Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Being aware that Portuguse Language teaching should focus on the student’s preparation for the effective use of the language in his/her social practices, teaching text production should become a priority in order to lead the student to interact socially through language. Following this assumption, the present research brings a classroom experience focused on the production of the textual genre critical review starting out with the national films, Branco sai, preto fica ― White leaves, black stands (feature- lenth film); A negação do Brasil―Denial of Brazil (documentary); O dia de Jerusa― Jerusa’s day (short-lenth film) and an American feature-lenth film 42- the true story of an American Legend, which bring the racial prejudice as theme. The research participants are ninth grade students from a municipal publc fundamental school located in the city of Aracaju – Sergipe, Brazil, in 2017. We intended to know how the written production can contribute to the students’ improvement upon their argumentative competence since the criticism is the base of this genre and the chosen theme also asks for a well-defined point of view. The methodology followed action research guidelines from a qualitative approach. The research tools included questionairs, classroom dynamics observations, theoretical and films reading and the analysis of the students’ text production, based on studies about the genre and argumentation. Besides being widely used in the academic field, critical review has a guaranteed space in media such as newspapers and magazines, and becomes very important,not only for developing skills as describing and summarizing but also for being an excellent opportunity to critical reflections on the films that were reviewed. Considering cinema as art and entertainment, it is admitted as a resource which lead to a socio-cultural formation, since it is a source of culture and knowledge. In order to support our research, we have based it on Bakhtin (2010), Fiorin (2016), Ferreira (2010), Andrade (2006), Machado (1996), Marcuschi (2008, 2010, 2011), Antunes (2009), Bazerman (2011), Rodrigues (2005), Rojo (2005, 2008, 2015), Meyer (2008), Chaim Perelmam e Tyteca (1996) and the Parâmentros Curriculares Nacionais (National Curricular Standards), among others. / Estando cientes de que o ensino de Língua Portuguesa deve ter como foco a preparação do aluno para o uso efetivo da linguagem em suas práticas sociais, o ensino de produção de texto deve se tornar prioritário, na perspectiva de levar o aluno a interagir socialmente por meio da linguagem. Partindo desse pressuposto, a presente pesquisa traz uma proposta de trabalho em sala de aula com foco na produção do gênero resenha crítica, tendo como ponto de partida os filmes nacionais Branco sai, preto fica, (longa-metragem); A negação do Brasil, (documentário); O dia de Jerusa (curta-metragem) e o longa norte-americano 42 – a história de uma lenda, que trazem como eixo temático o preconceito racial. Os sujeitos envolvidos são alunos do 9º ano do Ensino Fundamental de uma escola pública municipal situada em Aracaju-SE. Tivemos o intuito de saber como as condições de produção desse gênero podem contribuir para a ampliação da competência argumentativa dos alunos, já que a crítica é um elemento constitutivo desse gênero e que a temática escolhida pede também um posicionamento sobre o assunto. A metodologia seguiu orientações da pesquisa-ação numa perspectiva de abordagem qualitativa. Os instrumentos de investigação incluíram questionários, observações em sala de aula, leituras teóricas e dos filmes escolhidos e análise da produção textual dos alunos, tendo como base os estudos sobre o gênero e sobre a argumentação. Além de ser muito usada na esfera acadêmica, a resenha tem espaço garantido em suportes como jornais e revistas, e se faz muito importante não só por desenvolver habilidades como descrever e resumir, mas também por ser uma ótima oportunidade para reflexões críticas em torno das obras resenhadas. Considerando o cinema como arte e entretenimento, admite-se que é um recurso que visa à formação sociocultural, uma vez que é fonte de cultura e conhecimento. Para subsidiar nossa pesquisa, elegemos como referencial teórico Bakhtin (2010), Fiorin (2016), Ferreira (2010), Andrade (2006), Machado (1996), Marcuschi (2008, 2010, 2011), Antunes (2009), Bazerman (2011), Rodrigues (2005), Rojo (2005, 2008, 2015), Meyer (2008), Chaim Perelman e Tyteca (1996) e os Parâmetros Curriculares Nacionais, entre outros. / Itabaiana, SE

Syftet med följande undersökning är att ge ett kunskapsbidrag om hur läroböcker i Svenska 1 möjliggör för elever att utveckla förmågan att kritiskt granska texter. Undersökningen utgår från ett Critical literacy-perspektiv. Teorin som använts är en reviderad version av repertoarmodellen samt en begreppsapparat hämtad ur Critical literacy. Metoden som används är utarbetat från teorin och utgår från en form av närläsning. Resultatet visar att de undersökta läroböckerna i viss mån möjliggör för elever att utveckla förmågan att kritiskt granska texter. Studien kan bidra med information gällande kritik som rektorer och lärare kan fundera över vid val av läroböcker. / The aim of the following study is to contribute to knowledge regarding how textbooks that address the course Swedish 1 in upper secondary school enables students to develop the ability to critically examine texts. The theoretical framework in this essay have been a revised version of the four resources model and a conceptual apparatus derived from Critical literacy. The method in use is derived from the theoretical framework and a form of close reading.  The results show that the examined textbooks to some extent enables students to develop the ability to critically examine texts. The study can contribute with information regarding critique for principals and teachers to ponder regarding the choice of textbooks.

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Pour respecter les droits d’auteur, la version électronique de ce mémoire a été dépouillée de ses documents visuels et audio-visuels. La version intégrale du mémoire a été déposée au Service de la gestion des documents et des archives de l'Université de Montréal / Le présent mémoire de maîtrise étudie la fortune critique de l'artiste états-unienne d'origine française Louise Bourgeois. Il suit le parcours de l'artiste vers une reconnaissance critique et publique plutôt tardive, et une consécration comme figure importante de l'art de la deuxième moitié du 20e siècle. Favorisant une approche historiographique qui porte attention au genre d’écrits comme les survols et les monographies, il procède à l'analyse d'ouvrages concernant la place de Bourgeois dans le cadre des histoires de la sculpture moderne et des textes de nature diverse (historiques, théoriques et critiques) émanant de la mouvance féministe en art, avant de considérer les études réservées exclusivement à la trajectoire de Bourgeois et au développement de son œuvre. Plus largement, cette étude propose d'examiner les subtilités de la construction d'un réseau d'interprétations qui puisse répondre de la complexité d'une production artistique s'étalant sur près de soixante-dix ans, faisant appel à une grande variété de matériaux non conventionnels, oscillant entre la fascination pour la figure totémique et l’installation, tout en résistant aux classifications conventionnelles de mouvements et d’écoles, de même qu’à celles de développements formels et stylistiques continus. / This master's thesis is a study of the French born American artist Louise Bourgeois' critical review. More precisely, it considers the artist’s progress from her beginnings as an American sculptor in the forties to her critical but albeit late public recognition as an important figure in the art of the second half of the twentieth century. From a historiographical perspective, and working with texts dealing with modern sculpture in the U.S.A., feminism in the visual arts and more specifically the career of Bourgeois, we want to examine the situation of this artist amidst the different interpretations of her artworks. This study proposes to look at the subtleties in the construction of a web of interpretations. This web, we will see, is as complex as the production of an artist who created for more than seventy years. The intent of the first chapter is to grasp the position occupied by Bourgeois in some of the major texts constituting the history of modern sculpture. This overview will lead us to the second chapter where we will analyze the manner Bourgeois' work is addressed by feminist literature and practice. In this context, and by the fact that Bourgeois revealed tragic aspects of her childhood at the turn of the eighties, we will seek to understand the changes in the way her work has been perceived. The third chapter focuses on the study of the artist’s national and international recognition in parallel to the monographs having her as their main subject. Those texts, which have been often tied to biographical writing, reassess in a certain way the old concept of the mythical artist.

Made available in DSpace on 2016-04-04T18:28:20Z (GMT). No. of bitstreams: 1 JEFERSON CARLOS BORDIGNON.pdf: 1541651 bytes, checksum: ecec97d87d28d54a99acdf0d97e86e08 (MD5) Previous issue date: 2015-02-13 / How the adolescent phenomenon has been studied and understood in psychology in the last ten years? From this issue and assuming as a theoretical framework the historic-cultural psychology, this bibliographic research objective contribute to a critical reflection on the subject. The analysis of article abstracts and keywords returned by the Scielo database between 2003 and 2013, which were constituted as our research material, reveals the difficulty in accessing information in this way, since lack basic information about the research in the abstracts. It is evident, also, certain vagueness of what "method" since the dispersion of methods and techniques to study the adolescence of psychology point of view and the concentration of these techniques (application of standardized instruments). As the dispersion of theories, with the concurrent concentration of one of them (psychoanalysis) and the unequal distribution of publications in the Brazilian regions (South and Southeast regions produced ? of the total). Adolescence related issues are in your majority fragmented or focus pathologies. It is concluded that this issue, adolescence is a complex phenomenon and can be approached by different points of view and studied by various methods and techniques, however, there is not a minimum consensus on how to study it. This dispersion of contradictory theories and methodologies hinders the advancement of psychology as a field of knowledge, because there is no formulation that is adolescence to psychology, but definitions restricted to its numerous approaches. / Como vem sendo estudado e compreendido o fen?meno da adolesc?ncia no campo da psicologia nos ?ltimos dez anos? Partindo dessa problem?tica e assumindo como referencial te?rico a Psicologia Hist?rico-Cultural, esta pesquisa de natureza bibliogr?fica objetiva contribuir para uma reflex?o cr?tica sobre o tema. A an?lise dos resumos de artigos e palavras-chave retornados pela base de dados Scielo no per?odo entre 2003 e 2013, que se constitu?ram como nosso material de pesquisa, revela a dificuldade em acessar informa??es por esta via, visto que faltam dados fundamentais sobre as pesquisas nos resumos. Evidencia-se, tamb?m, certa indefini??o do que seja m?todo visto a dispers?o de m?todos e t?cnicas para se estudar a adolesc?ncia do ponto de vista da psicologia e a concentra??o de uma dessas t?cnicas (aplica??o de instrumentos padronizados). Assim como a dispers?o de teorias, com a concorrente concentra??o de uma delas (psican?lise) e a distribui??o desigual de publica??es nas regi?es brasileiras (regi?es Sul e Sudeste produziram ? do total). Assuntos relacionados ? adolesc?ncia s?o em sua maioria fragmentados ou focalizam patologias. Conclui-se que esta tem?tica, a adolesc?ncia, ? um fen?meno complexo, podendo ser abordado por diversos pontos de vista e estudado atrav?s de diversos m?todos e t?cnicas, por?m, n?o h? um consenso m?nimo sobre como se deve estud?-la. Essa dispers?o de teorias e metodologias contradit?rias dificulta o avan?o da psicologia enquanto ?rea do conhecimento, pois n?o h? uma formula??o do que seja a adolesc?ncia para a psicologia, mas defini??es restritas ?s suas in?meras abordagens.

Le présent mémoire de maîtrise étudie la fortune critique de l'artiste états-unienne d'origine française Louise Bourgeois. Il suit le parcours de l'artiste vers une reconnaissance critique et publique plutôt tardive, et une consécration comme figure importante de l'art de la deuxième moitié du 20e siècle. Favorisant une approche historiographique qui porte attention au genre d’écrits comme les survols et les monographies, il procède à l'analyse d'ouvrages concernant la place de Bourgeois dans le cadre des histoires de la sculpture moderne et des textes de nature diverse (historiques, théoriques et critiques) émanant de la mouvance féministe en art, avant de considérer les études réservées exclusivement à la trajectoire de Bourgeois et au développement de son œuvre. Plus largement, cette étude propose d'examiner les subtilités de la construction d'un réseau d'interprétations qui puisse répondre de la complexité d'une production artistique s'étalant sur près de soixante-dix ans, faisant appel à une grande variété de matériaux non conventionnels, oscillant entre la fascination pour la figure totémique et l’installation, tout en résistant aux classifications conventionnelles de mouvements et d’écoles, de même qu’à celles de développements formels et stylistiques continus. / This master's thesis is a study of the French born American artist Louise Bourgeois' critical review. More precisely, it considers the artist’s progress from her beginnings as an American sculptor in the forties to her critical but albeit late public recognition as an important figure in the art of the second half of the twentieth century. From a historiographical perspective, and working with texts dealing with modern sculpture in the U.S.A., feminism in the visual arts and more specifically the career of Bourgeois, we want to examine the situation of this artist amidst the different interpretations of her artworks. This study proposes to look at the subtleties in the construction of a web of interpretations. This web, we will see, is as complex as the production of an artist who created for more than seventy years. The intent of the first chapter is to grasp the position occupied by Bourgeois in some of the major texts constituting the history of modern sculpture. This overview will lead us to the second chapter where we will analyze the manner Bourgeois' work is addressed by feminist literature and practice. In this context, and by the fact that Bourgeois revealed tragic aspects of her childhood at the turn of the eighties, we will seek to understand the changes in the way her work has been perceived. The third chapter focuses on the study of the artist’s national and international recognition in parallel to the monographs having her as their main subject. Those texts, which have been often tied to biographical writing, reassess in a certain way the old concept of the mythical artist. / Pour respecter les droits d’auteur, la version électronique de ce mémoire a été dépouillée de ses documents visuels et audio-visuels. La version intégrale du mémoire a été déposée au Service de la gestion des documents et des archives de l'Université de Montréal

The purpose of this thesis is to do a critical review of the aid organization SOS Children’s Villages text- and video campaigns, from a postcolonial perspective. Our purpose is divided into two questions: Are there colonial values in the advertising campaigns? Which language- and image strategies are used by SOS Children’s Villages to put across their messages? Our material consists of 10 selected video clips, and four printed ads that are made up of an image and a short text, which are part of a campaign named: Inte ett enda barn ska behöva vara ensamt (translation: Not a single child should have to be alone). We have chosen to use text- and image analysis as a method in our review of the material. The main theoretical base in our thesis is postcolonialism, while”the Other” and ”whiteness” are two concepts we have chosen so that we can reach a deeper analytical level. We have analyzed some of the clips from the concept “The White Man’s Burden”, and have discovered that ”The Western World” tries to insert their own values and ideals into ”The Third World”. We have also discovered that the children, in some sequences, are presented as non-human and differentiated from the “white Westerners”. The last chapter in our thesis problematizes how modern technology, as Smartphones, applications and social media, are used to make it easier to give money to charity. We also discuss how “The Western World” can be seen as a contributor to the current situation in “The Third World”, which makes the aspect of high-technology even more interesting.

A teaching portfolio allows lecturers to track their own growth and development in teaching and learning, as it helps to document their career’s journey. This study gained insight into this experience from the lecturers’ perspectives. The research paradigm was qualitative and the study used a sample of lecturers from an independent tertiary institution in Johannesburg. Personal interviews provided rich data and themes were developed from the data to answer the research questions concerning the value of doing a teaching portfolio. Lecturers’ perceptions provided clear evidence of the value of doing a teaching portfolio, because it developed their personal competence, knowledge, skills and higher-order thinking. However, the findings showed that the success of a teaching portfolio remained dependent on individual motivation and how the process was implemented. Any challenges experienced tended to negatively affect motivation, thereby decreasing the perceived value of a teaching portfolio. This study recommended that a teaching portfolio might offer a solution to some of the current education issues within the South Africa context, especially with regard to the lack of content knowledge and the disempowerment of teachers. / ʼn Onderrigportefeulje maak dit vir dosente moontlik om hul eie groei en ontwikkeling ten opsigte van onderrig en leer te monitor, omdat dit hulle help om hul loopbaan te dokumenteer. Hierdie studie gee insig in hierdie ervaring vanuit dosente se oogpunt. Die navorsingsparadigma was kwalitatief en die studie het ʼn steekproef van dosente van ʼn onafhanklike tersiêre instelling in Johannesburg behels. Persoonlike onderhoude het ryk data opgelewer en temas is op grond van die data ontwikkel om die navorsingsvrae oor die waarde van ʼn onderrigportefeulje te beantwoord. Dosente se persepsies was ʼn duidelike bewys van die waarde van ʼn onderrigportefeulje, omdat dit hul persoonlike bevoegdheid, kennis, vaardighede en hoërorde-denke ontwikkel. Die bevindinge het egter getoon dat die sukses van ʼn onderrigportefeulje steeds onderhewig is aan individuele motivering en hoe die proses geïmplementeer is. Enige uitdagings was geneig om ʼn negatiewe invloed op motivering te hê en sodoende die vermeende waarde van ʼn onderrigportefeulje te verlaag. Hierdie studie beveel aan dat ʼn onderrigportefeulje ʼn oplossing kan bied vir sommige van die opvoedingskwessies in die Suid-Afrikaanse konteks, veral met betrekking tot die gebrek aan inhoudkennis en die ontneming van onderwysers se mag. / Photefolio ya go ruta e kgontša bafahloši go latišiša kgolo le tšwetšopele tše e lego tša bona ka go goruta le go ithuta, ka ge e thuša go rekhota leeto la mošomo wa bona. Thutelo ye e hweditše tshedimošo maitemogelong a go tšwa tebelelong ya bafahloši. Dikgopolo ka ga nyakišišo e bile tša go hwetša tshedimošo ka go kwešiša le go lemoga mabaka a bothata gomme thutelo ye e dirišitše sampolo ya bafahloši go tšwa institušeneng ye e ikemetšeng ya morago ga marematlou go la Johannesburg. Ditherišano tša motho ka botee di tšweleditše datha ye bohlokwa gomme merero e hlagišitšwe go tšwa datheng go fa karabo ya dipotšišo tša dinyakišišo tše di lebanego bohlokwa bja go dira photefolio ya go ruta. Dikgopolo tša bafahloši di file bohlatse bjo bo kwešišegago bja bohlokwa bja go dira photefolio ya go ruta, ka gobane e godišitše, botsebi, tsebo, mabokgoni tša bona le mokgwa wa go nagana wa maemo a godimo. Le ge go le bjalo, dikhwetšo di bontšhitše gore katlego ya photefolio ya go ruta e dutše e ithekgile go tutuetšo ya motho le ka moo tshepedišo e phethagaditšwego. Ditlhohlo dife goba dife tšeo di itemogetšwego di bile le go huetša tutuetšo, ka gorealo tša fokotša boleng bjo bo lebeletšwego bja photefolio ya go ruta. Thutelo ye e šišintše gore photefolio ya go ruta e ka fa tharollo go tše dingwe tša ditlhagišo tša bjale tša thuto kemong ya Afrika Borwa, gagolo malebana le tlhokego ya dintlhatsebo, dikgopolo le melaotshepetšo tšeo di rutwago le go ithuta ka tšona gammogo le go se be le maatla ga barutiši. / Psychology of Education / M. Ed. (Psychology of Education)