Development. As mass training for child care workers in group child care is still a relatively new phenomenon in Australia, and as little research has addressed both an adult and child learner’s demonstration of competencies in the workplace with a permanent work-based instructor interacting through the Zone of Proximal Development, qualitative and quantitative approaches to analysing the data were chosen. These approaches present both a descriptive and a measured analysis of the day-to-day operations in which the training occurred. The study aimed to generate substantive theoretical ideas by extending socio-cultural theory (Tharp & Gallimore, 1988) with Activity Theory (Leont’ev, 1979), Legitimate Peripheral Participation (LPP) (Lave & Wenger, 1991) and Cognitive Apprenticeship (Brown, Collins & Duguid, 1989). Data collection occurred through questionnaires at three periods of the study, through pre- and post-training Semantic Differentials, through the trainees’ daily journals and the professional tutors’ comments, and the educarers’ weekly and monthly reports. The study provides a triangulated perspective of two foci. The primary focus was on the changing relationship of the trainees with the educarers during the training programme, and whether this led to a converging understanding and the development of an evolving, mutual meaning structure. The perspectives are the trainees, the educarers, and their joint interactions. The personal experiences of the trainees as observers and participants in the day to day activities of the centre are interwoven with the modelling and assistance of the educarers and demonstration of the children. The results revealed that some of the trainees’ relationships with some of the educarers changed over three phases. These changes demonstrated that, in Phase I, the trainees observed and practiced activities under the supervision of the educarers who instructed them what to do and why, and discussed parents, as they started to develop a mutual meaning structure. Their relationship reflected that of a novice-expert. In Phase II the seven trainees acted independently, planning and implementing minor activities, still under the educarer’s supervision however. In this phase the educarers modelled, observed, and commented on the trainees’ performance, as an evolving mutual meaning structure that reflected an aspiring expert-expert relationship developed. Three trainees attained only Phase II, while the other four continued into Phase III. In Phase III, the four trainees planned and implemented major activities independently while the educarers observed and commented on their performance and engaged jointly in tasks. Their relationships, which evidenced a developing and evolving mutual meaning structure reflecting a converging understanding, became collaborative for one dyad, one educarer perceived the relationship was collaborative and the trainee perceived it to be an aspiring expert-expert, while the other two dyads demonstrated an expert-expert relationship. It appears that the trainees, who experienced education motives with various strategies and processes implemented by the educarers through the ZPD in the training programme, demonstrated the greatest change in the relationships. For these trainees the peripherality of participation changed from Phase I, operating at the outer peripherality of the child care practice to operating closer to the centre of the practice in Phase II. The four trainees who transitioned to the centre of the practice in Phase III experienced educarers who exhibited consistent motives with flexible strategies and processes combining a wide variety of interactions through the ZPD. Emerging from the data, a dominant authentic activity, and a secondary aspect of this study was classroom management in general and morally acceptable behaviour (MAB) in particular. The dominance of this activity reinforces Tharp and Gallimore’s (1988) finding that classroom management was the most stressful activity for first year teachers. The trainees’ appropriation of the motives, strategies and processes in episodes of morally acceptable behaviour as modelled by the educarers, showed, over the study, a convergence of understanding and the development of an evolving mutual meaning structure between the dyads. The second focus of the study provides a triangulated perspective on the changes in the relationship between the trainees and children during the training programme. The trainees’ and children’s demonstration of competencies in morally acceptable behaviour is also addressed in this section: the perspectives are the trainees, the educarers and joint trainee-child interactions. The results reveal that the trainees’ relationship with children changed over the three Phases of the training programme. With a minor focus on children in Phase I, the trainees observed and practiced implementing activities demonstrating a novice-novice relationship. In Phase II, increasing their focus on children, the trainees took responsibility in minor activities demonstrating an aspiring expert-novice relationship. However in Phase III, with a dominant focus on children, expert-novice relationships were apparent. The four competencies developed for trainees to facilitate the children’s demonstration of competencies in morally acceptable behaviour, discussing feelings and discussing actions, and showing verbal and non-verbal empathy, were acquired and used by the trainees who experienced education motives in the training programme, in Phases II and III. Concurrently, the children developed and increased their competencies in verbal and non-verbal acceptance of the interventions, and showed increased understanding of cause and effect and the ability to formulate hypotheses. Changes were also evidenced in the trainees’ conceptual understanding of educaring children as they integrated the concepts of discipline and control with three other essentials of educaring (caring, teaching and learning), into their conceptual understanding of educaring over the study. The development of an evolving, mutual meaning structure of the authentic activities that were practiced in the child care centres, showed a converging understanding was being established between educarers, trainees and children. There was also evidence of reciprocal assistance. Influence, assistance and teaching were not a one-way process. They did not flow in one direction only, from professional tutor to educarer to trainee to child. The child in turn influenced the trainee who influenced the educarer who influenced the professional tutor.

The purpose of this qualitative case study was to explore through a social constructivist framework the similarities and differences emerging from a set of Canadian and Chinese award-winning picture books published between 2004 and 2014. In addition to the application of Radical Change characteristics to the picture book set, responses of eight participants in Canadian and Chinese academic and teaching contexts were also explored through semi-structured interviews related to conceptualizations and use of children’s picture books. Child-image and theme were investigated through content analysis. The exploration illuminated that the most frequent child-image was child who encounters difficulties. Child-as-problem solver and playing/imaginative child were more reflected in the Canadian titles, while the Chinese titles included more child-as-narrator and moral/life model. The theme of moral/life lessons was frequently represented by the selected titles, whereas the biggest difference between the two cultural categories was imagination/fantasy, with the Chinese study set involving it far less often. The most obvious Radical Change type was changing forms and formats. The most important purpose of using picture books in both Canadian and Chinese contexts appeared to be books as teaching tools. There has been a considerable amount of imagination/fantasy or children with authentic characterization/special needs in the selected books, yet the participants believed there was a dearth of the particular theme or child-image in current picture books. This study indicates potential for further comparative studies of Canadian and Chinese award-winning picture books, and extends the knowledge of picture books, to address current gaps in the literature, particularly as available research relates to the creation, evaluation and use of picture books.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Historically epistemology has defined knowledge as universal and infallible. However, tradition has not accounted for solving in a sufficiently satisfactory way the issues posed by skeptics such as the question of existence of an external world outside the mind, the argument from illusion and from error, among others. Consequently, reformulations of the concept of knowledge have been proposed, developing new approaches to Epistemology. Externalist theories are found among the new approaches proposed, whereby externalism is the defense that the one who believes does not need to have access to the reasons that justify his/her beliefs. Moreover, some of these new proposals defend that knowledge is fallible, and that our beliefs are nullified and in need of revision, that is, they are theories of fallibility. Contextualism is to be found among the new epistemic theories. Contextualist theories hold a series of divergent formulations, but they all agree that knowledge is relative to the context that it is inserted and in which it is discussed. Contextualists accuse traditional epistemology of ignoring the different contexts in which there is knowledge by assuming as a standard a highly strict epistemological context that regulates knowledge in any circumstance. According to defenders of contextualism, the simple fact of considering the contextual differences would eliminate skepticism. This works intends to show that contextualism corresponds to a new way of comprehending knowledge in epistemology, and in doing so, it reformulates the main concepts of tradition. Contextualism comprehends knowledge in a practical way, defending that the social norms should be taken into account in epistemology, and especially it opposes skeptical objections. / Historicamente a epistemologia tem definido conhecimento como universal e infalível. Mas a tradição não deu conta de resolver de forma suficientemente satisfatória as questões colocadas pelos céticos, tais como o questionamento da existência do mundo externo à mente, o argumento da ilusão e do erro, entre outros. Diante disso, reformulações no conceito de conhecimento têm sido admitidas, dando origem a novas abordagens em Epistemologia. Entre as novas abordagens propostas estão as teorias externalistas, sendo que o externalismo é a defesa de que aquele que crê não precisa ter acesso às razões que justificam suas crenças. Além disso, algumas destas novas propostas defendem que o conhecimento é falível, e nossas crenças são anuláveis e revisáveis, ou seja, são teorias falibilistas. Dentre as novas teorias epistêmicas encontra-se o contextualismo. As teorias contextualistas apresentam uma série de formulações divergentes, mas todas concordam que conhecimento é relativo ao contexto em que está inserido e no qual é discutido. Os contextualistas acusam a epistemologia tradicional de ignorar os diferentes contextos em que há conhecimento, ao tomar como padrão um contexto epistemológico altamente rigoroso, que regula o conhecimento em qualquer circunstância. Segundo os defensores do contextualismo, o simples fato de considerar as diferenças contextuais já eliminaria o ceticismo. Este trabalho pretende mostrar que o contextualismo corresponde a uma nova forma de compreender o conhecimento em epistemologia e, para tal, reformula os principais conceitos da tradição. O contextualismo compreende conhecimento de uma forma prática, defende que as normas sociais devem ser levadas em conta na epistemologia e, sobretudo, opõe-se às objeções céticas.

Ce travail comporte un aperçu de la théorie des positionnements, la construction d’une méthodologie adaptée à l’analyse des interactions, et l’application de cette méthodologie aux interactions de classe.Celle-ci est réalisée à partir de transcriptions d’enregistrements audio-vidéo de 15 heures de leçons en mathématiques et en physique/sciences en Angleterre et en France. Les élèves avaient entre 11 et 12 ans. Ces transcriptions sont divisées en épisodes, c’est-à-dire en unités cohérentes quant à leur thème et à leur enjeu. Puis, chaque épisode est codé selon les comportements observés pour le professeur. Les catégories de comportement trouvées pour l’interaction plénière de classe sont comparables à celles trouvées par d’autres travaux de recherche sur le travail en groupe. Une analyse réalisée afin de déterminer les types de comportement (considérés en tant que droits et devoirs) qui apparaissent simultanément indique que deux droits apparaissent souvent simultanément : poser une question scientifique et valider une proposition. Ceci est cohérent avec les résultats d’autres travaux de recherche, qui indiquent la prédominance des séquences IRE/IRF.Une étude de la fréquence de ces comportements met en évidence la rareté d’affirmations indépendantes par le professeur. Une analyse des épisodes qui contiennent de telles affirmations indique que le professeur n’introduit de nouveaux éléments en se reposant sur sa propre autorité que dans des cas particuliers : (a) suite à l’erreur d’un élève, auquel cas l’affirmation se limite à expliquer l’erreur, (b) suite à la question d’un élève, ou (c) suite à l’affirmation non invitée d’un élève. Les contenus introduits de cette manière semblent être considérés légitimes plus longtemps que ceux qui sont introduits en faisant référence à une source officielle.Les conséquences de ces résultats sont abordées : il semble désormais nécessaire de considérer l’agence des élèves lors de futurs travaux de recherche ; et il est possible qu’un style d’enseignement magistral puisse bénéficier à l’apprentissage. / This work consists in a theoretical overview of positioning theory, the construction of a methodology for interaction analysis, and its application to classroom interaction.The latter part is based on transcripts from audio-video recordings of 15 hours of lessons in mathematics and physics or science in England and in France, with children aged between 11 and 12. These transcripts were divided up into episodes, units displaying coherence in theme and purpose; and each episode was coded according to the types of behaviour the teacher displayed in them. The same types of behaviour were found in plenary interaction as those found by previous research into group work. Analysis carried out to highlight co-occurring types of behaviour (seen as rights and duties) only yielded two co-occurring rights – asking a scientific question and validating a statement, consistently with the previously noted prevalence of IRE/IRF sequences.A frequency analysis of the levels of occurrence of individual types of behaviour highlighted the scarcity of unsupported teacher statements. Further analysis of the episodes featuring teacher statements showed that the teacher may only introduce new elements on the basis of their own authority in highly specific circumstances: (a) after a student’s mistake, in which case the teacher’s statement is limited to explaining why the aforementioned mistake is one; (b) after a student’s question or (c) after a student’s unsolicited statement. In the last two cases, the teacher’s statement may go beyond the remit of the question or statement. Content introduced in such a way appears to have a longer-lasting legitimacy than that introduced with the help of official content.Some implications of these results are discussed: the need to take into account student agency in further research; and it is suggested that a lecturing style of teaching might be beneficial for learning.

La iglesia luterana en El Salvador, es el producto del trabajo misionero del sínodo luterano de Missouri, su desarrollo posterior a sido un desafío para sus autoridades, en la primera parte se aborda el surgimiento del Estado salvadoreño desde los años previos a la conquista, pasando por la colonia, de donde surge buena parte de su tradición religiosa, su independencia de España hasta la guerra con su vecino país Honduras, por aquellos años llega luteranismo y se fundan las primeras iglesias. La estructura que adopto y su posición en relación a la guerra civil finalizan esta primera parte. La segunda parte hace una reseña del camino que siguió después de la firma de la paz que dieron fin al conflicto, la estructura que adopto bajo el periodo de paz y los problemas que afronta en relación a los recursos y a su feligresía, su concepción de la teología de la vida y su relación con el movimiento social, los nuevos desafíos que afronta en relación a su identidad y a la violencia social. La tercera y última parte hace referencia a las oportunidades en medio de la crisis, la misión social de la iglesia, su diaconía como parte de la teología práctica, la planeación estratégica en vista de su futuro, finalizando con la apuesta por relaciones más democráticas y participativas además de los posibles caminos a seguir. / The lutheran church in El Salvador is the product of the missionary work of the lutheran synod of Missouri, its further development has been a challenge to their authority, in the first part deals with the emergence of the salvadoran state from the years before the conquest, to the colony, where there was a large part of their religious tradition, independence from Spain until the war with its neighboring Honduras, in those years lutheranism arrives and founded the first churches. The structure adopted and its position in relation to the civil war ending this first part. The second part is a review of the road that followed the signing of the peace that ended the conflict, the structure adopted in the period of peace and the problems it faces in relation to resources and his flock, his conception of theology of life and its relationship to social movement, the new challenges facing in relation to their identity and social violence. The third and last part refers to the opportunity in the midst of the crisis, the social mission of the church; its diaconal as part of practical theology, strategic planning in view of its future, ending with the democratic commitment and relationships participatory addition to possible ways forward.

Diante das possibilidades que são oferecidas pelas tecnologias móveis, das intenções de uso que os indivíduos idealizam nas mesmas, e das realidades organizacionais peculiares, no momento das práticas e experiências de uso, podem surgir conflitos entre usuário e tecnologia. Ou seja, ao mesmo tempo em que a evolução das tecnologias traz o progresso elas criam paradoxos sociais que desafiam as pessoas nas esferas pessoal e social. Esta tese busca responder ao seguinte problema de pesquisa: Como os paradoxos de uso da tecnologia móvel se manifestam nas práticas sócio-materiais dos gestores de uma Instituição de Ensino Superior? Como objetivos específicos busca-se: a) Identificar o perfil de uso de tecnologia móvel dos gestores; b) Investigar os diferentes contextos móveis criados pelos usuários de tecnologia móvel advindos das práticas sócio-materiais de uso; c) Descrever as manifestações dos paradoxos de uso da tecnologia móvel vivenciadas pelos usuários; d) Identificar as estratégias criadas pelos usuários para gerenciar os paradoxos de uso da tecnologia móvel. Por meio de uma pesquisa qualitativa realizou-se um estudo de caso na Universidade Federal do Pampa (UNIPAMPA), uma Instituição de Ensino Superior (IES). Foram realizadas 28 entrevistas em duas etapas com 19 gestores, Diretores e Coordenadores Acadêmicos, da Instituição. Complementou-se a coleta de dados com observações diretas realizadas em reunião dos gestores. Foi possível identificar na Unipampa uma cultura de uso da tecnologia móvel, mais especificamente com relação ao notebook, parecendo haver uma regra implícita de que este deve ser carregado para todas as reuniões de trabalho, principalmente para aquelas que envolvem o deslocamento de uma cidade para outra. Aliado a isto, verifica-se um intenso uso do e-mail, indicando que a Unipampa é uma organização “dirigida” pelo e-mail. Os relatos indicam que o ritmo do trabalho se dá pelo fluxo de e-mails trocados entre as equipes, em que a condução dos tempos das demandas, acaba por vezes sobrecarregando os gestores. Os variados contextos móveis que emergiram neste estudo revelam que os gestores criam e recriam estes contextos de acordo com seus ritmos e preferências, os quais vão guiar as práticas de uso da tecnologia móvel. Os contextos móveis criados pelos gestores evidenciam que aqueles acontecem, principalmente, em função da intenção do usuário em “encurtar” ou “alongar” o tempo, dado o envolvimento do usuário nas tarefas. Constatou-se que grande parte dos paradoxos são sentidos independentemente do uso da tecnologia móvel ser o notebook ou o smartphone, mas sim em função do e-mail. Este passa a ser então o determinante para a formação de contextos móveis a partir das diferentes práticas sóciomateriais de uso, revelando assim que, os paradoxos não são somente característicos da tecnologia móvel em si, mas sim da ferramenta de comunicação e-mail. A maioria das estratégias busca lidar com o paradoxo Liberdade X Escravidão, em que o conflito entre estar livre, porém, sempre disponível e conectável para as pessoas parece ser o mais combatido. Este conflito é gerenciado por meio de estratégias de resistência como distanciamento, ignorar, suspensão, negligência, ou refutar a tecnologia móvel. / Given the possibilities that are offered by mobile technologies, the intentions of individuals who use the same idealize, and organizational realities at the time of the practices and experiences of use, conflicts may arise between users and technology. That is, while the evolution of technology brings progress they create social paradoxes that challenge people in personal and social spheres. This thesis aims to answer the following research problem: How the paradoxical use of mobile technology is manifested in the sociomaterial practices of managers in a Higher Education Institution? Specific objectives aims to: a) identify the usage profile of mobile technology managers; b) Investigate the different mobile contexts created by users of mobile technology arising from sociomaterial practices of use; c) Describe the manifestations paradoxes of the use of mobile technology experienced by users; d) Identify the strategies created by users to manage the paradoxes of use of mobile technology. Using a qualitative study we performed a case study at the Federal University of Pampa (UNIPAMPA), a Higher Education Institution (HEI). Twenty eight interviews were conducted in two stages with 19 managers, Directors and Academic Coordinators, of the Institution. We complemented the collection of data with direct observations made at a meeting of managers. It was possible to identify a mobile technology use culture in the Unipampa, specifically to notebook, there seems to be an unwritten rule that it must be loaded for all meetings, especially for those involving the displacement from one city to another. Also, there is an intensive use of e-mail, indicating that Unipampa an organization is “directed” by e-mail. Reports indicate that the pace of work is given by the flow of e-mails exchanged between the teams, in which the driving demands of the times, just sometimes overloading managers. The various mobile contexts that emerged in this study reveal that managers create and recreate these settings according to your preferences and rhythms, which will guide the practices of use of mobile technology. The mobile contexts created by managers show that those happen, mainly as a function of user intent to “shorten” or “lengthen” the time given user involvement in tasks. It was found that most of the paradoxes are felt regardless of the use of mobile technology to be the notebook or smartphone, but according to the email. This then becomes the determining factor for the formation of mobile contexts from different sociomaterial practices of use, thus revealing that the paradoxes are not only characteristic of mobile technology itself but the communication tool email. Most search strategies to deal with the paradox Freedom X Slavement in the conflict between being free, however, always available and connectable to the people seems to be the most fought. This conflict is managed through strategies of resistance as distance, ignore, suspension, neglect, or refute mobile technology.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present study is linked to the research line of Discourse and Acquisition of the Postgraduate Program of Letters of the Federal University of Santa Maria. Its object of investigation is the writing, which is comprehended as a way of social production. This research aims to analyze the development of the writing in different school contexts. The theoretical-methodological basis for that is the social-discursive interacionism, as proposed by Bronckart (1999, 2006), in which language as well as writing is perceived as a way of social contextualized action. In that perspective, writing represents a human action, which can be developed in different social contexts by various agents and it is always used with a defined purpose. It is also taken into account Vygotsky s ideas (1988, 1989), basis for the social-discursive interacionism, particularly, the question of mediation and the process of internalization. In relation to the methodological instrument, it is used a didactic procedure called Didactic Sequence (DOLZ, NOVERRAZ and SCHNEUWLY, 2004). It represents a type of work, in which the internalization of different textual typologies is aimed. After the application of this instrument, one can observe that the development of writing occurs in different ways in the contexts analyzed (called as School A and School B). Although the similar audience, these schools present different characteristics concerning writing. As a result of the analyses, the relationship between the conception of writing of the institutions and the way as this object is developed is evinced. Thus, it is possible to verify that the texts obtained through the application of the didactic sequence are suitable to the way writing is comprehended in the different institutions, as they reflect the position of the school concerning language and writing. In this way, the results verify that the analysis of the development of writing in school contexts requires the analysis of the established relationship between the institutions, in this case, School A and School B, with the object, the writing. / O presente trabalho está vinculado à linha de pesquisa Discurso e Aquisição do programa de Pós-Graduação em Letras da Universidade Federal de Santa Maria e teve como objeto de investigação a escrita, entendida como uma forma de produção social. Desse modo, o objetivo da pesquisa foi analisar o desenvolvimento da escrita em diferentes contextos escolares. Para tanto, fizemos uso da perspectiva do interacionismo sócio-discursivo dos estudos da linguagem, pautada nos escritos de Bronckart (1999, 2006), em que a linguagem e, portanto, a escrita é entendida como uma forma de ação socialmente contextualizada. Nessa perspectiva, a escrita representa uma ação humana que pode ser desenvolvida em diferentes contextos sociais e por diversos agentes, sempre utilizada com um objetivo definido. Os pressupostos de Vygotsky (1988, 1989), base para a teoria do interacionismo sócio-discursivo, também foram de extrema importância para nossa pesquisa, principalmente a questão da mediação e o processo de internalização. Quanto ao instrumento metodológico, utilizamos um procedimento didático denominado Seqüência Didática (DOLZ, NOVERRAZ e SCHNEUWLY, 2004) que representa uma forma de trabalho com escrita, cuja finalidade é a internalização de gêneros de texto diversos. A partir da aplicação desse instrumento, foi possível observar que o desenvolvimento da escrita ocorreu de forma diferenciada nos contextos analisados (determinados como Escola A e Escola B). Embora com um público semelhante, estas escolas apresentaram características um tanto diferenciadas no que se refere ao trabalho com escrita. Como resultado das análises, ficou marcada a relação existente entre a concepção de escrita das instituições e a forma como esse objeto é desenvolvido. Assim, foi possível constatar que os textos obtidos com a aplicação da seqüência didática marcam de alguma maneira a forma como a escrita é entendida nas diferentes instituições, uma vez que refletem a posição da escola frente ao trabalho com língua e com escrita. Nesse sentido, os resultados permitem verificar que a análise do desenvolvimento da escrita nos contextos escolares em questão pressupõe a análise da relação estabelecida entre as instituições, nesse caso, Escola A e Escola B, com o objeto, a escrita.

abstract: The overall goal of this dissertation was to examine teacher characteristics, teachers’ beliefs, and contextual factors that may motivate teachers’ decisions to engage in high quality teacher-child interactions. I use two complementary studies to meet this goal. These two studies provide insight into several aspects of early childhood teachers’ and children’s interactions including the complexity of the conversations and teachers’ supportive practices. Findings from both studies reveal that teachers are selective in how they distribute their time and attention across various types of high-quality interactions with children. Study 1suggests that teachers’ perception of how often children interact with one another motivates their decisions to engage in high quality teacher-child interactions (i.e., facilitate children’s peer interactions). Study 2 suggests that teacher well-being, specifically teacher depression, limits the extent to which teachers engage in high quality interactions (i.e., complex conversations with children). Importantly, this dissertation also showed that teachers’ motivation for engaging in teacher-child interactions does not stem from their own characteristics or perceptions alone. In addition to these factors, contextual aspects of teacher-child interactions also appear to influence teachers’ motivation to engage in high-quality teacher child interactions. Study 1 revealed that the gender composition of the children involved in each teacher-child interaction was associated with the extent to which teachers use facilitative practices, as well as with the direction and magnitude of both quality and frequency effects on teachers’ facilitation. Moreover, Study 2 revealed that the relation between teacher depression and complex conversations is changed when teachers and children are engaged in academic activities (e.g., math, books, language) relative to play or routine activities. In both Study 1 and 2, I used a teacher-focused observational coding system. Use of this observational coding system contributes novel, objective information about teacher-child interactions, as prior work on teacher-child interactions has most often relied on teachers’ self-reports of how often they interact with students. Findings from this dissertation will contribute new knowledge about teacher and contextual classroom characteristics and teacher-child interactions that will inform efforts to promote positive teacher child interactions and, in turn, student and teacher well-being. / Dissertation/Thesis / Doctoral Dissertation Family and Human Development 2017

The Five-Factor Model (FFM) of personality is the most psychometrically supported taxonomies of personality in psychology. Widely applicable and scalable in its implementation, it is increasingly becoming integrated into the literature regarding sports psychology. This literature review examines the role of the FFM (or “Big 5” model) in profiling elite athletes competing at the national or international level. Studies are scrutinized by design and analytical methods, and comparisons are drawn on that basis and on the basis of their findings. The review argues for further research into specifically the personality of elite athletes as compared to less competent ones, more longitudinal studies, and adoption of the model by elite athletic associations looking to attract and cultivate athletic talent.

Diante das possibilidades que são oferecidas pelas tecnologias móveis, das intenções de uso que os indivíduos idealizam nas mesmas, e das realidades organizacionais peculiares, no momento das práticas e experiências de uso, podem surgir conflitos entre usuário e tecnologia. Ou seja, ao mesmo tempo em que a evolução das tecnologias traz o progresso elas criam paradoxos sociais que desafiam as pessoas nas esferas pessoal e social. Esta tese busca responder ao seguinte problema de pesquisa: Como os paradoxos de uso da tecnologia móvel se manifestam nas práticas sócio-materiais dos gestores de uma Instituição de Ensino Superior? Como objetivos específicos busca-se: a) Identificar o perfil de uso de tecnologia móvel dos gestores; b) Investigar os diferentes contextos móveis criados pelos usuários de tecnologia móvel advindos das práticas sócio-materiais de uso; c) Descrever as manifestações dos paradoxos de uso da tecnologia móvel vivenciadas pelos usuários; d) Identificar as estratégias criadas pelos usuários para gerenciar os paradoxos de uso da tecnologia móvel. Por meio de uma pesquisa qualitativa realizou-se um estudo de caso na Universidade Federal do Pampa (UNIPAMPA), uma Instituição de Ensino Superior (IES). Foram realizadas 28 entrevistas em duas etapas com 19 gestores, Diretores e Coordenadores Acadêmicos, da Instituição. Complementou-se a coleta de dados com observações diretas realizadas em reunião dos gestores. Foi possível identificar na Unipampa uma cultura de uso da tecnologia móvel, mais especificamente com relação ao notebook, parecendo haver uma regra implícita de que este deve ser carregado para todas as reuniões de trabalho, principalmente para aquelas que envolvem o deslocamento de uma cidade para outra. Aliado a isto, verifica-se um intenso uso do e-mail, indicando que a Unipampa é uma organização “dirigida” pelo e-mail. Os relatos indicam que o ritmo do trabalho se dá pelo fluxo de e-mails trocados entre as equipes, em que a condução dos tempos das demandas, acaba por vezes sobrecarregando os gestores. Os variados contextos móveis que emergiram neste estudo revelam que os gestores criam e recriam estes contextos de acordo com seus ritmos e preferências, os quais vão guiar as práticas de uso da tecnologia móvel. Os contextos móveis criados pelos gestores evidenciam que aqueles acontecem, principalmente, em função da intenção do usuário em “encurtar” ou “alongar” o tempo, dado o envolvimento do usuário nas tarefas. Constatou-se que grande parte dos paradoxos são sentidos independentemente do uso da tecnologia móvel ser o notebook ou o smartphone, mas sim em função do e-mail. Este passa a ser então o determinante para a formação de contextos móveis a partir das diferentes práticas sóciomateriais de uso, revelando assim que, os paradoxos não são somente característicos da tecnologia móvel em si, mas sim da ferramenta de comunicação e-mail. A maioria das estratégias busca lidar com o paradoxo Liberdade X Escravidão, em que o conflito entre estar livre, porém, sempre disponível e conectável para as pessoas parece ser o mais combatido. Este conflito é gerenciado por meio de estratégias de resistência como distanciamento, ignorar, suspensão, negligência, ou refutar a tecnologia móvel. / Given the possibilities that are offered by mobile technologies, the intentions of individuals who use the same idealize, and organizational realities at the time of the practices and experiences of use, conflicts may arise between users and technology. That is, while the evolution of technology brings progress they create social paradoxes that challenge people in personal and social spheres. This thesis aims to answer the following research problem: How the paradoxical use of mobile technology is manifested in the sociomaterial practices of managers in a Higher Education Institution? Specific objectives aims to: a) identify the usage profile of mobile technology managers; b) Investigate the different mobile contexts created by users of mobile technology arising from sociomaterial practices of use; c) Describe the manifestations paradoxes of the use of mobile technology experienced by users; d) Identify the strategies created by users to manage the paradoxes of use of mobile technology. Using a qualitative study we performed a case study at the Federal University of Pampa (UNIPAMPA), a Higher Education Institution (HEI). Twenty eight interviews were conducted in two stages with 19 managers, Directors and Academic Coordinators, of the Institution. We complemented the collection of data with direct observations made at a meeting of managers. It was possible to identify a mobile technology use culture in the Unipampa, specifically to notebook, there seems to be an unwritten rule that it must be loaded for all meetings, especially for those involving the displacement from one city to another. Also, there is an intensive use of e-mail, indicating that Unipampa an organization is “directed” by e-mail. Reports indicate that the pace of work is given by the flow of e-mails exchanged between the teams, in which the driving demands of the times, just sometimes overloading managers. The various mobile contexts that emerged in this study reveal that managers create and recreate these settings according to your preferences and rhythms, which will guide the practices of use of mobile technology. The mobile contexts created by managers show that those happen, mainly as a function of user intent to “shorten” or “lengthen” the time given user involvement in tasks. It was found that most of the paradoxes are felt regardless of the use of mobile technology to be the notebook or smartphone, but according to the email. This then becomes the determining factor for the formation of mobile contexts from different sociomaterial practices of use, thus revealing that the paradoxes are not only characteristic of mobile technology itself but the communication tool email. Most search strategies to deal with the paradox Freedom X Slavement in the conflict between being free, however, always available and connectable to the people seems to be the most fought. This conflict is managed through strategies of resistance as distance, ignore, suspension, neglect, or refute mobile technology.