Made available in DSpace on 2014-06-11T19:31:05Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-07-20Bitstream added on 2014-06-13T18:41:36Z : No. of bitstreams: 1 miranda_mjc_dr_arafcl.pdf: 10926130 bytes, checksum: d19d538f247cd86740eb1cdea5f9ae45 (MD5) / Este trabalho teve por objetivo realizar um estudo descritivo e comparativo a respeito das condições necessárias que envolvem o processo de inclusão e identificar/analisar como acontece a aprendizagem e desenvolvimento de 15 crianças com deficiência que frequentam a Educação Infantil do sistema regular de ensino, segundo a percepção de profissionais e familiares, na cidade de Maringá/Brasil e em Guadalajara1/Espanha. Fundamentou-se nos pressupostos teórico-metodológicos da concepção Histórico- Cultural defendida por Lev Semenovictch Vygotski. Para este autor, a inserção da criança com deficiência no meio social e cultural oportuniza-lhe a possibilidade de interação e internalização de conceitos de forma a favorecer o desenvolvimento de suas funções psíquicas superiores. A crença de se reconhecer o potencial das crianças com deficiências deve-se aos resultados dos intensos estudos desenvolvidos pelo autor e seus colaboradores. Vygotski defende ainda que a aprendizagem e desenvolvimento não são sinônimos e nem acontecem paralelamente, mas são processos que se interrelacionam de forma complexa.Trata-se de uma proposta de pesquisa de campo, na modalidade de estudo descritivo e comparativo, com enfoque misto qualitativo e quantitativo. Realizada por meio de observações, entrevistas semiestruturadas, pesquisa na literatura e análise documental em instituições de Educação Infantil visitadas. Profissionais da Educação Infantil, pais e/ou responsáveis dessas crianças foram os participantes desta pesquisa, totalizando 146 pessoas entrevistadas e 56 observadas nos dois contextos, brasileiro e espanhol. Os resultados deste estudo mostraram que nas duas realidades, cada qual com sua especificidade, há dificuldades para implantação de um sistema de ensino capaz de atender às necessidades de escolarização para a diversidade dos alunos e de prover educação... / The goals set for the present work were twofold: carry out a descriptive and comparative study about the necessary conditions around the inclusion process and identify/analyse how the learning and development processes take place on 15 handicapped children attending regular infant school, according to the professional’s and family’s perceptions, in Maringá (Brazil) and in Guadalajara3 (Spain) This investigation is based on the theoretical and methodological principles of the historical-cultural notion by Lev Semenovictch Vygotski. For this author, inserting a handicapped child in the cultural and social circles of other children fosters interaction and enhances the possibility of internalization of concepts, improving the development of his superior psychic functions. Acknowledging the potential of handicapped children is attributed to in-depth studies conducted by Vygotski and his contributors. Vygotski argues that the learning and development processes are not synonyms and do not even take place in parallel, but relate to each other in a complex fashion. The present work is a field research, a comparative and descriptive study focusing both on qualitative and quantitative approaches. It is accomplished by means of observations, semi-structured interviews, literature review and documental analysis in selected children’s schools. Educational professionals and the children’s parents are the participants of this research, adding up to 146 interviewed people and 56 observed people on both contexts. The results show that, in both Brazilian and Spanish contexts (each having its own peculiarities), there are difficulties to establish a teaching system capable of catering to the learning needs of the pupil’s diversity and to provide quality education for all, specially for children with different learning potentials. Some similarities and differences have been revealed... (Complete abstract click electronic access below)

Claims related to the environment increasingly permeate the domain of human and fundamental rights. It is widely accepted that a direct functional relationship exists between the pursuit of environmental aims generally, and the protection of environmental rights. By and large, this relation compelled 'the environment' to have become a prominent contemporary focus point in legal thought, discourse and adjudication. Since local government operates closer to citizens than any other level of government, it is obvious that it may be expected of it to also play an important role in the management and regulation of matters that affect the environment. In the main, this study questions the extent to which the South African legal framework facilitates local government progress in the decentralised fulfilment of the section 24 environmental right in the Constitution of the Republic of South Africa, 1996. Firstly, this thesis provides a theoretical literature review of a number of approaches to, categories of and different perspectives on environmental rights in general. As part of this review a number of generic elements is identified for the fulfilment of constitutional environmental provisions, generally. The literature review attends also to the notions of local environmental governance and 'local politics of pollution', amongst other concepts related to local government. Secondly, this thesis (by employing the comparative research method and by using the generic elements for fulfilment of constitutional environmental provisions as benchmarks) critically considers the Constitution or Basic Law of the Federal Republic of Germany, 1949 (Grundgesety and relevant developments in Germany with reference to the European context and a local government case study on the municipality of Heidelberg. It considers also the Constitution of Namibia of 1990 and relevant developments in Namibia with reference to the African and Southern African contexts and a case study on the Walvis Bay municipality. The South African position is subsequently analysed, first with a focus on section 24 of the Constitution of the Republic of South Africa, 1996, environmental law and related developments, then shifting the focus to the constitutional provisions on local government, local government law, related developments and the case of the Drakenstein Local Municipality. Thirdly, based on the lessons learned from and lacunae identified in all three of the countries considered, this study concludes with a set of recommendations for the South African context. / Thesis (LL.D.) -- North-West University, Potchefstroom Campus, 2009.

We live in a high tech era of electronic media, which is changing our lives (Giddens, 1999). Apps are examples of technologies that affect our lives. An interesting question in this context is what apps will have for significance; on one hand for the development of technology, and on other hand for humans’ relation to technology. Since the development and change process are central issues in the science of education I will explore the development of applications. The purpose of this paper is to seek knowledge about applications (apps) development from a design and user perspective. This dissertation discusses activity theory as an academic framework for understanding of apps development from two different types of operating systems or practices, to be precise design practice and user practice. To clarify my point, I have defined the following questions: why user apps are designed, how user apps are designed, and what contradictions occur between the design and the use of apps? My research is based on a qualitative approach with an abductive approach. I used multiple case studies as research approach based on three data collection techniques: interviews, observiews (interviews and observations) and observations of social media and an archived document of wireframes about apps. The result shows that apps designed and published either for their function or for promotional purposes. The design process is fast and dynamic process where applications are published before they are ready and constantly updated later. The use of apps characterized by either an active or a passive use operations. In the passive activity apps are tested through trial and error, and when they do not meet the user's expectations they are thrown away. This activity contributes in relation to previous research on technology and social change to the consumer’s throwaway culture. While in the active using, activities becomes part of the development activities where development aspects are communicated through social media – interact active users and designers to develop the app, which is both an artifact and an object of their own development. Activity theory thus contributes to theories of design by considering design not only as production but also as a fully operational system itself with the production, consumption, exchange and distribution. / Vi lever i en högmodern tid som präglas av elektroniska medier som förändrar vårt liv enligt Giddens (1999). Appar är exempel på teknik som påverkar vårt liv. En intressant fråga i detta sammanhang är vad appar får för betydelse för – å ena sidan utveckling av teknik å andra sidan människans förhållande till teknik. Eftersom utveckling och förändringsprocesser är centrala i pedagogik vill jag studera utveckling av appar. Syftet med denna uppsats är att söka kunskap om apputveckling ur ett design- och användarperspektiv. I uppsatsen används verksamhetsteori som teoretiskt ramverk för att förstå apputveckling utifrån två olika typer av verksamhetssystem eller praktiker, nämligen designpraktiken och användarpraktiken. För att närmare precisera mitt syfte har jag definierat följande frågeställningar: varför designas respektive används appar, hur designas respektive används appar, och vilka motsättningar uppstår/finns mellan design och användning av appar? Min uppsats bygger på ett kvalitativt tillvägagångssätt med en abduktiv ansats som innebär en pendling mellan teori och empiri. Jag använder flerfallsstudien som forskningsansats, med tre datasamlingstekniker: intervjuer, observjuer och observationer av sociala medier och ett arkiverat dokument med skisser över appar. Resultatet visar att appar designas och publiceras antingen för sin funktion eller i marknadsföringssyfte. Designprocessen är en snabb, dynamisk process där appar publiceras innan de är klara och därefter ständigt uppdateras. Användning av appar kännetecknas av antingen en aktiv eller en passiv användning. I den passiva användningsverksamheten prövas appar genom trial-and-error och när de inte motsvarar användarens förväntningar kastas de bort. Denna verksamhet bidrar i relation till tidigare forskning om teknik och social förändring till konsumtionssamhällets slit och slängkultur. Den aktiva användningsverksamheten blir istället en del av utvecklings­verksamheten där utvecklingsaspekter kommuniceras via sociala medier där aktiva användare och designer samverkar i att utveckla appen som blir både en artefakt och ett objekt för sin egen utveckling. Verksamhetsteori bidrar således till teorier om design genom att betrakta design inte bara som produktion utan som ett helt verksamhetssystem i sig med produktion, konsumtion, utbyte och fördelning.

Claims related to the environment increasingly permeate the domain of human and fundamental rights. It is widely accepted that a direct functional relationship exists between the pursuit of environmental aims generally, and the protection of environmental rights. By and large, this relation compelled 'the environment' to have become a prominent contemporary focus point in legal thought, discourse and adjudication. Since local government operates closer to citizens than any other level of government, it is obvious that it may be expected of it to also play an important role in the management and regulation of matters that affect the environment. In the main, this study questions the extent to which the South African legal framework facilitates local government progress in the decentralised fulfilment of the section 24 environmental right in the Constitution of the Republic of South Africa, 1996. Firstly, this thesis provides a theoretical literature review of a number of approaches to, categories of and different perspectives on environmental rights in general. As part of this review a number of generic elements is identified for the fulfilment of constitutional environmental provisions, generally. The literature review attends also to the notions of local environmental governance and 'local politics of pollution', amongst other concepts related to local government. Secondly, this thesis (by employing the comparative research method and by using the generic elements for fulfilment of constitutional environmental provisions as benchmarks) critically considers the Constitution or Basic Law of the Federal Republic of Germany, 1949 (Grundgesety and relevant developments in Germany with reference to the European context and a local government case study on the municipality of Heidelberg. It considers also the Constitution of Namibia of 1990 and relevant developments in Namibia with reference to the African and Southern African contexts and a case study on the Walvis Bay municipality. The South African position is subsequently analysed, first with a focus on section 24 of the Constitution of the Republic of South Africa, 1996, environmental law and related developments, then shifting the focus to the constitutional provisions on local government, local government law, related developments and the case of the Drakenstein Local Municipality. Thirdly, based on the lessons learned from and lacunae identified in all three of the countries considered, this study concludes with a set of recommendations for the South African context. / Thesis (LL.D.) -- North-West University, Potchefstroom Campus, 2009.

This dissertation uses a Sociological approach to analyse the risks associated with the practice of securities lending. Risks are those factors that inhibit the development of trust, and trust is essential for people to participate in financial transactions like securities lending. In this dissertation we show that, although there are a number of risks, individual and systemic, that are associated with securities lending, practitioners have, over time, developed an array of risk management procedures and practices to keep these risks at acceptable levels. Securities lending is however not practiced in a vacuum and the relevance of these risk management procedures is largely determined by the cultural environment in which it is practised. Values, norms and sanctions are crucial as social controls over behaviour that transpires in social structures. The presence of structural conditions necessary for the development of a culture of extreme opportunism is shown as arguably the greatest source of risk facing those who participate in financial transactions like securities lending. / Sociology / M.A.

O presente trabalho apresenta uma pesquisa cujo objetivo central é discutir a deficiência mental como condição que se desenvolve a partir das relações sociais estabelecidas com sujeitos que apresentam características singulares em relação à maioria da população e não como uma incapacidade própria. Esta visão contraria as concepções tradicionais de deficiência mental e apóia-se na abordagem histórico-cultural, especialmente nas contribuições de Vigotski. A idéia-base é que, mesmo diante de qualquer alteração orgânica, ainda que esta seja em nível estrutural ou funcional do sistema nervoso, é pelas e nas relações sociais que o sujeito se desenvolverá, ou não, como deficiente mental. Como estratégia metodológica, foram utilizados relatos de histórias de vida de três adultos com síndrome de Down que se constituíram como sujeitos sem deficiência mental. Os três se escolarizaram no ensino comum, em diferentes contextos do Brasil e da Espanha, chegando ao ensino superior. Tais histórias podem mostrar que, mesmo na presença de condições orgânicas desfavoráveis, as pessoas se desenvolvem a partir das interações que estabelecem em seus grupos e das condições materiais de vida. A utilização de métodos narrativos em pesquisas sobre a deficiência mental possibilita o reconhecimento dos sujeitos da pesquisa como atores e autores de sua história. No caso desta pesquisa, foram realizadas repetidas entrevistas com os sujeitos-alvo, além de buscas de informações complementares, com professores e familiares, respeitando as especificidades de cada caso.Vivendo em diferentes contextos e de modos muito peculiares, é possível identificar nas três histórias o desafio aos prognósticos de deficiência mental e de baixa escolaridade, mostrando processos de compensação social que possibilitaram a superação de limites, ainda hoje vistos como intransponíveis. Buscou-se compreender os movimentos constitutivos das trajetórias desses sujeitos por meio da análise de eixos de sentido que envolveram: a ruptura com os prognósticos negativos e a construção de outras possibilidades de desenvolvimento, a escolarização na escola comum, a imagem que cada sujeito mostra de si e as vivências no mundo do trabalho. O olhar atento a essas e a outras histórias de ruptura pode nos ajudar a reafirmar que a constituição do ser humano em “humano”, ainda que em condições de desvantagem, se dá na relação com os demais. / This piece of research argues that mental deficiency is a condition that arises from social relations established with individuals who present unique characteristics in relation to the major part of population, and not as incapability. Based on a historical-cultural approach, this standpoint goes against traditional concepts of mental deficiency, especially that one informed by Vigotski. Notwithstanding any structural or functional organic alteration in the nervous system, a subject develops himself/herself through social relations – not as a mental handicap. As regards the methods, the story lives’ reports have been used of three adults with Down syndrome, who claimed to be mental deficiency-free. The three of them have been educated in regular schools, in Brazil and Spain, up to undergraduate level. These reports may portray that people develop themselves from interactions established in their groups and according to material resources available, despite their disfavorable organic conditions. Using narrative methods in research on mental deficiency enables one to acknowledge research subjects as actors and authors of their own story. In order to obtain data, target subjects have been interviewed, and mentors and relatives have also supplied additional information, always with respect to the specificities of each case. It was possible to identity challenge apropos the prognostics of mental deficiency and low education level in the three stories in the three different contexts and their very peculiar conditions. Social compensation processes seem to have enabled surpassing limits, which are taken as unsurpassable still in the present. Additionally, this research sought to comprehend constitutive elements of the subjects’ trajectory aforementioned. Directional axes’ analyses involved: breaking down negative prognostics, shaping up varied development possibilities, being educated at regular schools, the self-image each one presented, relations established in their workplace. Looking close at these and other breakthrough stories may help us reassure that one constitutes him/herself a human being relating to others, albeit disfavorable conditions. / Este trabajo presenta un estudio cuyo objetivo central es discutir la deficiencia mental como condición que se desarrolla a partir de las relaciones sociales establecidas con individuos que presentan características singulares en relación a la mayoría de la población y no como una incapacidad propia. Esta visión es contraria a las concepciones tradicionales de deficiencia mental y se apoya en el abordaje histórico/cultural, especialmente en las contribuciones de Vigotski. La idea básica es que, aún frente a cualquier alteración orgánica, aunque ésta sea a nivel estructural o funcional del sistema nervioso, será por y en las relaciones sociales que el individuo se desarrollará, o no, como deficiente mental. Como estrategia metodológica, se utilizaron relatos de historias de vida de tres adultos con síndrome de Down que se constituyeron como individuos sin deficiencia mental. Los tres estudiaron en escuelas comunes, en diferentes contextos de Brasil y de España, llegando a la enseñanza superior. Estas historias pueden mostrar que, aún en presencia de condiciones orgánicas adversas, las personas se desarrollan a partir de las interacciones que establecen en sus grupos y de las condiciones materiales de vida. El uso de métodos narrativos en estudios sobre la deficiencia mental facilita el reconocimiento de los individuos del estudio como actores y autores de su historia. En el caso de este estudio, se realizaron repetidas entrevistas con los individuos específicos, además de buscar informaciones complementarias, con profesores y familiares, respetando las especificaciones de cada caso. Viviendo en diferentes contextos y de formas muy peculiares, se puede identificar en las tres historias el desafío a los pronósticos de deficiencia mental y de baja escolaridad, mostrando procesos de compensación social que permitieron la superación de límites, aún hoy vistos como infranqueables. Se ha buscado comprender los movimientos constitutivos de las trayectorias de esos individuos por medio del análisis de ejes de sentido que involucraron: la ruptura con los pronósticos negativos y la construcción de otras posibilidades de desarrollo, el estudio en la escuela común, la imagen que cada individuo muestra de sí mismo y las vivencias en el mundo del trabajo. La mirada atenta a estas y a otras historias de ruptura nos puede ayudar a reafirmar que la constitución del ser humano en “humano”, aún en condiciones de desventaja, se da en la relación con los demás.

This essay addresses the main theses that comprise pedagogical discourse of José María Arguedas and its direct influence on the historical process of Peruvian education. It will analyze program structure Arguedian systemic dynamics in the areas of political, economic, social and cultural, as a correlate of the changes and transformations in our country, aiming to weave theoretical support necessary for the understanding of the teaching-learning processes in the context ofglobalization. / El presente ensayo aborda las principales tesis que componen el discurso pedagógico de José María Arguedas y su influencia directa en el proceso histórico de la educación peruana. Se analizará la estructura sistémica del programa arguediano en la dinámica de las esferas de lo político, económico, social y cultural, como correlato de los cambios y transformaciones acaecidas en nuestro país, con el objetivo de hilvanar un soporte teórico necesario para la comprensión de los procesos de enseñanza-aprendizaje en el contexto de la globalización. / Este artigo aborda a questão principal que compõem o discurso pedagógico de José María Arguedas e sua influência direta sobre o processo histórico da educação no Peru. Estrutura do programa sistêmico Arguedas serão analisadas na dinâmica das esferas da vida política, econômica, social e cultural, como correlato das mudanças e transformações em nosso país, a fim de tecer uma base teórica necessária para acompreensão da processos de ensino-aprendizagem no contexto da globalização.

A sociological approach is used to analyze incidences of extreme opportunism in financial markets. Through an analysis of arguably the most widely publicized "rogue" trader events in recent history, a determination is made of the validity of explaining these events as aberrations, attributable to the actions of "rogues". The primary focus is the role of structural factors underlying these incidences of extreme opportunism in financial markets. A diverse range of documentary and other sources is used to avoid any form of bias as far as possible. It was found that structural factors act as countervailing forces to inhibit such behavior or as motivators and facilitators acting as catalysts for extreme opportunism. The balance between these factors largely determines the level of opportunistic behavior in a particular environment. Extreme opportunism is therefore not an aberration or "rogue" occurrence but a manageable phenomenon intrinsic to the social structural context within which it occurs. By conceptualizing these factors as countervailing forces one is forced to view structural factors, like compensation structures and formal and informal restraints, relative to one another and no longer in isolation. This realization translates into the conclusion that restraints and oversight systems for example, should be designed relative to the relevant motivators and facilitators in its area of application. In an environment where traders of highly geared financial products are motivated with multimillion USD incentive packages, a low budget oversight system and inexperienced regulatory staff, is clearly not the appropriate tools to control and manage extreme opportunism. / Criminology and Security Science / D.Phil. (Sociology)

O presente trabalho apresenta uma pesquisa cujo objetivo central é discutir a deficiência mental como condição que se desenvolve a partir das relações sociais estabelecidas com sujeitos que apresentam características singulares em relação à maioria da população e não como uma incapacidade própria. Esta visão contraria as concepções tradicionais de deficiência mental e apóia-se na abordagem histórico-cultural, especialmente nas contribuições de Vigotski. A idéia-base é que, mesmo diante de qualquer alteração orgânica, ainda que esta seja em nível estrutural ou funcional do sistema nervoso, é pelas e nas relações sociais que o sujeito se desenvolverá, ou não, como deficiente mental. Como estratégia metodológica, foram utilizados relatos de histórias de vida de três adultos com síndrome de Down que se constituíram como sujeitos sem deficiência mental. Os três se escolarizaram no ensino comum, em diferentes contextos do Brasil e da Espanha, chegando ao ensino superior. Tais histórias podem mostrar que, mesmo na presença de condições orgânicas desfavoráveis, as pessoas se desenvolvem a partir das interações que estabelecem em seus grupos e das condições materiais de vida. A utilização de métodos narrativos em pesquisas sobre a deficiência mental possibilita o reconhecimento dos sujeitos da pesquisa como atores e autores de sua história. No caso desta pesquisa, foram realizadas repetidas entrevistas com os sujeitos-alvo, além de buscas de informações complementares, com professores e familiares, respeitando as especificidades de cada caso.Vivendo em diferentes contextos e de modos muito peculiares, é possível identificar nas três histórias o desafio aos prognósticos de deficiência mental e de baixa escolaridade, mostrando processos de compensação social que possibilitaram a superação de limites, ainda hoje vistos como intransponíveis. Buscou-se compreender os movimentos constitutivos das trajetórias desses sujeitos por meio da análise de eixos de sentido que envolveram: a ruptura com os prognósticos negativos e a construção de outras possibilidades de desenvolvimento, a escolarização na escola comum, a imagem que cada sujeito mostra de si e as vivências no mundo do trabalho. O olhar atento a essas e a outras histórias de ruptura pode nos ajudar a reafirmar que a constituição do ser humano em “humano”, ainda que em condições de desvantagem, se dá na relação com os demais. / This piece of research argues that mental deficiency is a condition that arises from social relations established with individuals who present unique characteristics in relation to the major part of population, and not as incapability. Based on a historical-cultural approach, this standpoint goes against traditional concepts of mental deficiency, especially that one informed by Vigotski. Notwithstanding any structural or functional organic alteration in the nervous system, a subject develops himself/herself through social relations – not as a mental handicap. As regards the methods, the story lives’ reports have been used of three adults with Down syndrome, who claimed to be mental deficiency-free. The three of them have been educated in regular schools, in Brazil and Spain, up to undergraduate level. These reports may portray that people develop themselves from interactions established in their groups and according to material resources available, despite their disfavorable organic conditions. Using narrative methods in research on mental deficiency enables one to acknowledge research subjects as actors and authors of their own story. In order to obtain data, target subjects have been interviewed, and mentors and relatives have also supplied additional information, always with respect to the specificities of each case. It was possible to identity challenge apropos the prognostics of mental deficiency and low education level in the three stories in the three different contexts and their very peculiar conditions. Social compensation processes seem to have enabled surpassing limits, which are taken as unsurpassable still in the present. Additionally, this research sought to comprehend constitutive elements of the subjects’ trajectory aforementioned. Directional axes’ analyses involved: breaking down negative prognostics, shaping up varied development possibilities, being educated at regular schools, the self-image each one presented, relations established in their workplace. Looking close at these and other breakthrough stories may help us reassure that one constitutes him/herself a human being relating to others, albeit disfavorable conditions. / Este trabajo presenta un estudio cuyo objetivo central es discutir la deficiencia mental como condición que se desarrolla a partir de las relaciones sociales establecidas con individuos que presentan características singulares en relación a la mayoría de la población y no como una incapacidad propia. Esta visión es contraria a las concepciones tradicionales de deficiencia mental y se apoya en el abordaje histórico/cultural, especialmente en las contribuciones de Vigotski. La idea básica es que, aún frente a cualquier alteración orgánica, aunque ésta sea a nivel estructural o funcional del sistema nervioso, será por y en las relaciones sociales que el individuo se desarrollará, o no, como deficiente mental. Como estrategia metodológica, se utilizaron relatos de historias de vida de tres adultos con síndrome de Down que se constituyeron como individuos sin deficiencia mental. Los tres estudiaron en escuelas comunes, en diferentes contextos de Brasil y de España, llegando a la enseñanza superior. Estas historias pueden mostrar que, aún en presencia de condiciones orgánicas adversas, las personas se desarrollan a partir de las interacciones que establecen en sus grupos y de las condiciones materiales de vida. El uso de métodos narrativos en estudios sobre la deficiencia mental facilita el reconocimiento de los individuos del estudio como actores y autores de su historia. En el caso de este estudio, se realizaron repetidas entrevistas con los individuos específicos, además de buscar informaciones complementarias, con profesores y familiares, respetando las especificaciones de cada caso. Viviendo en diferentes contextos y de formas muy peculiares, se puede identificar en las tres historias el desafío a los pronósticos de deficiencia mental y de baja escolaridad, mostrando procesos de compensación social que permitieron la superación de límites, aún hoy vistos como infranqueables. Se ha buscado comprender los movimientos constitutivos de las trayectorias de esos individuos por medio del análisis de ejes de sentido que involucraron: la ruptura con los pronósticos negativos y la construcción de otras posibilidades de desarrollo, el estudio en la escuela común, la imagen que cada individuo muestra de sí mismo y las vivencias en el mundo del trabajo. La mirada atenta a estas y a otras historias de ruptura nos puede ayudar a reafirmar que la constitución del ser humano en “humano”, aún en condiciones de desventaja, se da en la relación con los demás.

Made available in DSpace on 2016-06-02T19:46:17Z (GMT). No. of bitstreams: 1 4204.pdf: 1021508 bytes, checksum: c3728dc0f857872637b481b3f867e5a9 (MD5) Previous issue date: 2012-02-29 / Financiadora de Estudos e Projetos / ABSTRACT The pedagogical work on courses specifically designed for special education is a very important subject on the current Brazilian educational scenario, in which students with disabilities are reaching high school. Thus, the present study had as general objective to understand how the teaching-learning process of Spanish as a foreign language occurs with visually impaired students, using the Historical-Cultural approach and Historical-Critical Pedagogy. The specific objectives were established as follows: i) to organize the pedagogical work with the visually impaired student in order to provide him the access to the knowledge on the foreign language; ii) to think about the role of interaction between the teacher and the visually impaired student on the teaching-learning process of Spanish as a foreign language. In order to attain the objectives proposed in this study was elected the action-research method to collect data, using as a tool the filming of Spanish language classes with visually impaired students. The methodology of data analysis was the microgenetic analysis. At the start of this study, six students took part of it, and, in its end, four students remained. This group consisted on three visually impaired students and one with low vision. We emphasize here the importance of working together with the teacher, with the purpose of evaluating and promoting the thinking of his role as a mediator for the students, so they can have a meaningful and effective learning. The results showed that the interaction was a striking element during the course, as much as the affectivity and symbolic mediation. This notion seemed indispensable so that the visually impaired student gets access and appropriates the knowledge on the foreign language, besides the printed materials in Braille or enlarged. Audio resource also showed itself as effective. Therefore, in the context of this research, there was no necessity of adapted materials that would reinforce the remaining senses of the student with this kind of disability, but the constant interaction and the symbolic mediation and Vygotsky s notion of Zone of Proximal Development, that helped the understanding of the students development, and then on the execution of a planned and intentional practice, in accordance to Historical-Critical Pedagogy. / O trabalho pedagógico em disciplinas específicas pensadas para a educação especial é um tema de suma importância no atual cenário educacional brasileiro, no qual alunos com deficiência estão chegando ao Ensino Médio. Assim, esse estudo que se apresenta teve por objetivo geral compreender como se dá o processo de ensino e aprendizagem de espanhol como língua estrangeira para alunos com deficiência visual à luz da abordagem Histórico- Cultural e da Pedagogia Histórico-Crítica. Como objetivos específicos estabeleceram-se: i) organizar o trabalho pedagógico com o aluno com deficiência visual de forma a lhe proporcionar acesso ao conhecimento de língua estrangeira; ii) refletir sobre o papel da interação entre professor e aluno com deficiência visual no processo de ensino e aprendizagem de espanhol como língua estrangeira. Para atingir os objetivos propostos nesse trabalho, elegeu-se a metodologia da pesquisa-ação para a coleta de dados, utilizando como instrumentos a filmagem de aulas de espanhol ministradas aos alunos com deficiência visual. A metodologia de análise dos dados foi a microgenética. Participaram desse trabalho, no início, seis pessoas e no final da pesquisa ficaram quatro alunos, configurando, assim, um grupo de três cegos e um com baixa visão. Destacamos, aqui, a importância do trabalho conjunto com o professor, com o intuito de avaliar e promover uma reflexão sobre o seu papel mediador para que os alunos possam ter um aprendizado significativo e eficaz. Os resultados mostraram que a interação foi um elemento marcante em todo o tempo do curso, assim como a afetividade e a mediação simbólica. Este último conceito mostrou-se imprescindível para que o aluno com deficiência visual tenha acesso e se aproprie do conhecimento da língua estrangeira, além dos materiais impressos em braille e ampliado. O recurso do áudio também mostrou-se bastante eficaz. Destacamos ainda a importância da palavra como elemento mediador principal entre aluno e professora, aluno e materiais didáticos (áudio e textos em braille e ampliado). Portanto, no contexto dessa pesquisa, não houve necessidade de materiais adaptados que valorizassem os sentidos remanescentes do aluno com esse tipo de deficiência sensorial, mas a interação constante e a palavra como principal elemento mediador. O conceito de Zona de Desenvolvimento Iminente de Vigotski, auxiliou na compreensão do desenvolvimento dos alunos durante o curso e consequentemente na realização de uma prática planejada e intencional em acordo com a pedagogia histórico-crítica. Palavras-chave: Língua Estrangeira; Ensino de Espanhol;