Submitted by Jaqueline Silva (jtas29@gmail.com) on 2016-10-27T16:30:32Z No. of bitstreams: 2 Dissertação - Thiago Morais de Araújo - 2016.pdf: 2286238 bytes, checksum: ef0e592dacdf3cc472bcfa585cdddea1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2016-10-27T16:31:07Z (GMT) No. of bitstreams: 2 Dissertação - Thiago Morais de Araújo - 2016.pdf: 2286238 bytes, checksum: ef0e592dacdf3cc472bcfa585cdddea1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-10-27T16:31:07Z (GMT). No. of bitstreams: 2 Dissertação - Thiago Morais de Araújo - 2016.pdf: 2286238 bytes, checksum: ef0e592dacdf3cc472bcfa585cdddea1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-08-19 / This ethnographic research seeks to identify and understand how English language learners of basic education for youth and adults (EJA) and their accompanying teacher attribute cultural meanings to the English language and its teaching and learning, and to investigate how these cultural meanings interfere in the dynamics of the classroom. In order to give theoretical support to this research, we embased in theories those could lead the reader to reflect on the English in/of the globalized world, ie, the use of english in society and the way it is and should be treated in the teaching –learning process, specifically in the EJA context (BRUTT-GRIFFLER, 2002; MCKAY, 2002; RAJAGOPALAN, 2009; RISAGER, 2006; among others). The next topic we consider important to mention some of the history about the EJA education in Brazil and how was the installation of this program in the state of Goiás and more precisely in the city of Goiânia, as the city in which such research occured. This research is characterized as an ethnographic case study (ANDRÉ; LÜDKE, 1985; REES, 2003; WATSON GEGEO, 2010; among others), in which the researcher includes observation techniques, conducts formal and informal interviews with participants study in real situations, records the lessons in audio and video so that they can analyze the interactions, as well as notes on the researched and reflective diary field to answer the questions of the study. In addition, behaviors and events / actions that occur within the LI classroom, in this study, were observed and recorded, in order to identify the cultural fields, through the analysis of semantic relationships offered by Spradley (1980), and so , unveil the cultural meanings to such attitudes and behavior. These cultural explanations have been built on the emic foundation, common in ethnographic studies. The group investigated is the sixth grade of elementary school of a public school where the adult education program takes place. Based on the analysis, we realized that there are some different cultural understandings of what learning / english language is for the teacher and her students. We realize that there are different expectations about the roles that these participants should take the foreign language classroom while the teacher wishes an independent student, active and safe, the students, in turn, present themselves as exempt from responsibility for this complex learning a foreign language process, as others attribute this responsibility, moreover, understand that these different attitudes and cultural understandings about english language teaching learning process stem from the sociocultural position that each participant has in society. According to these analyzes, we can see that the study leads us to reflect on the importance of developing an awareness of an intercultural approach in the classroom, as well as understanding of the roles of teachers and students. / Esta pesquisa de base etnográfica busca identificar e compreender como os aprendizes de língua inglesa (LI) do Ensino Fundamental de Jovens e Adultos (doravante EJA) e sua respectiva professora atribuem significados culturais à LI e ao seu ensino e aprendizagem, além de investigar como esses significados culturais interferem na dinâmica da sala de aula. Para dar suporte teórico a esta pesquisa, embasamo-nos em estudos que pudessem levar o leitor a refletir sobre a LI no/do mundo globalizado, isto é, o uso do Inglês na sociedade e a forma como esta língua é e deve ser tratada no processo ensino-aprendizagem, especificamente no contexto EJA (BRUTT-GRIFFLER, 2002; MCKAY, 2002; RAJAGOPALAN, 2009; RISAGER, 2006; entre outros). No tópico seguinte, consideramos importante mencionar um pouco da história sobre o ensino de EJA no Brasil, e como houve a instalação desse programa no estado de Goiás, mais precisamente na cidade de Goiânia, por ser a cidade em que ocorre a necessária coleta de dados deste empenho acadêmico. Esta pesquisa é caracterizada como um estudo de caso de cunho etnográfico (ANDRÉ; LÜDKE, 1985; REES, 2003; WATSON GEGEO, 2010; entre outros), no qual o pesquisador inclui técnicas de observação, realiza entrevistas formais e informais com os participantes do estudo em situações reais, registra as aulas em áudio e em vídeo para que se possa analisar as interações, bem como mantém anotações do campo pesquisado e diário reflexivo, a fim de responder as perguntas do estudo. Ademais, os comportamentos e eventos/ações que ocorrem dentro da sala de aula de LI, nesta pesquisa, foram observados e registrados, de forma a identificar os domínios culturais, por meio das análises das relações semânticas oferecidas por Spradley (1980), e, assim, desvendar os significados culturais para tais atitudes e comportamentos. Tais explicações culturais foram construídas sobre o alicerce do princípio êmico, comum nos estudos etnográficos. A turma investigada é a 6ª (sexta) série do Ensino Fundamental de uma escola municipal onde acontece o programa EJA. Com base nas análises, percebemos que há algumas compreensões culturais diferentes sobre o que é aprender/saber LI para a professora e para seus alunos. Percebemos que há diferentes expectativas sobre os papéis que esses participantes devem assumir na sala de aula de língua estrangeira (doravante LE), pois, enquanto a professora idealiza um aluno autônomo, ativo e seguro, o aprendiz, por sua vez, apresenta-se como isento da responsabilidade no processo complexo de aprendizagem de uma LE, visto atribuir essa responsabilidade a outrem; além disso, compreendemos que essas diferentes posturas e compreensões culturais acerca do processo ensino-aprendizagem de LI decorrem da posição sociocultural que cada um desses participantes ocupa na sociedade. De acordo com essas análises, podemos observar que o estudo nos direciona a refletir sobre a importância de desenvolver uma consciência a respeito de uma abordagem intercultural em sala de aula, além de compreendermos os papéis de professores e alunos neste mesmo espaço.

Made available in DSpace on 2014-07-29T16:18:59Z (GMT). No. of bitstreams: 1 Rosangela Medeiros da Luz - Dissertacao.pdf: 676428 bytes, checksum: 6b62a6a73227c08e754959c0074ce089 (MD5) Previous issue date: 2010-09-13 / This ethnographic research sought to identify and understand how English language learners in a higher technology course in the business field attributed cultural meanings to the English language and its teaching and learning, and investigated how these cultural meanings interfered with the classroom dynamics. Some examples of this interference could be seen in the resistance of students towards the language taught, on the various forms of social interaction in the group during class, and in the resistance towards the methodology adopted by the teacher in the classroom, since there were comments from students about "ideal model / methodology for teaching foreign language (FL). This study took the form of participant observation, in which behavior, communication, actions and / or events of learners in the English classroom were observed and recorded and analyzed in order to identify the cultural domains, through the analysis of semantic relationship offered by Spradley (1980), and thus reveal the cultural meanings to such attitudes and behaviors, those cultural explanations have been built on the foundation of the emic principle, common in ethnographic studies. Through the analysis we realized that there were different cultural understandings about what was learning to the teacher and to her students. These cultural differences resulted in conflicts about the expectations regarding to the roles that these participants should take in the foreign language classroom, while the teacher envisioned an autonomous and active student, the students, on their turn, presented themselves as free of charge from this complex process of learning a FL, since, attributed this responsibility to others. As most of the problems, which arose in this investigated context, were related to cultural conflicts, especially the ones regarding the culture of teaching and learning the English language, we discussed the importance of an intercultural approach in the teaching practice of EFL teachers so they can mediate this mix of culture that can take place in the classroom. In order to achieve that, we reflected on the ethnorelativism stance, suggested by the model DIMS from Bennett (1993), and on the roles of teachers and students presented by Santos (2004). Finally, this study sought to reveal the cultural factors, that even in an invisible dimension, impel the dynamics of the classroom, in other words, we attempted to unravel what underlies teaching and learning of the English language in that investigated context. / Nesta pesquisa de base etnográfica buscou-se identificar e compreender como os aprendizes de língua inglesa (LI) de um curso superior tecnológico na área de negócios atribuíam significados culturais à LI e ao seu ensino e aprendizagem, além de investigar como esses significados culturais interferiam na dinâmica da sala de aula. Exemplos desta interferência puderam ser vistos na resistência dos alunos em relação à língua ensinada, nas várias formas de interação social no grupo durante as aulas e na resistência à metodologia adotada pela professora em sala de aula, uma vez que ocorreram comentários dos alunos sobre o modelo/metodologia ideal de ensino de língua estrangeira (LE). Este estudo se deu sob a forma de observação participante, no qual o comportamento, a comunicação, as ações e/ou os eventos destes aprendizes dentro da sala de aula de inglês foram observados e registrados e analisados, de forma a identificar os domínios culturais, por meio das análises de relações semânticas oferecidas por Spradley (1980), e assim, desvendar os significados culturais para tais atitudes e comportamentos; essas explicações culturais foram construídas sobre o alicerce do principio êmico, comum nos estudos etnográficos. Por meio das análises percebemos que havia diferentes compreensões culturais sobre o que é aprender para a professora e para seus alunos. Essas divergências culturas resultaram em conflitos nas expectativas em relação aos papeis que esses participantes deveriam assumir na sala de aula de língua estrangeira, enquanto a professora idealizava um aluno autônomo e ativo, o aprendiz, por sua vez, apresentava-se como isento de responsável por esse complexo processo de aprendizagem de uma LE, visto que, atribuíam essa responsabilidade a outrem. Como muito dos problemas que surgiram nesse contexto investigado estavam relacionados aos conflitos culturais, especialmente no que se refere à cultura de ensino e aprendizado da LI, discutimos a importância de uma abordagem intercultural na prática pedagógica dos professores de LE para que eles possam mediar essa mescla de cultura que é a sala de aula. Com esse intuito, refletimos sobre a postura etnorrelativista, sugerida pelo modelo DIMS de Bennett (1993), e sobre os papeis de professores e alunos apresentados em Santos (2004). Enfim, este trabalho buscou revelar os fatores culturais, que mesmo em uma dimensão invisível, impelem a dinâmica da sala de aula, ou seja, tentou-se desvendar o que subjaz ao ensino e aprendizado da LI naquele contexto investigado.

Abstract The purpose of this study was to analyze cultural meanings associated with primary health center´s from customers’ point of view. Since 1972 the health center has been the most important place providing public health care. Nationally, customership development has been the main goal of primary health care. The purpose of this study was to determine the cultural meanings associated with the health center from customers’ point of view. The theoretical framework utilized in the study comprised the idea of new public service, the theory of organizational culture and a cultural model that allows understanding the health center, the cultural meanings conceptualized, and the interface between the customer and health care center. A three -phase empirical study was conducted using mixed methods. In the first phase, the cultural significance of the customer point of view was examined in document data (N=605), consisting of health care center -related writings in the Kaleva newspaper during the period 1972–1982. The second phase consisted of virtual anthropological data (N=338), i.e internet chat room writings from around 2010. The third phase was a questionnaire form, which formed part of the Northern Finland Birth Cohort 1966 study. It included a multiple choice questionnaire (N=3237) and open questions (N=200). Qualitative data (the empirical part of phases I, II, and partly III) were analyzed by inductive and deductive content analysis and text analysis. The quantitative data (the partly empirical phase III) were statistically analyzed. In the study, four cultural models were formed pertaining to the visible and hidden cultural meanings related to health centers from customers’ point of view: 1. The Melting Pot of Health Problems Model, highlighting the meanings between the organization and the customer, such as staff incarnation and individual activity associated with meanings, which on the other hand appeared contradictory. 2. The Low-Threshold Model, where the meanings are associated with service. The health center was considered a “rush center”, where the level of care varies, but the service was felt to harmonize with the trust-related meanings and was compared to the bedrock. 3. The Guessing Centre Model, which consisted of the beliefs and meanings associated with a health center waiting room or was described as a lottery, but which was on the other hand regarded as the center of rumors. 4. The Expected Future Model, where the meanings related to expectations concerning the future of the health care center, describing a generative and functional local health care centre with a set of values based on holisticity. The theoretical results provide new insight that helps understand phenomena on the interface between health care services and customers. Health center customers appear to be a cultural phenomenon, organized as cultural models. In health care, the new information generated in the study can be used in customers-oriented planning and development, education, health and applied cultural research. / Tiivistelmä Tutkimuksen tarkoituksena oli analysoida terveyskeskukseen liittyviä kulttuurisia merkityksiä perusterveydenhuoltopalveluiden asiakkaan näkökulmasta. Terveyskeskus on ollut vuodesta 1972 tärkein julkinen terveydenhoitopaikka. Valtakunnallisesti perusterveydenhuollon päätavoitteeksi on nostettu asiakkuuden kehittäminen. Tutkimustehtävänä oli selvittää, millaisia kulttuurisia merkityksiä terveyskeskukseen liittyy asiakkaan näkökulmasta. Tutkimuksen teoreettisessa viitekehyksessä hyödynnettiin hallintoteoreettista näkökulmaa, teoriaa organisaatiokulttuurista sekä kulttuurimallia. Terveyskeskukseen liittyviä kulttuurisia merkityksiä käsitteellistettiin reifikaatioon peilaten terveyskeskuksen ja asiakkaan välisen rajapinnan ymmärtämiseksi. Tutkimus jakautuu teoreettiseen ja empiiriseen osaan. Kulttuurisia merkityksiä asiakkaan näkökulmasta tutkittiin mixed methods -menetelmälähtöisesti kolmivaiheisen empiirisen aineiston pohjalta. Ensimmäinen vaihe koostui dokumenttiaineistosta (N=605), joka muodostui sanomalehti Kalevan julkaisemista terveyskeskukseen liittyvistä kirjoituksista vuosina 1972–1982. Toinen vaihe koostui virtuaaliantropologisesta aineistosta (N=338), joka käsitti internetin keskustelupalstojen kirjoituksia 2010-luvun taitteessa. Kolmas vaihe kerättiin kyselylomakkeella, joka oli osaotos Pohjoissuomen syntymäkohortti 1966:n tutkimusta. Se sisälsi monivalintakyselyn (N=3237) sekä avoimen kysymyksen (N=200). Laadulliset aineistot (empiirisen osan vaiheet I, II, osin III) analysoitiin induktiivisella ja deduktiivisella sisällön- ja tekstianalyysillä. Määrällinen aineisto (osin empiirisen aineiston osa III) analysoitiin tilastollisesti. Tutkimuksessa muodostettiin terveyskeskukseen liittyvistä näkyvistä ja piilotetuista kulttuurisista merkityksistä asiakkaan näkökulmasta neljä kulttuurimallia: 1. Vaivojen sulatusuunimalli, jossa korostuivat organisaation ja asiakkaan väliset merkitykset. Niitä olivat henkilöstöinkarnaatio ja asiakasaktiivisuus, jotka toisaalta näyttäytyivät ristiriitaisina. 2. Matalan kynnyksen malli, jossa merkitykset liittyivät palveluun. Terveyskeskus miellettiin ruuhkakeskukseksi, jossa hoidon taso vaihtelee, mutta toisaalta palveluun luotettiin ja sitä verrattiin peruskallioon. 3. Arvauskeskusmalli, joka muodostui uskomuksiin liittyvistä merkityksistä. Terveyskeskusta kuvailtiin odotushuoneeksi tai lottoriviksi, mutta joka toisaalta käsitettiin huhupuheiden keskiöksi. 4. Tulevaisuuden odotemalli, jossa merkitykset liittyivät tulevaisuuden odotuksiin. Terveyskeskus haluttiin nähdä tulevaisuudessa generatiivisena ja toimivana lähiasemana, jonka toimintakulttuurin arvopohja perustuisi holistisuuteen. Tutkimuksen teoreettisilla tuloksilla on uutuusarvoa terveyspalveluiden ja sen asiakkaan rajapinnan ilmiöiden ymmärtämiseksi. Terveyskeskuksessa asiakas on edelleen palvelujen tuottamisen kohde. Asiakkaan roolia tulee kehittää aktiiviseksi ja osallistuvaksi. Terveyskeskus on asiakkaille tärkeä ja se tulisi olla joustavasti lähellä myös tulevaisuudessa. Tutkimuksen tuottamaa tietoa voidaan hyödyntää terveydenhuollon asiakaslähtöisessä suunnittelu- ja kehittämistyössä, koulutuksessa sekä terveydenhuollon ja kulttuurintutkimuksen soveltavassa tutkimuksessa.

Folklore plays an important role in studying social development, socioeconomics, customs and habits. Because language is a special level of vocabulary, studying folklore and language of fairy tale is crucial for understanding social development. Compared with other types of folk literature and art, fairy tales are the most popular and most extensive genre, which contains rich ideas accumulated by people over the centuries. Therefore, folklore and fairy tales are the basis for studying national psychology and personal characteristics. / В изучении развития общества, его экономики и обычаев, важное место занимает изучение фольклора, язык которого представляет собой особый пласт лексики, поэтому изучение языка фольклора и сказок. Имеет большое значение в понимании развития общества. По сравнению с другими видами фольклора, волшебная сказка является самым популярным и распространенным жанром, в котором содержатся богатые идеи, мысли, которые народ накопил в течение веков. Поэтому фольклор и сказки являются основой изучения национальной психологии и личностных характеристик.