Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-03-10T12:37:51Z No. of bitstreams: 2 Dissertação - Vitalino Garcia Oliveira - 2015.pdf: 3426517 bytes, checksum: ad649db8b8c47fba773886060706e762 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-03-10T12:39:44Z (GMT) No. of bitstreams: 2 Dissertação - Vitalino Garcia Oliveira - 2015.pdf: 3426517 bytes, checksum: ad649db8b8c47fba773886060706e762 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-03-10T12:39:44Z (GMT). No. of bitstreams: 2 Dissertação - Vitalino Garcia Oliveira - 2015.pdf: 3426517 bytes, checksum: ad649db8b8c47fba773886060706e762 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-08-31 / This research had as a theoretical referential the Critical Pedagogy, that is based on the following principles: education and English teaching as an ethic, politic and libertarian act; and English learning as a tool for the transformation of the contemporary society (unjust and inequable) in a more human and ethic society devoid of prejudice. Moreover, aspects related to the Teacher Initial Education and Teacher Continuing Education, as well as their beliefs regarding English teaching and learning and identity were covered as well. The participants were four English teachers of grades 5 to 9 in middleand upper school of state schools in Jataí, Goiás, enrolled on a continuing formation course called Teaching Up. The general aim of this research was to verify whether these teachers used the Critical Pedagogy in their praxis, while the specific aims were: to verify the teacher’s knowledge on the possibilities of application of the Critical Pedagogy principles to English teaching as a Foreign Language; to investigate if they conceive themselves as critical teachers regarding to the subject they teach; to verify the possible application of the Critical Pedagogy in the praxis of the participant teachers. This research is framed in the interpretativist-qualitative paradigm, whose modality is the case study. To collect the data, we made use of a questionnaire, narrative, semistructured interview, class observation with field notes of the observer and video recording of the lessons. The results suggest that the participant teachers seem to have positive beliefs and in consonance with the new English teaching tendencies as a Foreign Language, such as: the responsibility for learning is not only the teacher’s or the student’s, but both; the textbook is not essential for English teaching and learning in a critical perspective; among others. Regarding the pedagogical praxis, the participant teachers seemed to be in different stages concerning the pedagogical and linguistic knowledge related to the language they teach. Some participants’s inclination tomonological education highlighted the necessity and the importance of the continuing formation courses for their professional development. / Esta pesquisa teve como referencial teórico a Pedagogia Crítica, que se fundamenta nos seguintes princípios: educação e ensino de língua inglesa como um ato ético, político e libertário; e aprendizagem de língua inglesa como ferramenta de transformação da sociedade contemporânea (injusta e desigual) numa sociedade mais humana e ética, desprovida de preconceitos. Além disso, aspectos ligados à formação inicial e continuada do professor, assim como suas crenças em relação ao ensino-aprendizagem de Língua Inglesa e identidade foram também contemplados. As participantes foram quatro professoras de língua inglesa do ensino fundamental 2 da rede municipal de Jataí, GO), matriculadas em um curso de formação continuada intitulado Teaching Up. O objetivo geral da referida pesquisa foi verificar se essas professoras utilizam a pedagogia crítica em sua prática docente, enquanto os específicos foram: averiguar o conhecimento das professoras acerca das possibilidades de aplicação dos princípios da Pedagogia Crítica ao ensino de inglês como Língua Estrangeira; investigar se elas se concebem como professoras críticas em relação à disciplina que ministram; verificar a possível aplicação da Pedagogia Crítica na prática das professoras participantes. Esta pesquisa se enquadra no paradigma qualitativo-interpretativista, cuja modalidade é o estudo de caso. Para a coleta dos dados, foram utilizados questionário, narrativa, entrevista semi-estruturada, observação direta com anotações de campo do observador e gravação de aulas em vídeo. Os resultados apontam para o fato de as professoras-participantes, via de regra, terem afirmado possuir crenças bastante positivas e em consonância com as novas tendências do ensino de inglês como Língua Estrangeira, tais como: a responsabilidade pela aprendizagem não é apenas do professor e do aluno, mas de ambos; o livro didático não é indispensável para o ensino/aprendizagem de inglês numa perspectiva crítica, dentre outras. Em relação à práxis pedagógica, as professoras-participantes mostraram estar em diferentes estágios no que se refere aos conhecimentos didáticopedagógicos e linguísticos relacionados à língua que ensinam. A propensão à educação monológica de algumas das participantes realçou a necessidade e a importância de cursos de formação continuada para o aprimoramento profissional dos docentes.

Made available in DSpace on 2017-07-10T16:17:08Z (GMT). No. of bitstreams: 1 Lucia_ Mirandola.pdf: 1534088 bytes, checksum: 3485074d6cb2b94e94b4db6895e47cca (MD5) Previous issue date: 2014-08-15 / This dissertation is the result of a documentary and bibliographic research that aims to analyze the History of Education in Brazil and in the state of Paraná, between the decades 1960s and 2010. The research deals with the historical context and education from the decade of 1960 to understand the meaning of the authoritarian state and its undemocratic remains for education. It is also under investigation the 1980s, which marked the emergence of criticism of military governments, expressed the democratic ideals of society, through social movements and popular struggles of the multiparty system - fertile decade for educational production in which the Historical-Critical pedagogy emerges as a proposal collectively designed by Brazilian intellectuals, referenced in Marxist assumptions. Following, we analyze the changes occurring in the 1990s, implemented under the influence of neoliberal ideology that prevailed in economic deregulation and reform of the State, resulting in a redefined educational system and guided by International Organizations to meet the market demands and form the new worker. In this scenario, in 2002, it was elected the first President of the Workers Party and, in the same year, in Paraná, Roberto Requião de Mello e Silva was re-elected to the state government for the PMDB, both with rhetoric aimed at the popular classes. However, when analyzing Education articulated to the historical totality of that period, it was found that it, rather than transform social reality, eventually contributed to the reproduction of social inequality and the exploitation of labor, basis of hegemonic project in the capital / Esta dissertação é resultado de uma investigação documental e bibliográfica que tem por objetivo analisar a história da educação escolar no Brasil e no estado do Paraná, entre as décadas de 1960 a 2010. A pesquisa se ocupado contexto histórico e da educação, a partir da década de 1960, por entender o significado do Estado autoritário e seus resquícios antidemocráticos para a educação. Também se constitui objeto de investigação a década de 1980, que, marcada pela emergência a crítica aos governos militares, expressou os ideais democráticos da sociedade, por intermédio de movimentos sociais, lutas populares e do multipartidarismo - década fértil para a produção educacional em que a Pedagogia Histórico-Crítica emerge como uma proposta educacional pensada coletivamente por intelectuais brasileiros, referenciada nos pressupostos marxistas. Na sequência, analisamos as transformações ocorridas na década de 1990, implementadas sob a influência da ideologia neoliberal em que predominou a desregulamentação econômica e a reforma do Estado, resultando em um sistema educacional redefinido e orientado por organismos internacionais para atender à demanda do mercado e de modo a formar o novo trabalhador. Nesse cenário, em 2002, enquanto é eleito o primeiro presidente da República pelo Partido dos Trabalhadores, no Paraná, depois do Governo Lerner, Roberto Requião de Mello e Silva é reeleito para o governo do Estado pelo PMDB. Tanto Lula como Requião, fizeram campanhas se comprometendo com as classes populares. Contudo ao se analisar a educação articulada à totalidade histórica desse período, constatou-se que ela, mais do que transformar a realidade social, acabou contribuindo para a reprodução das desigualdades sociais e a superexploração do trabalho, alicerçadas no projeto hegemônico do capital.

Made available in DSpace on 2017-07-10T16:17:09Z (GMT). No. of bitstreams: 1 Sandra_ Tonidandel.pdf: 1875052 bytes, checksum: 2c25f4cfb36bff5b6a5a2042d8b41729 (MD5) Previous issue date: 2014-08-29 / This master's research in education has as its object of study inventorying the process of building the "Basic Curriculum for Public Schools of the State of Paraná" (CBEP) between 1980-1994 and assess how this Document, which was systematized along the 1980s and published in Parana, in December 1990, in fact expressed its commitment to Critical Pedagogy (PHC), as is widely reported. To cope with this problem, it was necessary to seize the mediations in the economic, social and political level to understand the real interests involved in promoting a differentiated education in the region. Thus, in Chapter I, the social context of the decade in 1970 is brought in, as it was the dictatorial period that produced the main reflections and criticisms of education and its current practice, whose discussions led to the systematization of educational counter-hegemonic theory to bourgeois pedagogies in the late 1970s and early 1980s, the PHC. In Chapter II, we contextualize the state of Paraná, socially, politically and economically. We address the political articulations, when the process of political opening, whose "consensus" of classes allowed, in late 1981, entering the initial formulations of PHC in the state, through the government of the PMDB candidate programs. Chapter III deals specifically with PHC, its construction process, its characteristics and peculiarities from 1980 to 1994. In Chapter IV, we discuss the construction process of CBEP and we explicit its characterization for in Concluding Remarks, returning to the starting point and answer which is the characteristic of this pedagogical proposal, seen as transformative in the state. The study documents for education in state of Parana, in the period between 1980-1994, showed that the state assumed as educational theory, whose proposal was understood as an expression of PHC at the level of common sense, and was a juxtaposition of opposing pedagogical proposals of which, by adjustment mechanism and negotiation with intellectuals of the working class also incorporated elements of PHC. However, the plurality of concepts present in the CBEP shows that the CHP is neither the prevailing theory in the design document. In this sense, a historical-critical curriculum is something yet to be built in the state of Paraná, then recovering the historical process of systematizing CBEP, and thereby establish the relationships that enable effective responses is part of the challenge of guiding possibilities and limitations in the construction of a transformative curriculum effectively. / Esta pesquisa de mestrado em educação tem como objeto de estudo inventariar o processo de construção do Currículo Básico para a Escola Pública do Estado do Paraná (CBEP), no recorte de 1980-1994 e aferir em que medida este Documento, sistematizado ao longo da década 1980 e publicado no Paraná, em dezembro de 1990, de fato expressa seu compromisso com a Pedagogia Histórico-Crítica (PHC), como é amplamente divulgado. Para dar conta deste problema, fez-se necessário apreender as mediações no plano econômico, social e político para compreender os reais interesses inerentes à promoção de uma educação diferenciada na região. Assim, no Capítulo I, trouxemos o contexto social da década 1970, uma vez que foi no período ditatorial que se produziram as principais reflexões e críticas da educação e sua prática vigente, cujas discussões acarretaram na sistematização da teoria educacional contra-hegemônica às Pedagogias burguesas, no final dos anos 1970 e início de 1980, a PHC. No Capítulo II, contextualizamos o Estado do Paraná, social, política e economicamente. Abordamos as articulações políticas, quando do processo de abertura política, cujo consenso de classes permitiu, em fins de 1981, inserir as formulações iniciais da PHC no Estado e nos programas de governos dos candidatos do PMDB. O Capítulo III trata, especificamente, da PHC, seu processo de construção, suas características e suas especificidades no recorte de 1980 a 1994. No Capítulo IV, abordamos o processo de construção do CBEP e explicitamos sua caracterização, para, nas Considerações Finais, retornarmos ao ponto de partida e respondermos o que é característico desta proposta pedagógica, tida como transformadora no Estado. O estudo dos documentos para educação paranaense, no recorte de 1980-1994, demonstrou que o que o Estado assumiu como teoria educacional, cuja proposta, ao nível do senso comum, compreendeu-se como expressão da PHC, foi uma justaposição de propostas pedagógicas antagônicas, das quais, por mecanismo de ajustamento e negociação com intelectuais da classe trabalhadora, também incorporou elementos da PHC. Todavia, a pluralidade de concepções, presente no CBEP, revela que a PHC não é nem a concepção teórica predominante no Documento. Nesse sentido, um Currículo histórico-crítico é algo ainda a ser construído no Estado do Paraná, do que recuperar o processo histórico de sistematização do CBEP, e, com isso estabelecer as relações que possibilitem respostas concretas, insere-se no desafio de orientar as possibilidades e limites para a construção de um Currículo efetivamente transformador.

This project explores the possibilities of implementing a critical and liberatory pedagogy within the confines of the prison. Building upon the fields of critical prison theory, literacy studies, and (dis)ability studies, I assert that implementing small, organic, and tactical changes though the principles of Universal Design for Learning allows the prison educator to make impactful moves with liberatory goals. I conclude by reimagining what a prison education mission statement that takes this perspective looks like then imagine the liberatory applications of the principles of universal design for learning within the prison.

In this investigation, the researcher explored the construction of conceptual knowledge within the discipline of science through a review of related theory and research.<p>Following a review of literature that emphasizes the theory of social constructivism as well as critical pedagogy as significant to learning; and utilizing a working definition of the six strands of language as established by Saskatchewan Education; the researcher observed and interviewed three Grade Five students and their teacher throughout their involvement in a science unit. <p>In-class observations of the strands of language as well as the information from the interview transcripts were triangulated with the literature to provide validity for the theory and support the researchers implications for an inquiry model of teaching and learning.<p>Findings suggest an absence of explicit language being modeled and expected within the course of study as well as the absence of a framework of science concepts. Disconnections and fragmentations throughout various levels of pedagogy within curriculum, resources, strategies and activities were revealed. The unintentional illusion of a rich learning experience was created through collaborative, hands-on activities, demonstrations and modeling by the teacher, fluency and accuracy in reading as well as the correct completion of activities. In reality these acts merely masked the absence of deeper transformational experiences which are required for students to build the conceptual knowledge and linguistic competence needed for academic success.

In this investigation, the researcher explored the construction of conceptual knowledge within the discipline of science through a review of related theory and research.<p>Following a review of literature that emphasizes the theory of social constructivism as well as critical pedagogy as significant to learning; and utilizing a working definition of the six strands of language as established by Saskatchewan Education; the researcher observed and interviewed three Grade Five students and their teacher throughout their involvement in a science unit. <p>In-class observations of the strands of language as well as the information from the interview transcripts were triangulated with the literature to provide validity for the theory and support the researchers implications for an inquiry model of teaching and learning.<p>Findings suggest an absence of explicit language being modeled and expected within the course of study as well as the absence of a framework of science concepts. Disconnections and fragmentations throughout various levels of pedagogy within curriculum, resources, strategies and activities were revealed. The unintentional illusion of a rich learning experience was created through collaborative, hands-on activities, demonstrations and modeling by the teacher, fluency and accuracy in reading as well as the correct completion of activities. In reality these acts merely masked the absence of deeper transformational experiences which are required for students to build the conceptual knowledge and linguistic competence needed for academic success.

According to critical pedagogues and post-development scholars, globalization and transnational movement open up new avenues for pedagogy; to be sure, some scholars assert the development sector is in need of a paradigm shift to accommodate "new forms of pedagogy" (Appadurai, 2000) while subaltern scholars call for "alternative pedagogies" (Sherpa, 2014) for the theorizing and understanding of subaltern, marginalized groups within the educational realm. In the search for and transition to a subaltern pedagogy, it is necessary to tap into the very voices of those who comprise the subaltern, because, as Kelly and Lusis (2006) assert, "Researchers are frequently interested in understanding the experiences of 'the immigrant,' as an objective analytical category, rather than the experiences of 'an immigrant'" (p. 831). The aim of this study is to examine the interplay between knowledge production of migrant workers, power as domination and empowerment, and the appropriation of space in considering how these groups are able to segue subaltern epistemologies into forms of activism and empowerment; as such, this study looks at constructions and deconstructions of power among historically oppressed peoples in macro, meso and micro contexts. I assert that dominant discourses of power attempt to perpetuate an intentional subjugation of oppressed groups, in this case, migrant workers, especially female domestic workers. However, via the creation of a critical, oppositional consciousness by way of reciprocity and dialogism within the migrant worker and Lebanese activist community, migrant workers are able to harness agency and empowerment even within the most oppressive of societal conditions. What this research reveals is that migrant workers are able to create powerful counter-cultural communities of practice and epistemological spaces for learning. Based on this research, I assert a subaltern praxis, a paradigm shift comprising of a subaltern pedagogy and practice, that incorporates ideas of critical pedagogy, spatial analysis, and postcolonial/third world feminisms; this dialectic triad informs the subaltern interstitial and liminal experience, the need for the building of a critical consciousness for educators and learners alike, and a re-mapping and re-configuration of subaltern epistemologies for the benefit of all who desire to learn about migration and the refugee experience.

This thesis explores the issues of immigration and identity that inform the experiences of adult English language learners and which can be addressed within a classroom context. Using practitioner research and an explicitly critical approach to literacy and learning, I conducted a six week workshop at a community English language school in New York City, working with eleven adult learners to discuss their lives in their native countries, decisions to move to the United States, and experiences living in a new country and learning English in an attempt to understand how those factors shape their learning and could be incorporated into the curriculum. This workshop used poetry as a means for students’ self-expression and demonstrated the importance of inviting adult immigrant students into collaborative, co-constructive learning environments where their lived experiences are at the core of their language learning process in order to allow for an inclusive negotiation of identity.

This thesis explores the issues of immigration and identity that inform the experiences of adult English language learners and which can be addressed within a classroom context. Using practitioner research and an explicitly critical approach to literacy and learning, I conducted a six week workshop at a community English language school in New York City, working with eleven adult learners to discuss their lives in their native countries, decisions to move to the United States, and experiences living in a new country and learning English in an attempt to understand how those factors shape their learning and could be incorporated into the curriculum. This workshop used poetry as a means for students’ self-expression and demonstrated the importance of inviting adult immigrant students into collaborative, co-constructive learning environments where their lived experiences are at the core of their language learning process in order to allow for an inclusive negotiation of identity.

The main research problem of this doctoral dissertation, designed as an ethnographic case study, based on the philosophical principles of critical pedagogy, lies in answering the following questions: What theoretical framework may be used to investigate adult newcomers’ difficulties in learning Lithuanian in the host country? Are there any foreign/second language education approaches that are conductive to learning in adulthood? Do these approaches facilitate the development of a communicative competence, facilitating learners‘ inclusion in the new society through language? The research is aimed at identifying adult newcomers’ difficulties in learning Lithuanian, at a basic level of studies, in the host country. Having used the grounded theory and qualitative data gathering methods, the perceived difficulties were analyzed in the light of the causal attribution theory. The total of 840 categories of learning difficulties were classified into two groups: 1) the environment (external) factors (522 / 62 %) – lack of appropriate educational resources, Lithuanian as a system, non-participation in society; classroom activities and task complexity; and 2) the learner (internal) factors (318 / 38 %) – lack of ability, confidence or effort. Along with a thick description of the socio-cultural context, a critical analysis of the Lithuanian language materials, activities and tasks was done, based on adult foreign/second language education theories. Based on analytical (theoretical)... [to full text] / Anglų kalba parengta daktaro disertacija – tai etnografinis atvejo tyrimas, grindžiamas filosofiniais kritinės pedagogikos principais. Darbo mokslinė problema siekia ieškoti atsakymų į klausimus: koks teorinis pagrindas būtų tinkamiausias analizuojant suaugusiųjų, atvykstančių į Lietuvą, lietuvių kalbos mokymosi sunkumus? Kokie didaktiniai kalbų mokymosi modeliai būtų tinkamiausi šiai suaugusiųjų grupei, siekiančiai išsiugdyti komunikacinę kompetenciją, reikalingą jų sėkmingai socialinei integracijai Lietuvoje? Tyrimo tikslas – identifikuoti suaugusiųjų, atvykusių į Lietuvą, lietuvių kalbos mokymosi sunkumus išryškinant jų sąsajas su socio-kultūrinio konteksto (makro, mezo ir mikro aplinkos) veiksniais. Taikant grounded teorijos metodologiją ir įvairius kokybinių duomenų rinkimo metodus buvo surinkti empiriniai duomenys. Tiriamųjų suvokiami lietuvių kalbos mokymosi sunkumai buvo analizuojami kauzualinės atribucijos teorijos šviesoje. Išskirta 840 mokymosi sunkumų kategorijų, kurios buvo klasifikuojamos. Dauguma (522 / 62 proc.) mokymosi sunkumų priskiriama: 1) išorinių aplinkos (besimokančiųjų nevaldomų) veiksnių grupei (tinkamų mokymosi šaltinių stoka; lietuvių kalbos sistemos sudėtingumas; galimybių dalyvauti integracijos į visuomenę procese stoka; pamokinės veiklos ir mokymosi užduočių sudėtingumas; 2) besimokančiojo (vidinių) veiksnių grupei – 318 / 38 proc. (mokymosi gebėjimų, pasitikėjimo jėgomis, pastangų stoka). Atlikta mokymosi priemonių, naudojamų mokymui, analizė... [toliau žr. visą tekstą]