This thesis examines what it is that enables postgraduate student teachers to promote the recently introduced curriculum innovation, dialogic talk, in primary classrooms. Drawing on literature relating to the way talk has been enacted in English classrooms for the last thirty five years, it suggests that patterns of verbal interaction have continued to prove resistant to change, despite policy imperatives and university courses. Adopting a collaborative action research approach, data were collected in three cycles over three years to investigate the perceptions of three successive cohorts of postgraduate students of the role of talk in learning, and the place of the teacher in developing it. Using a sociocultural lens, students’ conceptual and pedagogic understanding of dialogic talk, and their ability to promote it, is examined in depth through nine case studies, as are the factors which the participants themselves identify as enabling or inhibiting engagement with innovation. It is suggested that the lack of a commonly agreed definition, and of readily available theoretical guidance, has reduced dialogic talk to just another label. As such, it can play no significant part in developing practice beyond rapid question-and-answer routines of ‘interactive teaching’ and the potentially reductive IRF (Initiation, Response, Feedback) script recorded by researchers (Mroz et al, 2000; Myhill, 2006) before, and after the inception of the National Literacy Strategy (1998a). Turning to the role of the university, it questions the place of the ‘demonstration lesson’ and whole cohort lectures, urging that significant changes need to be made to the role of the teaching practice tutor, and the nature of ‘partnership’ between schools and university departments. Finally, it speculates that without a significant change in the way university departments examine, and address, the values, attitudes and memories of talk that student teachers bring with them from their own primary classrooms, there will continue to be replication of practice.

This thesis explores the connections between dialogue, education and democracy. It begins by asking: ‘what are the implications of dialogic theory for democratic education’? In doing so it draws on concepts from the work of Arendt, Biesta, Dewey and Wegerif: dialogic space as a productive metaphor for education; an ontology of difference in which meaning emerges through dialogue; and authentic democratic action as ‘coming into being’ in negotiation with others. It then asks, ‘Can we teach for democracy?’ by looking at recent practices of citizenship education in Britain. It argues that genuine democratic education must consider students as already being citizens rather than as citizens-in-training, and must offer them opportunities to express their values in action. A theory of ‘responsible leadership’, based on a ‘pedagogy of challenge’, is proposed as a means to enable students to develop the skills and dispositions needed for democratic participation. Short courses in leadership education for teenagers are identified as sites to test this theory. Two empirical studies are detailed, which use a longitudinal case-study approach primarily based on student interviews. The first was a two-day school-based course for academically able 13-18 year olds; the second was a five-day outdoor residential course for 16-18 year olds. Both studies found significant development in students’ skills and dispositions for learning, including: openness to others’ ideas, confidence, greater self-knowledge and better communication skills. In both cases, students’ personal dispositions and insights endured. However, lack of opportunities for democratic action after the courses meant that learned collaborative skills were not strongly embedded; this also meant that ‘responsible leadership’ was not often demonstrated subsequently. Nonetheless, the studies present strong evidence for the transformative power of a pedagogy of challenge, which demands further research.

Afin de comprendre le processus d’acquisition de connaissance chez Platon, nous proposons une étude de la dialectique selon un spectre large, en se focalisant principalement sur la nature dramatique des textes du corpus. À partir d’une analyse des fondement éléates de la méthode antilogique, nous tenterons par le biais de la dialogique (ou sémantique des jeux) de comprendre le caractère agonistique de la méthode proposée par Platon dans ses dialogues. Nous tâcherons par la suite de faire le lien entre les conclusions intermédiaires et la structure générale de la métaphysique platonicienne afin de ne pas perdre la cohérence du système pris dans sa globalité. Nous évaluerons la qualité de l’outil interprétatif obtenu à travers une lecture du Gorgias. / Abstract : In order to understand Plato’s knowledge acquisition process, we suggest a wide-range study of the dialectic, mainly focusing on the theatrical nature of his texts. From an analysis of the eleatic foundations of the antilogical method, we will try to understand the agonistic feature of the method given by Plato in his dialogs by using the dialogical logic (or game semantic). Then, we will bind our mid-conclusions and the general structure of Plato’s metaphysic; in order not to loose the coherence of the whole system. We will evaluate the quality of our interpretative tool through a reading of the Gorgias.

Research has established a close link between talk and cognition; that talk is central to the meaning-making process and thus to learning science. However, the challenge is shifting teacher pedagogical practices to those that promote meaningful learner talk and mediate substantive engagement with science concepts. Research suggests that long-term school based teacher support programmes do bring about changes in teacher beliefs and classroom practices. My study was part of a five year project to investigate teaching strategies for the implementation of South Africa’s new science curriculum in Soweto high schools. Taking a socio-cultural perspective I sought to understand the use of science talk as a tool for teachers to mediate meaningful engagement with and understanding of high school science. I investigated teacher-learner interactions in three experienced teachers’ classrooms following their participation in the intervention programme. I wanted to understand how they used talk to create dialogic discourse and how meaning making was negotiated within this discourse. Taking a collaborative research approach I used case study methodology to collect and analyse observational data from each teachers’ lessons. Data analysis was informed by Mortimer and Scott’s model for analysing classroom interactions and Toulmin’s Argument Pattern (TAP). My findings indicated that classrooms had become interactive. Although teachers took up a largely authoritative stance there was tendency to a dialogic communicative approach. That is, while traditional IRE discourse persisted, there was significant evidence that teachers created dialogic discourse (eliciting and taking up learners’ ideas). Teachers both opened up and shut down talk, through evaluative and elaborative feedback, respectively. I observed the emergence of spontaneous argumentation in two teachers’ lessons. Argumentation differed from forms reported in literature in two significant ways. First, arguments were co-constructed by the teacher and learners and secondly, an unusual form of argumentation to make sense of conventional science concepts as opposed to the usual argumentation on socio-scientific issues as observed in local South African studies so far. Whereas most argumentation research has focused on the structure of arguments constructed by individual participants, I observed arguments co-constructed collaboratively by several participants. These findings have been published in a peer reviewed journal. A further, unrecorded finding for South Africa was engagement in talk within hybrid spaces, which are combinations of formal scientific ways of talking with context-based and culturally informed forms of talk. Lastly, science talk was enriched in these classrooms by linking it to other forms of engagement, such as reading, writing, practical activities and computer technology. This too has not been reported in South Africa. Some methodological findings emanating from my study included the positive effects of the model adopted by the Project on Implementation of Curriculum Change (ICC Project). The project employed a model of sustained on-site teacher support, systematic teacher-researcher collaboration, co-teaching and modelling of teaching strategies. I also discuss the implications of my findings for teacher professional development as well as for science teacher education in South Africa and further afield.

Educomunicação e escola: o cinema como mediação possível (desafios, práticas e proposta) busca compreender qual é o espaço que o cinema, entendido como cultura e linguagem artística, pode ocupar a educação formal. Entendemos que, em geral, o cinema é aproveitado como ilustração dos conteúdos das disciplinas, perdendo sua dimensão artística, com potencial para uma prática educativa humanista e dialógica. Olhamos para relação cinema e educação na perspectiva da Educomunicação, observando experiências passadas e presentes, buscando indicadores que nos auxiliem na construção de uma relação mais igualitária e interdisciplinar entre os dois campos. / Educommunication and school: cinema as a possible mediation (challenges, practices and proposals) try to comprehend what is the space that cinema understood as artistic culture and language can achieve in formal education. We understand that, in general, cinema is taken as an illustration of the disciplines content, missing its artistic dimension and its humanistic and dialogic potential. We observed the relation between education and cinema in the perspective of Educommunication, analyzing past and actual experiences, searching for indicators that could help us to develop a much equal and interdisciplinated relation between both areas.

Made available in DSpace on 2016-08-10T11:07:25Z (GMT). No. of bitstreams: 1 Elma Carolina Gomes de Assis.pdf: 737903 bytes, checksum: 93f2628aee48716355f42490cfa2285a (MD5) Previous issue date: 2009-10-08 / This study, which brings an analysis of the tale I love my husband, by Nélida Piñon, from the work The heat of Things, from 1980, beginning from important theoretical presumption presents some courses of the women in the history of humanity. Inicially relegated under the shadow of History, the woman, according to Duby and Perrot (1995), is perceived by means of records of traces tied to that condition and to the place she occupies socially. In the postmodern world, in view of debates, the writings of the New History made according to Burke (1992), the interest for all of the history of humanity possible, including that of the woman. For Perrot (1995, 2006, 2007), the silence that lurks around the woman was broken beginning from the writing of the women themselves, the reason why we present brief History of the feminine writings based on the theories of Lobo (1999), Teixeira (2001) and Duarte (2003), as well as having to do with the irony as a speech strategy and as a means to criticize or resist the patriarcal restrictions of the epoch. To put into context the decentrament of the subject in the postmodern world, we turn to the theoretics Hall (2000), Woodward (2000), Bauman (1998, 2001, 2005) and Santos (1999). The analysis of the tale perpasses significantly by the conception of the language, of Bakhtin (1981, 1993, 2003, 2006), emphasizing that the axle that directs the thought of this theoretic characterizes itself by the verbal interaction and by the dialogic character of the language. Piñon s speech subverts the vigente order, by questioning the social roles represented by the woman divided, in face of the usage of a language that seeks to break the patterns established, representing artistically the situation of that woman. The importance of Piñon s work in literature written by women authors is presented according to Moniz (1993), 1997) and Zolin (2003). To be means to communicate through dialogue, sinthesizes the dialogue of Bakhtin, besides, the dialogue shouldn t be considered the means, but the aim. / Este estudo, que traz uma análise do conto I love my husband , de Nélida Piñon, da obra O calor das coisas, de 1980, a partir de importantes pressupostos teóricos apresenta alguns percursos das mulheres na história da humanidade. Inicialmente relegada à sombra da História, a mulher, segundo Duby e Perrot (1995), é percebida por meio dos registros de vestígios ligados a essa condição e ao lugar que ocupa socialmente. Na pósmodernidade, à luz de debates, a escrita da Nova História possibilitou, segundo Burke (1992), o interesse por toda a história da humanidade, incluindo a da mulher. Para Perrot (1995, 2006, 2007), o silêncio que ronda a mulher foi rompido a partir da própria escrita das mulheres, razão por que se apresenta um breve histórico da escrita feminina, com base nas teorias de Lobo (1999), Teixeira (2001) e Duarte (2003), bem como se trata da ironia como estratégia discursiva e como meio de criticar ou resistir às restrições patriarcais na época. Para contextualizar o descentramento do sujeito na pósmodernidade, recorrese aos teóricos Hall (2000), Woodward (2000), Bauman (1998, 2001, 2005) e Santos (1999). A análise do conto perpassa significativamente pela concepção de linguagem, de Bakhtin (1981, 1993, 2003, 2006), destacandose que o eixo norteador do pensamento desse teórico caracterizase pela interação verbal e pelo caráter dialógico da linguagem. O discurso de Piñon subverte a ordem vigente, ao questionar os papéis sociais representados pela mulher dividida, mediante o emprego de uma linguagem que procura romper com os padrões estabelecidos, representando artisticamente a situação dessa mulher. A importância da obra de Piñon na literatura de autoria feminina é apresentada de acordo com Moniz (1993, 1997) e Zolin (2003). Ser significa comunicarse pelo diálogo , sintetiza o dialogismo de Bakhtin; ademais, o diálogo não deve ser considerado um meio, mas um fim.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-06-12T17:50:11Z No. of bitstreams: 1 Jalusa Lima Biasi Galant.pdf: 1009079 bytes, checksum: fde1efef70ad5225415f3fd348d58cdf (MD5) / Made available in DSpace on 2015-06-12T17:50:11Z (GMT). No. of bitstreams: 1 Jalusa Lima Biasi Galant.pdf: 1009079 bytes, checksum: fde1efef70ad5225415f3fd348d58cdf (MD5) Previous issue date: 2015-02-27 / Nenhuma / O presente trabalho investigativo analisa as implicações, entraves e avanços, de um processo de construção de uma metodologia dialógico-participativa implantada em um espaço onde isso era desconhecido. Realizado em uma empresa jurídica, teve como enfoque central a relação entre as pessoas situadas em seus “nichos” de trabalho e sua forma de aprender uma nova cultura. Os principais autores que embasaram o estudo foram: Paulo Freire, Terezinha Azeredo Rios, Boaventura de Sousa Santos, Sérgio Vasconcelos, Léa das Graças Camargo Anastasiou, Maria Isabel Cunha, Jorge Larossa Bondía, Marilena Chauí e Heloisa Lück. A metodologia utilizada teve enfoque qualitativo, descritivo, etnográfico, uma vez que acompanhou com observações e registros todas as etapas do processo vivido; utilizou-se também, para ouvir os sujeitos ao final do processo, de entrevistas por e-mail. Os resultados demonstraram o potencial da metodologia dialógica-participativa, especialmente na melhor integração da equipe e na troca de informações, qualificando o trabalho e o atendimento ao cliente. Habilidades como autonomia e autoria, construídos coletivamente, foram destacadas pelos sujeitos. Por outro lado, entraves técnico-políticos também foram identificados, especialmente porque o trabalho provocou algumas mudanças na cultura da empresa, nem sempre almejadas por todos. Concluiu-se que por melhores resultados que um trabalho desta natureza traga, exige continuidade e, fundamentalmente, mudanças de concepções, para que se consolide com uma prática efetiva. / This research work analyzes the implications, barriers and advances, a process of building a dialogic - participatory methodology implemented in a space where it was unknown.Held in a legal firm, had as its central focus the relationship between people located in its " niche" and work your way to learn a new culture. The main authors that supported the study were: Paulo Freire, Azeredo Terezinha Rios, Boaventura de Sousa Santos, Sergio Vasconcelos, Léa das Graças Camargo Anastasiou, Maria Isabel Cunha, Jorge Larossa Bondia, Marilena Chauí and Heloisa Lück .The methodology used was qualitative approach, descriptive, ethnographic, as accompanied with observations and records all stages of the living process; we used also, to hear the subject at the end of the process, interviews via email. The results demonstrated the potential of the dialogic - participatory methodology, especially in better integration of staff and exchange of information, describing the work and customer service. Skills such as autonomy and authorship, collectively built, were highlighted by the subjects. On the other hand, technical and political obstacles have also been identified, especially because the work has caused some changes in the company's culture, not always almejadas by all. It was concluded that for better results that a work of this nature bring, requires continuity and fundamentally changing conceptions, that is consolidated with an effective practice.

O presente trabalho procura demonstrar a evolução do conceito jurídico de cidadania, buscando compreender qual conceito melhor reflete o panorama democrático do século XXI. A democracia atual implica o envolvimento de múltiplos personagens, caminhando para a ampliação das formas de participação e do espaço de compartilhamento do poder entre a população e seus representantes. O conceito jurídico tradicional de cidadania se diferencia do conceito adotado pelas demais áreas do conhecimento, pois a limita aos direitos políticos ativos e passivos. Essa concepção clássica parece não corresponder ao atual estágio democrático, em que os governos passam a sofrer maior influência externa e interna, além da crescente possibilidade de participação dos personagens estranhos. É inegável o desconforto em conferir aos não detentores dos direitos políticos a condição de não-cidadãos, mesmo se esse conceito for considerado estritamente técnico. As ciências não-jurídicas desenvolveram o conceito de cidadania a partir do período pós-guerra, especialmente com a concepção de direito a ter direitos, introduzida por Hannah Arendt, a partir da qual os direitos políticos já não se resumem mais ao direito de votar e de ser votado. A possibilidade de participação e de compartilhamento do poder demonstra ser a cidadania um elemento democrático de significado muito mais amplo, cujo conceito deve ser construído não apenas à luz do direito positivo vigente, mas também considerando a necessária afirmação dos Direitos Humanos. Assim, pode-se dizer que o conceito jurídico de cidadania que fundamenta o Estado Democrático de Direito da República Federativa do Brasil deve ser entendido como o \"princípio da máxima inclusão possível\" dos indivíduos nas esferas política, econômica, cultural e social. / This present work aims at showing the evolution of the citizenship legal concept, seeking to comprehend which concept better reflects the democratic panorama of the 21st Century. Current democracy implicates the involvement of multiple characters walking towards the enhancement of participation forms and power sharing space between population and its representative. The traditional legal concept of citizenship differentiates from the concept adopted by other knowledge areas because it limits active and passive electoral rights. This classic conception seems not to relate to the current democracy stage, in which governments suffer greater external and internal influences, other than the possibility of foreign characters participation. It is undeniable how uneasy it is to grant non-citizen status to those not holding electoral rights, even if this concept is considered strictly technical. Non-legal sciences have developed the concept of citizenship from the post-war period, particularly with the conception of right to have rights introduced by Hannah Arendt, from which political rights are no longer narrowed to the right to vote and to be voted. The possibility of participation and sharing power evidences that citizenship is a democratic element with a much broader meaning, which concept must be built not only at the light of the positive right in force but also considering the required affirmation of Human Rights. Therefore, one can say that the legal concept of citizenship providing grounds to the Democratic State based on the rule of Law of the Federative Republic of Brazil must be understood as principle of maximum possible inclusion of individuals in the political, economical, cultural and social branches.

nÃo hà / A compreensÃo dos aspectos biopsicossociais dos sujeitos que buscam atenÃÃo em saÃde surge como carÃter atrelado a uma boa prÃtica. Nesse contexto apresentamos a prÃtica do profissional fisioterapeuta cuja formaÃÃo apresenta resquÃcios da concepÃÃo biomÃdica de educaÃÃo em saÃde caracterizada pelo forte enfoque na doenÃa em detrimento do sujeito que a apresenta. Consideramos a relaÃÃo dialÃgica que ocorre durante o atendimento fisioterapÃutico elemento importante na mediaÃÃo para a compreensÃo da integralidade do sujeito-paciente. A pesquisa A relaÃÃo dialÃgica na prÃtica clÃnica do profissional fisioterapeuta e a visÃo integral do sujeito-paciente, tem como objetivo compreender como ocorre a comunicabilidade relacional dialÃgica na prÃtica desse profissional de Fisioterapia visando a identificaÃÃo de aspectos subjetivos e objetivos que estabelecem uma visÃo integral do sujeito-paciente. Ã, portanto, uma pesquisa cientÃfica do tipo qualitativa com abordagem fenomenolÃgica hermenÃutica dialÃtica. O campo de pesquisa foi a Universidade de Fortaleza â UNIFOR. As fontes utilizadas na pesquisa foram: fisioterapeutas egressos da UNIFOR, coordenadora do curso de Fisioterapia da referida instituiÃÃo e documentos oficiais que regem a profissÃo. As tÃcnicas de coleta de evidÃncias foram: anÃlise documental e entrevista reflexiva. Os resultados da pesquisa indicam que o diÃlogo que acontece durante a prÃtica clÃnica em Fisioterapia configura-se momento que favorece a compreensÃo do sujeito-paciente e seu contexto. PorÃm, tal compreensÃo nÃo supera a importÃncia que o componente fÃsico estabelece durante o tratamento. Assim, com vistas à reabilitaÃÃo do sujeito-paciente, o fisioterapeuta lanÃa mÃo de conhecimentos tÃcnicos cientÃficos para tal fim. A tese inicial proferida: na relaÃÃo fisioterapeuta/sujeito-paciente, hà indÃcios da valorizaÃÃo da intersubjetividade com forte presenÃa de condutas clinicas que privilegiam o corpo fÃsico nÃo ocorrendo uma comunicabilidade que supere a dicotomia corpo/mente, foi parcialmente confirmada pelos dados e anÃlises realizadas. ConcluÃmos que os discursos dos sujeitos desta pesquisa anunciaram uma conscientizaÃÃo acerca da compreensÃo dos aspectos subjetivos dos sujeitos-pacientes evidenciando ainda a importÃncia da perspectiva da visÃo integral dos mesmos a partir da intersubjetividade. Constatamos, portanto, nÃo apenas indÃcios e sim afirmaÃÃes acerca de que somente a utilizaÃÃo de condutas voltadas para a funcionalidade nÃo dà conta da demanda do cuidar no Ãmbito da prÃtica em Fisioterapia e que a comunicabilidade exercida durante a prÃtica clÃnica promove o desenvolvimento da compreensÃo das dimensÃes biopsicossocial daquele que busca tratamento. / Understanding the biopsychosocial aspects of the subjects who seek health care emerges as a character tied to good practice. In this context we present the practice of physiotherapist whose training has remnants of biomedical conception of health education characterized by strong focus on disease rather than the subject that presents. We consider the dialogic relationship that occurs during physical therapy important element in mediation for understanding the entirety of the subject-patient. The research The dialogical relationship in clinical practice of the physiotherapist and the full view of the subject-patient, aims to understand how does the dialogic relational communicability in practice this professional physiotherapy for the identification of subjective and objective aspects that establish a comprehensive view of the subject -patient. It is therefore a scientific qualitative study with a phenomenological hermeneutic dialectic approach. The research field is the University of Fortaleza - UNIFOR. The sources used in the research were: graduates of UNIFOR physiotherapists, physiotherapy course coordinator of that institution and official documents governing the profession. Evidence collection techniques were: document analysis and reflective interview. The survey results indicate that the dialogue that happens during clinical practice in Physiotherapy set up time that favors the understanding of the subject-patient and their context. But this understanding does not outweigh the importance of the physical component sets during treatment. Thus, with a view to rehabilitating the subject-patient, the therapist makes use of scientific expertise for this purpose. The given initial thesis: the physiotherapist relationship / subject-patient, there is evidence of the appreciation of intersubjectivity with a strong presence of clinical behaviors that favor the physical body is not experiencing a communicability that overcomes the body dichotomy / mind, was partially confirmed by the data and analyzes. We conclude that the speeches of the subjects of this research announced an awareness of the understanding of the subjective aspects of the subjects-patients still showing the importance of the perspective of integral vision of the same from the intersubjectivity. We note, therefore, not only evidence but statements about that only the use of targeted behavior for functionality not cope with the demand of care within the practice in Physiotherapy and communicability exercised during clinical practice promotes the development of understanding of biopsychosocial dimensions of those who looks for treatment.

Given the fundamental role beliefs play in guiding what individuals think and do, it is important to understand teachers' beliefs and their development in order to facilitate professional growth, which in turn has the potential to promote effective teaching and learning. While research efforts have been devoted largely to investigating teachers' beliefs, it is surprising that, despite its significance, there is little published data concerning vocabulary teaching, not to mention how professional training contributes to teachers' change in relation to the language area. This thesis, therefore, seeks to investigate teachers' epistemological and pedagogical beliefs about vocabulary development, understand their relationship with actual practice, as well as exploring how they develop through a dialogic approach which emphasises interaction and self-reflection. The study reported herein is situated in the context of Hong Kong, where problems relating to the teaching and learning of English vocabulary have been repeatedly highlighted in the literature. It mainly involves six frontline teachers of English as a second language in a local secondary school selected using purposeful sampling. Of these six teachers, four participated in a teacher development programme which focused on dialogic reflection on beliefs and practices regarding vocabulary teaching, whereas the remaining ones did not. Adopting a case study research strategy, the research draws on four major sources of data, including lesson observations, semi-structured interviews, teachers' professional dialogues and reflective writing, to illuminate issues regarding vocabulary teaching and the process of change. The findings of the study reveal the need to promote teacher professional development regarding vocabulary teaching and develop teachers' awareness of their own and alternative beliefs and practices. They also provide empirical support for the notion that dialogic reflection helps foster teachers' change, and enable us to arrive at a better understanding of the complicated nature of teachers' cognitive and behavioural development. These shed new light on sociocultural theory, generate original insights into how dialogic interaction can be used as a mediational tool to facilitate and understand teacher change in beliefs and practice, as well as providing implications for second language education and teacher professional development.