Made available in DSpace on 2016-12-23T14:01:53Z (GMT). No. of bitstreams: 1 Maria Riziane Costa Prates parte 1.pdf: 2358318 bytes, checksum: cd0defc2e04fa5074b227727cd8a2104 (MD5) Previous issue date: 2012-03-26 / The text problematizes the interdiscursivities about curriculum and childhood with teachers and children in a municipal Child Educational Center in the city of Serra - Espírito Santo. It maximizes the emergence of other possible singularities in the curricular practices, from the inventive movements instituted in educational experiments: continuing education, classroom and other spaces; organization plans and immanence, in the expansions produced as an art of the encounter by playing, music and life experiences in the difference as affection assemblages, favoring an inventive learning. Its main theoretical intercessors are: Gilles Deleuze, Felix Guattari and Michel Foucault in his dialogues with Espinosa. It uses a interdiscursive, cartographic method, in the school daily life, through a micropolitical perspective of analysis, concerning curriculum movements in order to understand the curriculum practices that promote a more beautiful life in early childhood education. Thus, the process proved to be potent and happy, from the partnerships established, the work shared by the teaching staff and the visibility of otherness and minority childhoods. Therefore, writing curricula in early childhood education for affective learning requires going beyond the established. In the imbrications of the instituted and instituting curriculum, it becomes necessary the qualification and empowerment of the collective in school, valuing the children s inventive thoughts, their pulsating and latent rhythms / Problematiza as interdiscursividades sobre currículo e infância, com professoras e crianças, em um Centro Municipal de Educação Infantil na cidade de Serra - Espírito Santo. Potencializa a emergência de outras possíveis singularidades nas práticas curriculares, a partir dos movimentos inventivos instaurados nas experimentações educativas: formações continuadas; sala de aula e outros espaços; planos de organização e imanência; nas expansões produzidas como arte do encontro pelo brincar, pela música e vivências na diferença como agenciamentos de afeto, favorecendo um aprendizado inventivo. Tem como principais intercessores teóricos: Gilles Deleuze, Felix Guattari e Michel Foucault nas suas interlocuções com Espinosa. Utiliza uma metodologia cartográfica interdiscursiva, no cotidiano escolar, através de uma perspectiva de análise micropolítica, referente aos movimentos do currículo, no sentido de compreender as práticas curriculares que promovem uma vida mais bonita na educação infantil. Diante disso, o processo se mostrou potente e alegre, a partir das parcerias estabelecidas, do trabalho compartilhado por parte do corpo docente e pela visibilidade de alteridades e infâncias minoritárias. Sendo assim, compor currículos na educação infantil, por aprendizados afetivos, requer ir além do estabelecido. Nos imbricamentos do instituído e instituinte curricular, tornam-se necessárias a qualificação e potencialização do coletivo na escola, valorizando o pensamento inventivo das crianças, seus ritmos pulsantes e latentes

The number of translation programs within a university context has multiplied in many countries worldwide, which led to the need to question their quality (Gambier, 2012). In the Arab world, especially in the Gulf region, translator education is an emerging practice. For instance, in Qatar, the first translation programs were launched in 2012 at both Qatar University (BA minor in translation ) and the MA programs in translation studies at the Translation and Interpreting Institute (College of Humanities and Social Sciences; Hammad bin Khalifa University). Arabic scholars in the field of translation have highlighted the ongoing curriculum and pedagogical issues at the regional level. Many university programs in the Gulf region prefer to import foreign curriculum packages rather than invest in creating localized programs (Badry & Willoughly, 2015); hence, there is a need for programs relevant to the local and regional communities and contexts (Taibi, 2016). This could only be done through ground exploratory research to identify the problems and address them through a consensus process between the various stakeholders: academia, society and the profession. This doctoral thesis is a result of an exploratory and descriptive study carried out on the two existing translation programs in Qatar (a postgraduate program at the translation and interpreting Institute at Hammad Bin Khalifa University; and an undergraduate program at Qatar University) to identify the type of pedagogical and curricular practices in these institutions and align them with the findings from the practices in the translation and interpreting professions as well as translation professionals' perceptions in the state of Qatar. The present study has focused on the following objectives: 1) the identification and description of the professional translator profile in the Qatari context; 2) the identification of the pedagogical (teaching and learning) practices used in translation programs at Arabic universities in the Gulf region, such as Qatar; 3) knowledge required according to the opinions of professionals working in the field, and the competencies that these professionals believe should be developed in a translation program; and 4) a description of the necessary conditions to integrate such professional requirements in these types of professionally-oriented programs. The findings obtained from the study suggest that a knowledge of the working environments of translators and the required knowledge, skills and abilities to exercise the translation profession is crucial to a translation instructor as well as to a translation or interpreting curriculum developer. Such an awareness would result in the transfer of a different meaning of translation and translator status in society than the one it carries at present in Qatar. Also, there is a need to update the pedagogical and curriculum practices within a university context in Qatar to further integrate professionally oriented types of content, and adopt innovative pedagogies to educate multilingual service providers in the country. Although participants claimed that they are willing to integrate dynamic teaching practices, at the same time they also declared that they would keep the same curricular practices privileged by the institutions. The Interviewees from the profession reported the poor students’ performance in an internship in the local context. Other interviewed practising translators - who graduated from one of the translation programs in Qatar- suggested that the current modes of instruction need to be revised and that more situated, project and problem-based types of activities need to be implemented in the classroom. The results may be useful for teaching staff, instructors, administrators, and the management to improve and reconsider their existing curriculum and pedagogical practices within a university-based program by including the integration of research-based professional practices in the initial design of courses. The positive and consensus-based partnership between academic instances and the professional practitioners is a key solution in this regard. The addition or deletion of courses in a program and the focus on the importance of textbooks without diagnosing the social and community needs, as well the lack of a clear framework to assess faculty or instructor competency and eligibility to educate and train translators, has led to quality issues in existing programs.

Made available in DSpace on 2016-12-08T16:35:11Z (GMT). No. of bitstreams: 1 marelen.pdf: 93926 bytes, checksum: c2f1337b918a6b4752511a0f21c8e587 (MD5) Previous issue date: 2010-02-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Bibliographic and documental, this investigation had as study objective the curriculum practices made by 5 year-old children at Children Education, using their production. The problematic of the investigation was then enounced: Which elements of the curriculum practices can be identified in the activities, notebooks and portfolios made by the children? Based on it the research used the notebooks, activities and portfolios as main analysis fountain. The activities were obtained from 5 public Children Education Centers in the city of Joinville, Santa Catarina, being a total of 39 children and 1.786 activities obtained and analyzed. The registered knowledge was investigated mainly what regards to the format of this register and the materials used to complete the activities. The activities materialized in the industrialized notebooks, in the notebooks built with sulfite paper and portfolios can be comprehended as a sample of the school culture, because they register the selected knowledge, methodology and the material used. Analyzing this material we could identify that each Children Education Center has its own specifications, even though they all belong to the same public network, and receive the same orientation from the Education Secretary. Regarding the knowledge the detach is as follows: Arts Language with activities of images, drawings and pictures understanding; Oral and Written Language with copying activities, writing attempts, text comprehension and name registers; General Knowledge as identity, character and important dates with body scheme activities, family trees, where they can recognize values like respect, care, etc and important dates in general; Mathematics Language with activities containing numbers, geometric shapes and problems. At last games and plays. Regarding the materials we found mainly the use of sulfite paper to register the learning and to complete activities as well as using color pencil and wax chalk. In the activities we noticed an standardization: all have a similar format on the concern of its execution. In general we can notice that there is a common school culture in Children s education. Besides it the research points to the variety of investigations of this nature, considering the multiple possible analyses starting from the obtained data / De caráter bibliográfico e documental, a investigação teve como objeto de estudo as práticas curriculares realizadas nas turmas de crianças com 5 anos de idade da Educação Infantil, a partir da produção das crianças. A problemática da investigação foi assim enunciada: Que elementos das práticas curriculares da Educação Infantil são possíveis de identificar nas atividades, cadernos e portifólios realizados pelas crianças? Com base nisto, a pesquisa utilizou se dos cadernos, atividades, e portifólios como a principal fonte de análise. A amostra das atividades foi coletada em 5 Centros de Educação Infantil da rede municipal de Joinville, Santa Catarina, perfazendo um total de 39 crianças e 1.786 atividades coletadas e analisadas. Investigou-se os saberes registrados, principalmente no que se refere ao formato desse registro e os materiais utilizados para a realização das atividades. As atividades materializadas nos cadernos industrializados, nos cadernos construídos com folhas sulfites e portifólios podem ser compreendidas como uma amostra da cultura escolar, pois registram os saberes selecionados, a metodologia e os materiais utilizados. Analisando esses materiais, foi possível identificar que cada Centro de Educação Infantil tem suas especificidades, apesar de serem todos da mesma rede e receberem as mesmas orientações da Secretaria da Educação. Quanto aos saberes, destacaram-se nesta ordem: Linguagens da Arte, com atividades de interpretações de imagens, desenhos e pinturas; Linguagem Oral e Escrita, com atividades de cópia, tentativas de escrita, interpretações de textos e registros no nome; Saberes Diversos como identidade, caráter e datas comemorativas; com atividades de esquema corporal, árvores genealógicas, onde se podem reconhecer valores como respeito, zelo, etc e datas comemorativas em geral; Linguagem Matemática, com atividades de numerais, formas geométricas e problemas. Por fim, Jogos e Brincadeiras. Quanto aos materiais; encontrou-se predominantemente o uso de folhas sulfites para o registro dos saberes e para a realização das atividades, bem como a utilização de lápis de cor e giz de cera. Nas atividades, percebeu-se uma padronização: todas com uma forma semelhante quanto a sua realização. No geral, percebe-se que há uma cultura escolar comum presente na Educação Infantil. Além disso, a pesquisa aponta para a riqueza de investigações dessa natureza, considerando a multiplicidade de análises possíveis, a partir dos dados coletados