Orientador: Ana Luiza Bustamante Smolka / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-16T16:36:50Z (GMT). No. of bitstreams: 1 Leme_MariaEduardaSilva_D.pdf: 1027923 bytes, checksum: ea5a36638c27298c4ec2e1b940ded6d8 (MD5) Previous issue date: 2010 / Resumo: A presente pesquisa tem por objetivo investigar os modos socialmente constituídos de conceber e significar as pessoas com deficiência na sua relação com o trabalho, tomando-se por base determinadas condições concretas na sociedade brasileira contemporânea. O material de análise é o discurso das instituições - órgãos públicos, empresas, terceiro setor - e o discurso das pessoas com deficiência sobre a questão. Fundamentam teórica e metodologicamente o estudo os pressupostos da perspectiva histórico-cultural do desenvolvimento humano, particularmente as concepções de Vigotski e Bakhtin. A posição da pesquisadora, como profissional atuante na área e principal interlocutora na pesquisa, é também problematizada. A análise evidencia as contradições que permeiam os discursos sobre deficiência e trabalho, e como os sentidos produzidos afetam as pessoas - com e sem deficiência - que, apropriando-se dos sentidos que circulam, constituem-se em meio a uma complexa trama de significações. / Abstract: Our research has as its purpose to investigate socially constructed means to understand and signify people with disability in their relationship with work by taking as its basis some specific concrete conditions in the contemporary Brazilian society. Our material of analysis is the discourse of institutions, such as the legislation, public agencies, companies, non-governmental organizations, and the discourse of those who have a disability about this issue. Our study is theoretically and methodologically based on presuppositions on the historical-cultural perspective of human development, more specifically the conceptions of Vigotski and Bakhtin. The researcher position, as a professional working in this area and the main interlocutor in the research, is also problematized. Our analysis shows contradictions that permeate today's discourses about disability and work, and how produced meanings affect people - with or without a disability - who, by appropriating of these meanings, construct a complex web of meanings. / Doutorado / Educação, Conhecimento, Linguagem e Arte / Doutor em Educação

Orientador: Sérgio Antônio da Silva Leite / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-18T08:15:17Z (GMT). No. of bitstreams: 1 Andrade_BeatrizGracioli_M.pdf: 3106161 bytes, checksum: 5d0faa115441bd2506afa3544306a1df (MD5) Previous issue date: 2011 / Resumo: De acordo com o modelo tradicional de alfabetização, a escrita é compreendida como um código de transcrição da fala, e as atividades pedagógicas visam exclusivamente o domínio deste código. Entretanto, segundo a perspectiva de letramento, não basta apenas saber ler e escrever, ou seja, decodificar o sistema da escrita; é preciso também saber fazer uso do mesmo, de acordo com as próprias necessidades e com as demandas da sociedade. Neste sentido, cabe à educação infantil possibilitar às crianças a participação no mundo da escrita, envolvendo-as em práticas sociais de leitura e escrita. Assim, a presente pesquisa teve como objetivo descrever e analisar as práticas pedagógicas de letramento realizadas por uma professora de educação infantil e identificar os possíveis impactos dessas práticas na relação dos alunos com a escrita, fora do ambiente escolar. A metodologia deste estudo é de natureza qualitativa, com características etnográficas. A coleta de dados foi realizada em uma escola particular de Campinas, e incluiu observações participantes em uma classe de educação infantil, com crianças de 4 a 5 anos. Envolveu as observações da pesquisadora, registradas em um diário de campo, e entrevistas com a professora da classe e com os pais dos alunos. A análise dos dados foi realizada de acordo com estudos sobre alfabetização e letramento e com o referencial histórico-cultural. Baseando-se nos dados analisados, concluímos que esta escola, como instituição historicamente legitimada para o ensino da linguagem escrita, desempenhou um papel fundamental na formação de leitores e produtores de textos. A qualidade da mediação da professora foi essencial para garantir a aprendizagem e o desenvolvimento dos alunos com relação à escrita, além da aproximação afetiva dos mesmos com esse objeto de conhecimento. / Asbtract: Pursuant to the traditional alphabetization model, writing is understood as a speaking transcription code, and pedagogical activities aim exclusively to master this code. However, according to the literacy perspective, being able to read and write, in other words, to decode the writing system, is not enough; It is also necessary to know how to make proper use of it, according to the own needs and society demands. In this sense, it is the children educator's duty to enable them to participate in the writing scenario, while involving them in reading and writing social practices. Therefore, the present research aimed to describe and analyze literacy pedagogical practices performed by a child educator and to identify the possible outcomes of these practices in the student's relation to writing outside the scholar environment. This study's methodology is mainly qualitative, with ethnographic features. Data gathering was performed at a private school in the city of Campinas, in a class with 4 and 5-years-old children. Data consisted of observations registered in a field notebook by the researcher, including information gathered from interviews with the children parents. Data was analyzed based on former studies on alphabetization and literacy and also on cultural-historic referential. Based on our results, we concluded that this school, as a historically legitimated institution for written language education, has performed a fundamental role on the formation of readers and text producers. The quality of the professor mediation was substantial to guarantee the students learning and development with regard to the writing, and also to ensure their affection with this learning object. / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação

The aim of the study is to examine how preschool teacher looks at aesthetics and how they are using the aesthetics of everyday activities. As a method I have used a qualitative interview form, and I interviewed four preschool teachers. My study is based on a socio-cultural perspective with the direction of Vygotsky's theory of the child's interaction and learning. The results showed that preschool teachers who participated in my survey agreed that the aesthetics and the aesthetic forms of expression are important for children's learning. That offers all kinds of aesthetics and all sorts of materials and the chance to give an expression of what you think is fun is important for my respondents. / Syftet med den här studien har varit att undersöka hur förskollärare ser på estetik och hur de använder estetik i den vardagliga verksamheten. Som metod har jag använt mig av en kvalitativ intervjuform och jag intervjuade fyra stycken förskollärare.  Min studie utgår ifrån ett sociokulturellt perspektiv med riktning mot Vygotskijs teori om barns samspel och lärande. Resultatet visade att förskollärarna som deltog i min undersökning var eniga om att estetik och de estetiska uttrycksformerna är viktigt för barns lärande. Att man erbjuder all slags estetik och alla möjliga material och chansen att ge ett uttryck i det man tycker är kul är viktigt för mina respondenter.

In different municipalities, some children may attend pre-school five hours a day, three days a week while other children are there full time, from seven o'clock in the morning to five o'clock in the afternoon. This means for the children different conditions of learning if the pre-school does not work in a way where learning permeates throughout the school day. This is why we wanted to do a study on how pre-school teachers encourage learning in pre-school routine activities. Our aim of the study is to generate knowledge about routine activities that can contribute to create an equivalent pre-school for all children. This will be done by highlighting and analysing how educators have worked and planned for the routine situations in pre-school and problematizing the pre-school teachers´ perspectives on learning in different routine situations.The study is based on a socio-cultural perspective on learning with a method of interviewing three pre-school teachers at various pre-schools and conducting participant observations. The result of the study has shown us examples of how pre-school teachers work in different routine situations and we have seen different perspectives on learning. The concept of communication is something highly valuable for the learning process. We have also come to an understanding that routine situations can be adapted to the children in order to increase their feeling of safety.

Swedish school children's results have deteriorated in recent years and formative assessment is, in accordance with previous research, a way to develop students' learning and performance. A part of formative assessment is based on feedback that students should receive before, during and after a new assignment. In this study, we want to find out how students and teachers apprehend students' development in relation to feedback and what general attitudes towards feedback can be seen in both parties. The literature and theory discussed is linked to formative assessment, both at international and national level where many important aspects of formative assessment are essential in relation to pupils' further development. The theories are based heavily on human interaction and socio-cultural perspective as a concept. The empirical data process qualitative interviews held with 3 teachers and 26 students in fourth and sixth grade. Based on these results it was possible to see that the teachers were aware of the good effects of formative assessment but they had difficulties using this in practice. Many students did not feel that they received enough feedback to understand the meaning of the teaching, nor the specific tasks that they were meant to carry out. Verbal feedback was preferable from both teachers and students where the lack of time and tools was the reason for teachers not to use written feedback. The students wanted more of a dialogue with the teacher where they felt it was easier to understand the information when one could ask follow-up questions directly.

Syftet med föreliggande studie är att undersöka hur musikundervisningen i årskurs 1-6 påverkar förväntningen på och inställningen till musikundervisningen i årskurs 7-9. I bakgrunden presenteras en genomgång av tidigare och nu rådande läroplaner för grundskolan samt granskningar och forskning som gjorts inom området. Data har samlats in genom kvalitativa respondentintervjuer med fyra individer i åldrarna 15-25. Intervjuerna har transkriberats, bearbetats och analyserats utifrån ett sociokulturellt perspektiv. Resultatet visar att respondenterna upplevt skillnader mellan musikundervisningen i årskurs 1-6 och 7-9, framför allt i tillgång till lokal och utrustning. Resultatet visar också att respondenterna upplever att musikämnet saknat progression genom grundskolan och det framkommer att undervisningen upplevts som mer seriös från den årskurs då betyg skulle sättas. Respondenternas upplevelser av grundskolans musikundervisning och vad som påverkat upplevelsen diskuteras slutligen i förhållande till den litteratur som presenterats. / The aim of the present study is to investigate how music education in grades 1-6 affects expectations of and attitudes towards music education in grades 7-9. The background presents a review of previous and current curricula for primary schools, as well as audits and research done in the field. Data was collected through qualitative interviews with four subjects aged 15-25. The interviews were transcribed, processed and analyzed from a sociocultural perspective. After analyzing the interviews, the results show that the respondents experienced differences between music teaching in grades 1-6 and 7-9, especially regarding access to locale and equipment. The results also show that respondents feel that the subject of music lacked progression throughout primary school, and it appears that music education is perceived as more serious in conjunction with the first school year in which the students’ work was officially graded. Finally, respondents' perceptions of primary school music education and factors affecting the experience are discussed in relation to the literature presented.

Syftet med studien är att få ökad insikt i körledares förhållningssätt till och hantering av sångtekniska övningar i kör. Bakgrundskapitlet beskriver sångrösten som instrument, och olika – i sångsammanhang – vanligt förekommande begrepp samt ger en presentation av tidigare litteratur och forskning som anknyter till studiens syfte. Vidare presenteras ett sociokulturellt perspektiv i egenskap av teoretisk utgångspunkt. Undersökningen är genomförd med hjälp av den kvalitativa intervjun som metod. Fyra i nuläget aktiva körledare intervjuades och i resultatet beskrivs deras syn på vad röst- och sångteknik innebär och hur de går tillväga för att förmedla detta till sina korister samt vilka redskap som används för ändamålet. I diskussionen förs ett resonemang kring kunskapsförmedling och hur den sker via olika kommunikationsvägar samt vilka olika roller som ryms i körledarrollen. / The purpose of this study is to gain further insight into choir conductors' approach to and manage-ment of technical vocal exercises in the choir. The background chapter describes the singing voice as an instrument, different common concepts in song contexts, and gives a presentation of earlier literature and research related to the purpose. Furthermore the study presents a socio-cultural perspective as a theoretical basis. The survey is carried out using the qualitative interview method. Four currently active choir directors were interviewed. The results describes their view of what the voice-singing technique entails, how they convey this to their choir and which tools they use for this purpose. The discussion reflects on the knowledge transmission and communication between choir and choir director.

Abstract Title: Media and Information Literacy (MIL) in kindergarten: A phenomenological study of preschool teachers' perceptions, competencies and preconditions for the introduction of media information literacy (MIL) in preschool. Author: Paramaporn Erdtman Instructor: Janne Kontio Autumn Term 2016 Various studies have shown that there has been a great increase in the use of digital media for children of all ages, especially children of preschool age. A need for skills and knowledge in how we as educators should be able to help children manage digital media and information has become essential. In 2011, UNESCO presented the concept of media information literacy or MIL, which is a collective concept of media literacy and information literacy in a network society. According to state media council, MIL is a tool to enhance understanding and critical abilities and to manage the problems that will arise in everyday media. Such skills are essential in order for children to be able to exercise both their rights and their responsibilities in a democratic society. The purpose of this study is to examine the different conditions that exist amongst pre-school teachers which will help in introducing media - information literacy in the preschool context. The study is based on a quantitative method, i.e. survey and qualitative interviews. The study is aimed toward preschool teachers who have worked with digital tools in preschool. The result shows that there are positive opportunities for working with MIL in preschool. Preschool teachers have some understanding of the concepts of media and information literacy are about. Preschool teachers consider themselves to have the most of the important skills in order to bring MIL into the preschool. The result also indicates that children need more opportunities to create and communicate in intercultural dialogues and critical discussions with the help of digital media. Early childhood educators approach to children's use of digital media and information is a prerequisite to MIL's implementation in preschool. Early childhood educators are in favor of working with MIL's main points which they have already implemented in the preschool.

In education today, self-directed learning is promoted as an ideal as opposed to teacher-led instruction. This approach is reflected in public inquiries, proposals, syllabi and grading criteria, as we... merll as in schoolwork in practice. The approach has implications for various stakeholders in education, for example, students, teachers and librarians. Students at different educational levels are expected to develop their understanding of how to seek and select information, access, critically examine and understand different texts and their relations to other texts as well as produce their own texts in different contexts. Information seeking and use are key aspects of schoolwork and learning, and students are assumed to develop competence in information literacy. The thesis aims to deepen our knowledge of information practices in municipal adult education, by exploring the information seeking and information use associated with a specific school assignment. The theoretical framework used is a socio-cultural approach. In the study the following concepts have been identified as particularly important: mediation, sense-making, learning, practice, tools, scaffolds and interaction. From a socio-cultural perspective, the thesis explores 1) how adult students, teachers and librarians interact in information seeking and use in the practice of working with a complex school assignment, 2) what tools and scaffolds are used, and why, 3) how information is used by adult students to construct knowledge and make sense, and 4) what elements of information literacy emerge in the interaction around the assignment. To answer the research questions, a qualitative case study was conducted. The case study included 43 interviews, 30 observations and 17 documents, which provided in-depth knowledge of the interaction between individuals, practice and tools. Study results reveal an absence of interaction in information seeking and use in the educational context, as well as a lack of common references in the form of tools and support, leading to difficulties for the participants in achieving the results that were expected, according to learning objectives. In the tension between the school's discursive practice and the participants' self-directed learning, several critical elements of information literacy emerged, including the distinction between quantitative and qualitative information seeking, critical approaches towards information, knowledge of genres, the ability to identify and use various tools, and the ability to communicate conceptually about information seeking and use. The self-directed learning approach entails a number of challenges for adult students, teachers and librarians. These challenges involve building bridges between the rhetoric and practice of information literacy, developing institutional and social structures that facilitate and benefit the quality of interaction, creating common frames of reference for school assignments and clarifying standards and rules in the school context. / <p>Akademisk avhandling som med tillstånd av samhällsvetenskapliga fakulteten vid Göteborgs universitet för vinnande av doktorsexamen framläggs till offentlig granskning kl. 13.15 fredagen den 19 mars 2010, i hörsalen Sappören, Göteborgs universitet, Sprängkullsgatan 25.</p>

Detta arbete baseras på en kvalitativ intervjustudie med tre musiklärare som arbetar i en kulturskola. Syftet med studien är att undersöka hur dessa lärare ser på olika lektionsformers betydelse för elevers motivation. Den teoretiska utgångspunkten för arbetet utgörs av ett sociokulturellt perspektiv. I intervjuerna ombads lärarna att besvara ett antal öppet ställda frågor, utifrån vilka de beskriver sin syn på ämnet. Resultatet visar att musiklärarna uppfattar en tradition bland kommunala musik- och kulturskolor där individuella 20-minuterslektioner är den vanligast förekommande lektionsformen, dock anser de att olika typer av gruppundervisning blir allt vanligare. Anledningen till att individuella lektioner fortfarande utgör normen anses ha att göra med att det är bekvämare jämfört med grupp- och ensembleundervisning som innebär större arbetsbörda för läraren, men som enligt informanterna i regel gagnar elevernas motivation i större utsträckning. Informanterna var överens om att det bästa kursupplägget ur såväl kunskapsmässig som motivationsmässig aspekt vore att eleverna får både individuella lektioner och lektioner i grupp, då dessa anses komplettera varandra på ett gynnsamt sätt. De tre var överens om att när det kommer till unga nybörjare är dock någon form av gruppundervisning att föredra. I unga åldrar har inte det inre belöningssystemet utvecklats och därför behövs en högre grad av direkt belöning, vilket underlättas i sociala sammanhang, menar informanterna. Uppsatsen avslutas med en diskussion där resultatet diskuteras i förhållande till tidigare forskning. / This study is based on qualitative interviews with three teachers in a Swedish municipal school of music. The purpose of the study is to examine these teachers’ views on various types of lessons and the impact they have in terms of motivating students. The theoretical basis of this work is the social cultural perspective. In the interviews the teachers were asked to answer a couple of open questions, from which they described their views. The teachers’ experiences show a traditional and most common way of education on musical instruments in Sweden that is, 20 minute individual lessons. The practises of teaching in groups are however considered to have increased in popularity over past years. The reason why individual lessons still are norm is because of the larger workload for the teachers regarding group lessons. Nevertheless, group lessons are considered to motivate students to a greater extent than individual lessons. The three teachers agreed upon that the best alternative is to give students opportunity to receive both individual and group lessons, since these complement each other in a favourable manner. When it comes to young beginners, some form of group activity is though preferable. This is because young students do not have the internal reward system developed and therefore requires a higher degree of direct confirmation, which is supposed to be more facilitated by group settings than by individual lessons. The study ends with a chapter where results to previous research are discussed.