I use my art practice in conjunction with environmental behaviour research and Michel de Certeau’s practice of the everyday, to enable a re-examination of socially engaged art and through art to activate environmental behaviour change. Questions Clarify contemporary debate about demonstrable and desirable aspects and issues of socially engaged art practice and through my own practice identify its key characteristics. Examine the claim for change offered by many socially engaged practitioners. Context The socially engaged artist operates outside of the gallery, in everyday lives and real situations, often engaging in issues of meaning to society at large, where participation and facilitation of dialogue are the common characteristics. I identify participation, the ambition of social change, aesthetic representation and a failure to communicate beyond the participative event as key considerations. (Bishop 2004; Bourriaud 2002; Kester 2004; Kwon 2004) I propose an aesthetic of presence, to recognise community as a creative vernacular and as pooled knowledge. Drawn from Michel de Certeau’s research into everyday life (Michel de Certeau 1985; Michel de Certeau et al. 1998a) this also provides a refocusing on participation through conversation and describes rupture events, which signify change occurring. Method This thesis compares research in an alternative field, environmental behaviour, which investigates the impediments to change (the value-action gap), how change happens and identifies the change agent, as essential to encourage change at a personal level. (Ballard and Associates 2005b; Darnton et al. 2006) I use the value-action gap, the tension point between knowing about climate change and failing to make changes in our own behaviour, (Blake 1999; Darnton 2004b; Kollmus and Agyeman 2002) as a direct impetus to make participative artwork that examines the idea of a sustainable lifestyle. My art practice recognises a three-stage process: an admission of my own environmental behaviour; encouraging reciprocal participation and conversation and enabling personal reflection; representing conversation offering shared vernacular knowledge and enabling others’ engagement with the artwork and behaviour change. Equating the socially engaged artist with the environmental change agent, I synthesised the Model for Change Agents (S. Ballard and Ballard 2005a; Ballard and Associates 2005b) with research on participation in the arts (Matarasso 1997), as a basis for understanding how participation occurs and how change could happen in socially engaged artworks. An analysis of pilot artworks extends this model to identify the conditions for change, which also equate to the aesthetic aspects of the artwork, in a new model for Practice, Participation and Progression. Outcomes I propose key characteristics for socially engaged practice based on analysis of contemporary commentators and the model for practice, participation and progression. The role of the socially engaged artist is identified as comparable to the change agent. Representing conversation, addresses an issue of socially engaged practice to communicate beyond documentation of the event’s provocation and participation. I develop discussion of the discursive site beyond participation itself to a community of common sensibility and pooled knowledge as a demonstration of personal agency that is able to redefine the public ideal and challenge dominant culture. Re-presenting conversation is a means of sharing knowledge, stimulating change and expanding community. Contributing to environmental behaviour research my art practice reveals our ability to abstract behaviour, identifies our main areas of concern within lifestyle, our motivations for making change and the importance of the preservation of personal agency. I also comment on de Certeau, identifying the problems with individual resistance through the everyday, exploring mini-rupture events signaling change and proposing a reversal of the aesthetic of absence to an aesthetic of presence creating a new narrative that utilises personal agency.

The prevailing discourses around refugees often serve to position them as ignorant, incapable, and needing to be assimilated into the dominant culture of receiving societies. The limited research devoted to refugees shows that they struggle in schools and on standardized tests of achievement, are underemployed, and live in poverty. Refugee women, in particular, often contend with multiple linguistic, gendered, and racialized forms of discrimination, as they navigate transnational spaces and lives in resettlement. However, this qualitative study sought to counter deficit discourses around refugee women in resettlement by critically investigating and illuminating their everyday lives and literacy practices. The participants were nine refugee women, aged 16 to 31, who engaged in an out-of-school book club over a six-month period. Sociocultural, dialogic, poststructural, feminist, and transnational theories informed this study. Critical ethnographic approaches and New Literacy Studies perspectives influenced the research process and data gathering. Qualitative data were collected from audio and video recordings of book club meetings, meeting transcripts, and researcher field notes. The data were analyzed using qualitative coding and narrative methods. The themes identified from the analysis were that participants (1) shaped and used the book club as a dialogic, border practice and space; (2) navigated and negotiated shifting and changing subjectivities and took up multi/plural identities; (3) used multiple languages and literacies as practices and resources; and (4) were living here-and-there, transnational and dialogic lives. The findings suggest that educators can foster refugee women’s English language learning and multiple literacies in three key ways: by creating learning spaces that are flexible, contingent, dialogic, and collaborative; by recognizing students’ sociocultural contexts and funds of knowledge; and by affording opportunities for students to position themselves as knowers and teachers.

English fluency is a strong predictor of later academic success in the U.S. (Espinosa, 2007) In fact, a child who enters kindergarten with weak English language skills is most at risk for academic failure and dropping out of school; while a child with strong home language (L1) skills is more likely to attain fluency in English (Espinosa, 2007). A large portion of young English learners are acquiring their first and second languages at the same time. It is important to young dual language learners (DLL) that research reveals the best ways to provide effective instruction which helps maintain the home language and supports acquisition of English. This study examined the effects of an early reading intervention on preschool-age DLL children’s early literacy skills. Phonological awareness and alphabet knowledge have been identified as skills that can transfer from L1 to English (L2) to enhance the acquisition of the second language among young children (Dickinson, 2004; Durgunoglu, Nagy, & Hancin-Bhatt, 1993). There is evidence of the effectiveness of shared-reading interventions to increase children’s oral language skills across languages, race/ethnicity, and SES. The current study embedded instruction in phonological awareness and alphabet knowledge in a group of interactive reading strategies known as Dialogic Reading (DR). The intervention was delivered in the children’s home language, Spanish. Children’s growth in emergent literacy skills in Spanish and in English was monitored using a single subject with multiple baselines across subjects design. Visual analysis of single subject graphs indicated gains across all participants. In addition, paired-samples t-tests showed significant growth between pre- and post-tests in both English and Spanish of participating children. The findings have implications for research, policy, professional practice, and home literacy practices.

Cette thèse présente une étude sémantico-pragmatique des emplois dialogiques de mais, oui, non et de leurs quatre combinaisons : mais oui, mais non, oui mais et non mais. Les enchaînements dialogiques « X – Mais Y » posent la question de l’unicité du sens du connecteur oppositif, étant donné que la relation entre les énoncés X et Y est très différente de celle qui s’établit entre les énoncés dans les configurations monologiques « X mais Y ». Dans cette thèse, les deux types d’enchaînement avec mais sont analysés dans le cadre de la sémantique dynamique, qui propose de décrire le sens des expressions linguistiques à partir de leur capacité à modifier le contexte. L’opération énonciative de mais est spécifiée à partir des contraintes imposées sur le contexte linguistique environnant, que l’examen de divers usages contextuels de mais en monologue et en dialogue a permis de révéler. Cet examen conduit à conclure que la spécificité des enchaînements dialogiques avec mais n’est pas liée à la sémantique du connecteur, mais à la progression du discours, différente en monologue et en dialogue. Les combinaisons de mais avec oui et avec non sont étudiées après une analyse détaillée du marqueur de validation et du marqueur de rejet. La façon dont ces deux marqueurs interagissent avec le contexte gauche témoigne de leur asymétrie sémantique, confirmée par la possibilité de les utiliser en tant que formes concurrentes pour valider un énoncé négatif. Dans les combinaisons de oui et de non avec mais, le second élément détermine le type de relation signalée : oui mais et non mais marquent l’opposition, tandis que mais oui et mais non traduisent la validation et le rejet. Néanmoins, le premier élément a des incidences sur l’interprétation du second. Ainsi, les réactions mais oui et mais non présentent l’information validée ou rejetée comme déjà admise dans le contexte ou, au contraire, comme exclue et donc impossible à envisager. En revanche, dans les réactions oui mais et non mais, le connecteur oppositif enchaîne sur l’information accessible à la suite de l’emploi du premier marqueur. / This dissertation presents a semantic-pragmatic study of dialogic uses of mais, oui, non and their four combinations : mais oui, mais non, oui mais et non mais. The dialogic sequences “X – Mais Y” raise the question of the uniqueness of the oppositive connector, because the relationship between the utterances X and Y is very different from that which is established between both utterances in the “X mais Y” monologic configurations. In this dissertation, the two types of linking with mais are analyzed in the framework of dynamic semantics, which aims to describe the meaning of linguistic expressions from their ability to change the context. The enunciative operation of mais is specified from the constraints on the surrounding linguistic context that the examination of various contextual uses of mais in monologue and dialogue revealed. This examination leads to the conclusion that the specificity of dialogic sequences with mais is not related to the semantics of the connector, but the progress of speech, which is different in monologue and dialogue. Combinations of mais with oui and non are considered after a previous detailed analysis of validation marker and rejection marker. The way these two markers interact with the left context reflects their semantic asymmetry, confirmed by the possibility of using them as competing forms to confirm a negative utterance. In combination of oui and non with mais, the second element determines the type of relationship: oui mais and non mais mark the opposition, while mais oui and mais non reflect validation and rejection. However, the first element has a clear implication on the interpretation of the second one. In that sense mais oui and mais non responses present the validated or rejected information as already accepted in the context or, on the contrary, excluded, and therefore impossible to consider. On the other hand, in reactions with oui mais and non mais the oppositive connector regards the information accessible next to the use of the first marker.

Made available in DSpace on 2016-04-28T19:34:48Z (GMT). No. of bitstreams: 1 Fernando Elias Custodio.pdf: 7744974 bytes, checksum: 8f61d5cf93e421881441fff654c29da0 (MD5) Previous issue date: 2010-05-21 / This dissertation inserts itself in the line of investigation Text and discourse in the modality oral and writing. It holds the theme intertextuality in the chronicles of José Simão. It boards the principal classification of intertextuality, utilized by the writer, to the construction of meaning of the text. It holds by principal objectives to contribute to the studies of report intertextuality which happens between the chronicles and the news published in the Newspaper, in the Internet and in the Television. The specify objectives are: 1. to verify the principal forms of intertextuality present in the chronicles of José Simão; 2. to examine in which conditions the intertextuality helps the process of reading of chronicles; 3. to verify the intertexts which dialogue with the chronicles of José Simão. The problem of reading of chronicles is in the absence of activate of the intertext in the moment of reading. In the dimension textual-discursive, it considers the report between the old‟ and the new‟ with value of subversion. The studied material includes chronicles of José Simão, published in the Folha de S. Paulo in the period of June, 02nd , 2009 to June, 25th, 2009. The accept procedure, in this investigation, is analytic-descriptive. The obtained results denote that: 1. the principal forms of intertextuality presents in the chronicles of Simão are: explicit, implicit, thematic, stylistic and intergeneric; 2. the intertextuality is indispensable, requiring a observant reader to the principal facts of daily; 3. the chronicles have a standard structure, fulfilled by various themes retired of the proper Newspaper, of the Internet and of Television. It concludes itself that the study of intertextuality is fundamental to the construction of meaning of the text, because the various produced texts form part of previous knowledge of the reader / Esta Dissertação insere-se na linha de pesquisa Texto e Discurso nas modalidades oral e escrita. Tem-se por tema a intertextualidade nas crônicas de José Simão. Aborda as principais classificações de intertextualidade, utilizadas pelo autor, para a construção dos sentidos do texto. Tem-se por objetivo principal contribuir para os estudos das relações intertextuais que ocorrem entre as crônicas e as notícias veiculadas no Jornal, na Internet e na Televisão. São objetivos específicos: 1. verificar as principais formas de intertextualidade presentes nas crônicas de José Simão; 2. examinar em que condições a intertextualidade auxilia o processo de leitura de crônicas; 3. verificar os intertextos que dialogam com as crônicas de José Simão. O problema da leitura das crônicas está na ausência da ativação do intertexto no momento da leitura. Na dimensão textual-discursiva considera-se a relação entre o dado‟ e o novo‟ com valor de subversão. O material estudado compreende crônicas de José Simão, publicadas na Folha de S. Paulo, no período de 02/06/09 à 25/06/09. O procedimento adotado, nesta pesquisa, é analítico-descritivo. Os resultados obtidos indicam que: 1. as principais formas de intertextualidade presentes nas crônicas de Simão são: explícita, implícita, temática, estilística e intergenérica; 2. a intertextualidade é imprescindível, exigindo um leitor atento aos principais fatos do cotidiano; 3. as crônicas possuem uma estrutura padrão, preenchida por diversos temas recolhidos do próprio Jornal, da Internet e da Televisão. Conclui-se que o estudo da intertextualidade é fundamental para a construção dos sentidos do texto, uma vez que os diversos textos produzidos constituem parte dos conhecimentos prévios do leitor

Made available in DSpace on 2016-04-28T20:37:53Z (GMT). No. of bitstreams: 1 FATIMA APARECIDA GOMES MARTUCELLI.pdf: 201401 bytes, checksum: 2eb7ca77f03c21483bef1e957549620f (MD5) Previous issue date: 2011-10-20 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The present study about the doctor-patient relationship aims to use the bibliographic review to present a historical overview on the behaviors of the doctor-patient relationship, the quality of hearing and presence in times of pain and suffering from the beginning of medicine to the current days. Study analysis prove advances in medical and technology fields do not replace the doctor-patient relationship. Such relationship is taken as a first and essential source to adhere to treatments, support to face the obstacles arising out of acute and chronic illnesses. We also discuss the Fritz Perls Gestalt-therapy approach, focusing on the theoretical scope of the individual relationship to its environment. The main concepts of the Gestalt-therapy are: contact, contact roles, contact limits, support and awareness, and they are part of men s relationship to his environment, favoring an integrative presence in the self and the world. We believe such approach may provide facilitating instruments to improve the quality of presence, hearing and integrating understanding of the doctor-patient relationship. Buber s Dialogic Relationship inserts the dialogue in the between and the alternation of the encounter. It indicates a therapeutic attitude based on Inclusion, Presence and Commitment to the dialogue, as well as the conditions required to have a high-quality encounter. Those are suggestions for a better clinical practice of the doctor-patient relationship / Por meio desse estudo sobre a relação médico-paciente, pretende-se usar uma revisão bibliográfica para obter um panorama histórico desde os primórdios da medicina, com foco na atitude da relação médico-paciente e a qualidade da escuta e presença diante da dor e sofrimento, até a atualidade. A análise dos estudos demonstrou que os avanços da medicina e da tecnologia não substituem a relação médico-paciente, considerada uma fonte primeira e fundamental para adesão de tratamentos, suporte para o enfrentamento das adversidades advindas das doenças agudas e crônicas. Apresenta-se a abordagem Gestalt-terapia de Fritz Perls com escopo teórico cuja ênfase é na relação do indivíduo com o seu meio, e uma abordagem que visa a relação. Os conceitos principais da Gestalt-terapia são: contato, funções de contato, fronteira de contato, suporte e awareness, e os conceitos são compreendidos na relação do homem com o seu meio, favorecendo uma presença integrativa no seu ser e estar no mundo. Acredita-se que essa abordagem pode oferecer instrumentos facilitadores para a qualidade na presença, escuta e compreensão integrativa da relação médico-paciente. A Relação Dialógica de Buber insere o diálogo no entre e na alteridade do encontro. Apresenta uma Atitude terapêutica com base na Inclusão, Presença e Compromisso com o Diálogo, bem como condições necessárias para estabelecer um encontro de qualidade, caminhos sugeridos para uma melhor prática clínica na relação médico-paciente

Submitted by admin tede (tede@pucgoias.edu.br) on 2016-09-22T12:27:26Z No. of bitstreams: 1 Simone Sara Batista.pdf: 1294511 bytes, checksum: b5690089a49a641c2f261d320bcf916a (MD5) / Made available in DSpace on 2016-09-22T12:27:26Z (GMT). No. of bitstreams: 1 Simone Sara Batista.pdf: 1294511 bytes, checksum: b5690089a49a641c2f261d320bcf916a (MD5) Previous issue date: 2015-07-14 / The main objective of this research was to reflect upon the communication standards of former spouses in divorce and in litigation. The theoretical framework was that of social constructionism. The focus of the methodological approach was centered on the analysis of discoursive practices. Due to this, the specific objectives presuppose the understanding of the implications of direct communication between former spouses in dispute and the comprehension of the social representations that they express by means of dialogue in relation to divorce proceedings and child custody. So that, the communication affects and is affected by the litigation. The field of this empirical research was the project Families’ Educative Justice developed by the Psychological Clinics of PUC-GO. The individuals who took part of the subproject were chosen by means of randomical way: former spouses whose age varied from 30 to 50 years old, with sons and daughters from five to 20 years old. Besides this researcher, a group of educators was composed by professors, psychologists and post-graduated students. During six meetings, the data which were collected by this researcher revealed the social phenomenum of communication between former couples when it was occurring. With the participants’ agreement, these sessions were recorded by audio broadcasting and fully transcribed in order to register the data of this research. The conclusions were that the divorce, within the marital context, is influenced by various marital ways of living, as well as the past experiences of the former couple before the divorce and the infinity of economic, social and cultural circumstances. / O objetivo principal desta dissertação foi o de refletir acerca do tema da comunicação entre ex-cônjuges no divórcio e no litígio, de acordo com o referencial teórico do construcionismo social e da metodologia qualitativa de análise de práticas discursivas. Procurou-se compreender as formas de se falar do litígio e da guarda de filhos, identificar os repertórios utilizados pelos ex-cônjuges sobre o divórcio e o litígio, e evidenciar como a comunicação influencia e é influenciada pelo litígio. O campo de pesquisa empírica foi o projeto Justiça Educativa de Famílias (JEF), desenvolvido na Clínica-Escola de Psicologia da Pontifícia Universidade Católica de Goiás, cujos instrumentos foram o diálogo e a reflexão sobre o divórcio e o litígio.Os sujeitos deste subprojeto foram escolhidos de forma randômica: quatro ex-cônjuges com idades variando de 30 a 50 anos e com filhos de cinco a 20 anos. Durante seis sessões, os dados coletados por esta pesquisadora, juntamente com uma equipe formada por educadores (professores, mestrandos, doutorandos e psicólogos), revelaram o fenômeno social da comunicação entre os ex-cônjuges nas sessões, com suas implicações para o diálogo educativo sobre o divórcio, o litígio e a guarda de filhos. Essas sessões, com o consentimento dos participantes, foram gravadas em áudio e transcritas na íntegra, para incorporar o banco de dados do campo da pesquisa. Este estudo chegou à conclusão de que a comunicação sobre o divórcio, no contexto conjugal, ocorre sob a influência de diversas vivências, bem como das experiências dos ex-cônjuges anteriores ao divórcio e da infinidade de circunstâncias econômicas, sociais e culturais a ele associadas.

A Formação Continuada de Professores pode ser analisada por diferentes perspectivas. Esta investigação discutiu questões relacionadas ao impacto na pós-formação de um programa de informática educativa. Seu objetivo consistiu em identificar as transformações na prática docente e nas relações que se estabeleceram entre professores-pares em um curso de formação continuada para uso das tecnologias digitais de informação e comunicação, sob a ótica dos participantes. Investigou as variáveis responsáveis pelos índices de permanência e sustentabilidade do curso de formação após a saída de seus coordenadores. A pesquisa foi realizada com professores da Educação Básica da rede estadual de ensino do estado da Paraíba, participantes do Programa Aprender em Parceria. A pesquisa se deu por meio da análise de questionários e entrevistas, sobre a continuidade de uso de tecnologias digitais nas estratégias de ensino aprendizagem, por meio do trabalho entre pares de professores e aprendizagem dialógica. Foram analisadas também as características desta rede de ensino e de seus professores, como um conjunto de dados coletados na pré e pós-formação. Foi planejada a aplicação de um novo questionário três anos após o término dos trabalhos, cujos indicadores para análise relacionaram os objetivos da formação aos critérios de sustentabilidade. Os resultados revelaram que o programa se mostrou mais eficaz no desenvolvimento de habilidades pessoais em relação ao uso das tecnologias, alavancando a carreira de muitos participantes. Sinalizaram para a necessidade de aprimoramento e desenvolvimento das competências requeridas pelos professores quanto ao uso da linguagem digital nas práticas pedagógicas em sala de aula e necessidade de criação de espaços de diálogo, articulados institucionalmente entre os pares de professores, na promoção de projetos educativos interdisciplinares com os alunos. Tais resultados apontaram ainda para a necessidade de investimentos em infraestrutura de suportes tecnológicos, com finalidade pedagógica. Todas as variáveis analisadas indicam que qualquer projeto de formação de professores requer apoio estratégico da instituição de ensino; uma política pública de desenvolvimento educacional de médio e longo prazo e infraestrutura adequada para que o programa possa ter sustentabilidade. / The continuous training of teachers can be analyzed under different perspectives. This investigation discussed issues related to the post-training impact of an educational information technology program. Its goal consisted of identifying transformations in the teaching practice and in the interactions established among teacher pairs in a continuous training course for the use of digital information and communication technology from the participants perspective. Variables responsible for the training course sustainability and permanence rates once their coordinators had left were studied. The research was carried out with Primary School teachers of the Paraiba state network, and the partnership of the Peer Coaching Program participants. The research was developed through the analysis of questionnaires and interviews on the continuity of the use of digital technologies in teaching-learning strategies through the work of teacher pairs and dialogic learning. The main characteristics of this teaching network and their teachers were also analyzed as an array of data collected in pre and post- training. The application of a new questionnaire three years after the end of the works was also planned. Its indicators were analyzed relating training goals with sustainability criteria. Results revealed that the program proved to be more efficient in the development of personal skills related to the use of technologies, boosting the careers of many participants. The need to improve and optimize the knowledge required by teachers with regards to the use of digital vocabulary in pedagogical practical lessons in the classroom and the need to create dialogue opportunities institutionally articulated between teachers in the promotion of interdisciplinary educational projects with the students were also remarked. Such results also suggested the need to invest in technological support infrastructure with a pedagogic aim. All variables analyzed demonstrate that any teacher training project requires the strategic support of the teaching institution, a medium and long term public policy for educational development and adequate infrastructure, seeking that the implemented program can be sustainable.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-05-13T16:25:20Z No. of bitstreams: 1 Daniela Miranda.pdf: 1356391 bytes, checksum: f056bc0d0de8c8f2bb33efb4aa4716f3 (MD5) / Made available in DSpace on 2015-05-13T16:25:20Z (GMT). No. of bitstreams: 1 Daniela Miranda.pdf: 1356391 bytes, checksum: f056bc0d0de8c8f2bb33efb4aa4716f3 (MD5) Previous issue date: 2011-06 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A existência de experiências democráticas organizadas de “baixo para cima”, cujo exercício de participação ocorra de forma abrangente e inclusiva, articulado com outras formas de mobilização e com ações coletivas, constitui-se como alternativa de resistência às formas democráticas meramente representativas. Nessa esteira, as experiências autogestionárias de economia solidária comportam outra lógica, não apenas em relação ao trabalho e à superação do desemprego. A associação de pessoas em empreendimentos solidários tem como fim e pressuposto uma vida mais digna e o agir social dessas iniciativas, calcadas em solidariedade, autonomia, democracia e participação, assim como no reconhecimento das diferenças, proporciona uma lógica além da razão instrumental. Com essas premissas, a presente tese intenciona traçar as principais características dos envolvimentos sociopolíticos dos empreendimentos de economia solidária, bem como associar essas práticas políticas à democracia dialógica em suas relações internas de gestão. Para tanto, apoia-se em dados do mapeamento nacional da economia solidária no Brasil, os quais demonstram a existência de vínculos sociais dos empreendimentos com o seu entorno, bem como práticas democráticas no seu cotidiano. No plano teórico, utiliza-se a democracia deliberativa e dialógica a partir do agir comunicativo, de Jürgen Habermas. Em sua teoria crítica, esse autor prescreve meios de mensurar a participação democrática em determinado sistema, como também analisa os procedimentos característicos do Estado de Direito que garantem a legitimidade democrática a partir de uma concepção de racionalidade capaz de emancipar-se dos pressupostos individualistas e estatais. No Brasil, onde a democracia tem se firmado muito mais no campo formal do que nas práticas cotidianas, diante de muitas restrições democráticas que ainda permanecem, a economia solidária conforma um campo ético-político e impulsiona redes movimentalistas, em cujas bases se constroem alianças e se sedimentam valores de um novo ator democrático. / The existence of democratic experiences organized "bottom up" whose participation exercise occurs in a comprehensive and inclusive way, coordinated with other forms of mobilization and collective action, constitutes as an alternative to democratic forms of resistance merely representative. On this track, the experiences of self-managed solidary economy represents a different logic to the work that goes beyond a simple answer to unemployment, because the association of people in collaborative enterprises have assumed as a more dignified life, to the extent that these social action initiatives, which are based on solidarity, autonomy and self-management, democracy and participation, as well as the recognition of social differences, providing a logic beyond of instrumental reason. In that sense, this thesis stems from the desire to trace the main features of the sociopolitical implications of developments of economic solidarity, and to associate these political practices to dialogic democracy in their internal relations management. For this, the research relies on data from national mapping social economy, which demonstrate the existence of social bonds of enterprises with its surroundings, as well as democratic practices in everyday endeavors. On the theoretical side, we use the dialogic and deliberative democracy from the communicative action of Jürgen Habermas, who in his critical theory, builds devices to measure higher or lower coefficient of democratic participation in a system, and also examines the procedures characteristic of the State of Law which guarantee the democratic legitimacy from a conception of rationality which can emancipate themselves from the individualist assumptions and state. In Brazil, where democracy has taken root in the field much more formal than in the everyday practices, facing many restrictions that still remain, the solidary economy conforms an ethical-political field, driving movimentalistas networks, on whose foundations alliances are built, and values are settled for a new democratic actor.

A Formação Continuada de Professores pode ser analisada por diferentes perspectivas. Esta investigação discutiu questões relacionadas ao impacto na pós-formação de um programa de informática educativa. Seu objetivo consistiu em identificar as transformações na prática docente e nas relações que se estabeleceram entre professores-pares em um curso de formação continuada para uso das tecnologias digitais de informação e comunicação, sob a ótica dos participantes. Investigou as variáveis responsáveis pelos índices de permanência e sustentabilidade do curso de formação após a saída de seus coordenadores. A pesquisa foi realizada com professores da Educação Básica da rede estadual de ensino do estado da Paraíba, participantes do Programa Aprender em Parceria. A pesquisa se deu por meio da análise de questionários e entrevistas, sobre a continuidade de uso de tecnologias digitais nas estratégias de ensino aprendizagem, por meio do trabalho entre pares de professores e aprendizagem dialógica. Foram analisadas também as características desta rede de ensino e de seus professores, como um conjunto de dados coletados na pré e pós-formação. Foi planejada a aplicação de um novo questionário três anos após o término dos trabalhos, cujos indicadores para análise relacionaram os objetivos da formação aos critérios de sustentabilidade. Os resultados revelaram que o programa se mostrou mais eficaz no desenvolvimento de habilidades pessoais em relação ao uso das tecnologias, alavancando a carreira de muitos participantes. Sinalizaram para a necessidade de aprimoramento e desenvolvimento das competências requeridas pelos professores quanto ao uso da linguagem digital nas práticas pedagógicas em sala de aula e necessidade de criação de espaços de diálogo, articulados institucionalmente entre os pares de professores, na promoção de projetos educativos interdisciplinares com os alunos. Tais resultados apontaram ainda para a necessidade de investimentos em infraestrutura de suportes tecnológicos, com finalidade pedagógica. Todas as variáveis analisadas indicam que qualquer projeto de formação de professores requer apoio estratégico da instituição de ensino; uma política pública de desenvolvimento educacional de médio e longo prazo e infraestrutura adequada para que o programa possa ter sustentabilidade. / The continuous training of teachers can be analyzed under different perspectives. This investigation discussed issues related to the post-training impact of an educational information technology program. Its goal consisted of identifying transformations in the teaching practice and in the interactions established among teacher pairs in a continuous training course for the use of digital information and communication technology from the participants perspective. Variables responsible for the training course sustainability and permanence rates once their coordinators had left were studied. The research was carried out with Primary School teachers of the Paraiba state network, and the partnership of the Peer Coaching Program participants. The research was developed through the analysis of questionnaires and interviews on the continuity of the use of digital technologies in teaching-learning strategies through the work of teacher pairs and dialogic learning. The main characteristics of this teaching network and their teachers were also analyzed as an array of data collected in pre and post- training. The application of a new questionnaire three years after the end of the works was also planned. Its indicators were analyzed relating training goals with sustainability criteria. Results revealed that the program proved to be more efficient in the development of personal skills related to the use of technologies, boosting the careers of many participants. The need to improve and optimize the knowledge required by teachers with regards to the use of digital vocabulary in pedagogical practical lessons in the classroom and the need to create dialogue opportunities institutionally articulated between teachers in the promotion of interdisciplinary educational projects with the students were also remarked. Such results also suggested the need to invest in technological support infrastructure with a pedagogic aim. All variables analyzed demonstrate that any teacher training project requires the strategic support of the teaching institution, a medium and long term public policy for educational development and adequate infrastructure, seeking that the implemented program can be sustainable.