A presente tese tem por objetivo investigar junto a professores da educação profissional o desenvolvimento de criticidade a partir de práticas pedagógicas que utilizam as ferramentas fórum e editor de texto coletivo. O estudo se desenvolveu sobre uma base composta de quatro eixos: humanismo, crítica, educação profissional e recursos tecnológicos. O foco do primeiro eixo está na educação humanista. O segundo eixo dá destaque às diferentes compreensões de crítica que perpassam a história. O cenário da educação profissional é o foco do terceiro eixo. No quarto eixo são tratados os recursos tecnológicos, com ênfase nas ferramentas fórum e editor de texto coletivo. A pesquisa é desenvolvida em uma abordagem qualitativa a partir da estratégia de pesquisa estudo de caso. Com o fim de coletar dados, foram realizados três cursos de extensão na modalidade semipresencial. As fontes de pesquisa utilizadas foram: entrevista e observações das ações e dos registros dos sujeitos participantes da pesquisa nas ferramentas fórum, editor de texto coletivo e editor de texto Word. O estudo mostra que o entendimento de crítica é uma construção que envolve a inserção de três aspectos: sentido político, função de julgamento, e análise, questionamento e reflexão. Estes aspectos, em diferentes graus e formas, já estavam presentes na compreensão dos sujeitos acerca de crítica. Contudo, as evidências indicam que as práticas pedagógicas dialógicas podem ter contribuído para a inserção de novos elementos. Com relação a um alinhamento com as concepções hegemônicas e contra-hegemônicas, os dados apontam três diferentes possibilidades: professores que apresentam traços de uma e outra concepção; professores com discurso mais alinhado à concepção hegemônica; e professores com discurso mais alinhado à concepção contra-hegemônica. A pesquisa indica ainda que o modelo de competências e o viés utilitarista da educação profissional estão naturalizados, ou seja, são aceitos e não questionados, contribuindo para que a concepção hegemônica mostre sua força e presença na educação. Os dados confirmam o caráter dialógico das ferramentas fórum e editor de texto coletivo, e indicam que, devido as suas diferentes características, podem ser utilizadas com diferentes propósitos e em diferentes momentos das práticas pedagógicas. O estudo conclui que se desenvolve criticidade na medida em que elementos/aspectos que compõem um entendimento de crítica se inserem na compreensão e nas ações dos sujeitos até o ponto em que crítica seja transformadora da realidade. Assim, o fato de não haver evidências de uma fase inicial de criticização pode sugerir que a criticidade pode ser desenvolvida em diferentes contextos, inclusive os educacionais, mas não somente. Para esta pesquisa, havendo a intenção docente, práticas pedagógicas dialógicas que utilizem o fórum e editor de texto coletivo podem contribuir para que aspectos de crítica se insiram na compreensão e na ação crítica dos alunos. A ausência destas práticas em contexto de educação profissional pode, por outro lado, contribuir para a perpetuação de uma hegemonia que mantém seus interesses por meio de um professor, uma escola e um aluno não críticos. / The present Ph.D. dissertation aims to investigate, alongside teachers of professional education, the development of criticality from teaching practices that employ tools such as forum and collective text editor. This research is conducted upon four branches: humanism, criticism, professional education, and technological resources. The focus of the first branch lies on the humanistic education. The second branch sheds lights on the different interpretations concerning criticism throughout history. The context of professional education is the point of the third branch. In the fourth branch, technological resources are addressed, with emphasis on tools such as forum and collective text editor. This inquiry is carried out from a qualitative approach based on the research strategy known as case study. Three extension courses in blended mode have been offered with the purpose of data collection. The research sources that have been utilized were interviews and observations of the actions and records related to the subjects participating in the study in the following tools: forum, collective text editor and Word text editor. The exploration shows that the understanding of criticism is a construction involving three aspects: political sense, judgment function, and analysis, questioning and reflection. When it comes to the awareness of criticism, theses aspects had already been conceived by the subjects to certain degrees and forms. Nevertheless, evidence indicates that dialogic teaching practices may have contributed to the insertion of new elements. Regarding an alignment with hegemonic and counter-hegemonic conceptions, the data reveal three different possibilities: teachers who have traits of one and other conception; teachers whose discourse is more aligned to the hegemonic conception; and teachers whose discourse is more aligned to the counter-hegemonic conception. This study demonstrates that the competency model and the utilitarian perspective of professional teaching are naturalized. In other words, they are accepted and not questioned, optimizing the force and presence of the hegemonic conception towards education. The data also confirm the dialogic character of the previously mentioned tools, forum and collective text editor, and signal that they may be utilized for different purposes and on diverse moments of the teaching practices due to their various features. This research remarks that criticality is developed as the elements/aspects composing an understanding of criticism are included in the comprehension and actions of the subjects until criticism transforms reality. Thus, the fact that there is no evidence of an introductory phase of criticalization may suggest that criticality can be developed in different contexts, including the educational framework, but not only this one. In terms of the present study, given pedagogical purposes, dialogic teaching practices that employ forum and collective text editor may enable criticism aspects to be inserted in the comprehension and critical action of students. The absence of such practices in a professional education context might, on the other hand, strengthen the perpetuation of a hegemony that keeps its interests by means of noncritical teachers, schools and students.

A presente tese tem por objetivo investigar junto a professores da educação profissional o desenvolvimento de criticidade a partir de práticas pedagógicas que utilizam as ferramentas fórum e editor de texto coletivo. O estudo se desenvolveu sobre uma base composta de quatro eixos: humanismo, crítica, educação profissional e recursos tecnológicos. O foco do primeiro eixo está na educação humanista. O segundo eixo dá destaque às diferentes compreensões de crítica que perpassam a história. O cenário da educação profissional é o foco do terceiro eixo. No quarto eixo são tratados os recursos tecnológicos, com ênfase nas ferramentas fórum e editor de texto coletivo. A pesquisa é desenvolvida em uma abordagem qualitativa a partir da estratégia de pesquisa estudo de caso. Com o fim de coletar dados, foram realizados três cursos de extensão na modalidade semipresencial. As fontes de pesquisa utilizadas foram: entrevista e observações das ações e dos registros dos sujeitos participantes da pesquisa nas ferramentas fórum, editor de texto coletivo e editor de texto Word. O estudo mostra que o entendimento de crítica é uma construção que envolve a inserção de três aspectos: sentido político, função de julgamento, e análise, questionamento e reflexão. Estes aspectos, em diferentes graus e formas, já estavam presentes na compreensão dos sujeitos acerca de crítica. Contudo, as evidências indicam que as práticas pedagógicas dialógicas podem ter contribuído para a inserção de novos elementos. Com relação a um alinhamento com as concepções hegemônicas e contra-hegemônicas, os dados apontam três diferentes possibilidades: professores que apresentam traços de uma e outra concepção; professores com discurso mais alinhado à concepção hegemônica; e professores com discurso mais alinhado à concepção contra-hegemônica. A pesquisa indica ainda que o modelo de competências e o viés utilitarista da educação profissional estão naturalizados, ou seja, são aceitos e não questionados, contribuindo para que a concepção hegemônica mostre sua força e presença na educação. Os dados confirmam o caráter dialógico das ferramentas fórum e editor de texto coletivo, e indicam que, devido as suas diferentes características, podem ser utilizadas com diferentes propósitos e em diferentes momentos das práticas pedagógicas. O estudo conclui que se desenvolve criticidade na medida em que elementos/aspectos que compõem um entendimento de crítica se inserem na compreensão e nas ações dos sujeitos até o ponto em que crítica seja transformadora da realidade. Assim, o fato de não haver evidências de uma fase inicial de criticização pode sugerir que a criticidade pode ser desenvolvida em diferentes contextos, inclusive os educacionais, mas não somente. Para esta pesquisa, havendo a intenção docente, práticas pedagógicas dialógicas que utilizem o fórum e editor de texto coletivo podem contribuir para que aspectos de crítica se insiram na compreensão e na ação crítica dos alunos. A ausência destas práticas em contexto de educação profissional pode, por outro lado, contribuir para a perpetuação de uma hegemonia que mantém seus interesses por meio de um professor, uma escola e um aluno não críticos. / The present Ph.D. dissertation aims to investigate, alongside teachers of professional education, the development of criticality from teaching practices that employ tools such as forum and collective text editor. This research is conducted upon four branches: humanism, criticism, professional education, and technological resources. The focus of the first branch lies on the humanistic education. The second branch sheds lights on the different interpretations concerning criticism throughout history. The context of professional education is the point of the third branch. In the fourth branch, technological resources are addressed, with emphasis on tools such as forum and collective text editor. This inquiry is carried out from a qualitative approach based on the research strategy known as case study. Three extension courses in blended mode have been offered with the purpose of data collection. The research sources that have been utilized were interviews and observations of the actions and records related to the subjects participating in the study in the following tools: forum, collective text editor and Word text editor. The exploration shows that the understanding of criticism is a construction involving three aspects: political sense, judgment function, and analysis, questioning and reflection. When it comes to the awareness of criticism, theses aspects had already been conceived by the subjects to certain degrees and forms. Nevertheless, evidence indicates that dialogic teaching practices may have contributed to the insertion of new elements. Regarding an alignment with hegemonic and counter-hegemonic conceptions, the data reveal three different possibilities: teachers who have traits of one and other conception; teachers whose discourse is more aligned to the hegemonic conception; and teachers whose discourse is more aligned to the counter-hegemonic conception. This study demonstrates that the competency model and the utilitarian perspective of professional teaching are naturalized. In other words, they are accepted and not questioned, optimizing the force and presence of the hegemonic conception towards education. The data also confirm the dialogic character of the previously mentioned tools, forum and collective text editor, and signal that they may be utilized for different purposes and on diverse moments of the teaching practices due to their various features. This research remarks that criticality is developed as the elements/aspects composing an understanding of criticism are included in the comprehension and actions of the subjects until criticism transforms reality. Thus, the fact that there is no evidence of an introductory phase of criticalization may suggest that criticality can be developed in different contexts, including the educational framework, but not only this one. In terms of the present study, given pedagogical purposes, dialogic teaching practices that employ forum and collective text editor may enable criticism aspects to be inserted in the comprehension and critical action of students. The absence of such practices in a professional education context might, on the other hand, strengthen the perpetuation of a hegemony that keeps its interests by means of noncritical teachers, schools and students.

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This project seeks to explore the subject of nation and nationalism in the context of rhetoric and the philosophy of communication. By exploring ancient tropes of nation through rhetorical figures such as Isocrates in Ancient Greece and Cicero in the Roman Republic; through Kant, the Enlightenment and modernity; and, through postmodern interpretations, I attempt to reconceptualize the nation as a communicative construct while pointing to what may lie ahead for the future. By applying Anderson's (2006) concept of "imagined communities" as an interpretative framework, the nation appears to be a more fluid, contingent space for communication that is grounded in ancient and Enlightenment ideals, but is perhaps reconfiguring in the face of postmodern complexity as advanced by scholars such as Appadurai (1996) and Smith (1979, 1983, 1995, 1998, 2008, 2010). The transition from antiquity and modernity to postmodernity is characterized by what I call a theory of "dialogic nationalism," which has roots in Martin Buber's understanding of dialogue (1988, 1996, 2002) and his writings on nationalism (2005). Dialogic nationalism may serve as an alternative hermeneutic for the nation within the postmodern moment. The experience of international students in the United States and the complex issue of immigration around the world are also explored as practical applications for dialogic nationalism. / McAnulty College and Graduate School of Liberal Arts; / Communication and Rhetorical Studies / PhD; / Dissertation;

Essa pesquisa versa sobre a noção de autenticidade a partir da perspectiva construtivista semiótico cultural em psicologia. A busca pela compreensão dessa noção que permeia as ciências humanas se assenta em diversas razões: em primeiro lugar, a noção de autenticidade é polissêmica, possuindo variados significados em nosso campo cultural; em segundo lugar, a noção de autenticidade tem sido usada com frequência pelos profissionais da psicologia, particularmente da psicoterapia, embora sua conceituação usualmente não esteja aprofundada, confundindo-se com os sentidos adotados pelo senso-comum; em terceiro lugar, o tema da autenticidade permanece contemporâneo, caracterizando-se como uma questão instigadora. A diversidade e a nebulosidade em torno da noção de autenticidade demonstraram a existência de lacunas sobre as quais essa pesquisa pôde se desdobrar. O objetivo da pesquisa é, portanto, construir uma compreensão para a noção de autenticidade a partir da emergência das lacunas que se formaram do diálogo entre inquietações (Simão, 2003) da pesquisadora e dois autores: o filósofo hermenêuta Charles Taylor e o psicólogo cultural Ernst Boesch. Como metodologia da pesquisa foram feitos exame e análise de textos selecionados, por meio do qual puderam emergir algumas compreensões. A discussão dos resultados foi feita em diálogo com textos de Clarice Lispector, pertinentes ao tema da pesquisa. Do processo dialógico que se buscou estabelecer pode-se depreender que: a autenticidade é um constructo constitutivo da identidade do homem contemporâneo; há uma profunda articulação entre as noções de autenticidade e identidade, embora elas não coincidam; a autenticidade implica em abertura da identidade para a futuridade, ou seja, ao vir a ser; a empatia entendida tanto como aproximação afetiva, quanto como distanciamento reflexivo, é condição primordial para a construção de identidades em devir; e, ainda, a tensão e a inquietação, fruto dos desencaixes decorrentes do contato com a alteridade, também são elementos fundamentais da autenticidade, tal como entendida nessa pesquisa / This research is about the notion of authenticity from a semiotic-cultural constructivist perspective in psychology. The search for the understanding of such notion pervading human sciences rests upon several reasons: first, the notion of authenticity is polysemic, possessing various meanings within our cultural field; second, the notion of authenticity has been frequently used by psychology professionals, especially psychotherapists, even though its conceptualization is seldom deepened, confusing itself with the word senses adopted by common sense; third, the topic of authenticity remains contemporary, being characterized as a thought-provoking matter. The diversity and nebulosity around the notion of authenticity have demonstrated the existence of gaps over which this research could unfold. The objective of the research is thus to create an understanding of the notion of authenticity from the emerging gaps that have taken form within the dialogue between the researchers disquiets (Simão, 2003) and two authors, the hermeneutic philosopher Charles Taylor and the cultural psychologist Ernst Boesch. As a research methodology, a review and an analysis of selected texts were performed, through which some understandings could emerge. A discussion about the results was developed in a dialogue with texts by Clarice Lispector, pertinent to the topic of the research. From the dialogical process that was sought to be established, one can infer that: authenticity is a constitutive construct of the identity of contemporary man; there is a profound articulation between the notions of authenticity and identity, even though they do not coincide; authenticity implies openness of identity to futurity, that is, to the coming to be; empathy, understood both as affective closeness and reflexive distancing, is a prerequisite for the construction of identities in becoming; yet, tension and disquiet, a result of the ruptures resulting from the contact with otherness, are also fundamental elements of authenticity, as understood in this research

Essa pesquisa versa sobre a noção de autenticidade a partir da perspectiva construtivista semiótico cultural em psicologia. A busca pela compreensão dessa noção que permeia as ciências humanas se assenta em diversas razões: em primeiro lugar, a noção de autenticidade é polissêmica, possuindo variados significados em nosso campo cultural; em segundo lugar, a noção de autenticidade tem sido usada com frequência pelos profissionais da psicologia, particularmente da psicoterapia, embora sua conceituação usualmente não esteja aprofundada, confundindo-se com os sentidos adotados pelo senso-comum; em terceiro lugar, o tema da autenticidade permanece contemporâneo, caracterizando-se como uma questão instigadora. A diversidade e a nebulosidade em torno da noção de autenticidade demonstraram a existência de lacunas sobre as quais essa pesquisa pôde se desdobrar. O objetivo da pesquisa é, portanto, construir uma compreensão para a noção de autenticidade a partir da emergência das lacunas que se formaram do diálogo entre inquietações (Simão, 2003) da pesquisadora e dois autores: o filósofo hermenêuta Charles Taylor e o psicólogo cultural Ernst Boesch. Como metodologia da pesquisa foram feitos exame e análise de textos selecionados, por meio do qual puderam emergir algumas compreensões. A discussão dos resultados foi feita em diálogo com textos de Clarice Lispector, pertinentes ao tema da pesquisa. Do processo dialógico que se buscou estabelecer pode-se depreender que: a autenticidade é um constructo constitutivo da identidade do homem contemporâneo; há uma profunda articulação entre as noções de autenticidade e identidade, embora elas não coincidam; a autenticidade implica em abertura da identidade para a futuridade, ou seja, ao vir a ser; a empatia entendida tanto como aproximação afetiva, quanto como distanciamento reflexivo, é condição primordial para a construção de identidades em devir; e, ainda, a tensão e a inquietação, fruto dos desencaixes decorrentes do contato com a alteridade, também são elementos fundamentais da autenticidade, tal como entendida nessa pesquisa / This research is about the notion of authenticity from a semiotic-cultural constructivist perspective in psychology. The search for the understanding of such notion pervading human sciences rests upon several reasons: first, the notion of authenticity is polysemic, possessing various meanings within our cultural field; second, the notion of authenticity has been frequently used by psychology professionals, especially psychotherapists, even though its conceptualization is seldom deepened, confusing itself with the word senses adopted by common sense; third, the topic of authenticity remains contemporary, being characterized as a thought-provoking matter. The diversity and nebulosity around the notion of authenticity have demonstrated the existence of gaps over which this research could unfold. The objective of the research is thus to create an understanding of the notion of authenticity from the emerging gaps that have taken form within the dialogue between the researchers disquiets (Simão, 2003) and two authors, the hermeneutic philosopher Charles Taylor and the cultural psychologist Ernst Boesch. As a research methodology, a review and an analysis of selected texts were performed, through which some understandings could emerge. A discussion about the results was developed in a dialogue with texts by Clarice Lispector, pertinent to the topic of the research. From the dialogical process that was sought to be established, one can infer that: authenticity is a constitutive construct of the identity of contemporary man; there is a profound articulation between the notions of authenticity and identity, even though they do not coincide; authenticity implies openness of identity to futurity, that is, to the coming to be; empathy, understood both as affective closeness and reflexive distancing, is a prerequisite for the construction of identities in becoming; yet, tension and disquiet, a result of the ruptures resulting from the contact with otherness, are also fundamental elements of authenticity, as understood in this research

The purpose of this study is to find solutions on how to improve secondary school students’ persuasive argumentative English essay writing. The participants of this study are groups of ESL students aged 13 and 17 who live and study in a sub-urban area in Malaysia. All students and teachers converse amongst themselves using the Malay language on a daily basis while English language is merely used during classroom interaction time. Not only do they have very little opportunity to communicate using English language in their daily lives and for academic purposes, they also have limited opportunity to learn how to argue persuasively in their English classroom. Thus, they have difficulties in writing two-sided argumentative essays in English. The teaching-to-the-test culture has taken its toll on students’ writing performance when writing argumentative essays. In order to help students to score well in examination, teachers often overlook the need to teach critical thinking skills for the English subject. They focus solely on writing narrative essays as these essays require less critical thinking skill from the students. The Design-Based Research is employed to solve this problem of writing persuasive argumentative essays. Based on the pre-intervention essays written by the participants, it is believed that their difficulties are because of two major factors; insufficient English language skills and no exposure to persuasive argumentation skills. The initial design framework asserts that students should improve their persuasive argumentative essay writing if they are initially exposed to face-to-face group argumentation. However, the findings from the exploratory study revealed that face-to-face group argumentation is unmanageable in the context studied. Hence, an online learning intervention was considered to support secondary school students to improve their written argument. It was developed underpinned by design principles based on Exploratory Talk to achieve persuasive argumentation. The prototype online intervention was tested and developed through a series of iterations. Findings from Iteration 1 show that only a small number of students manage to write two-sided essays because most of them have an extreme attitude when writing about an issue and display a lack of positive transfer from group to individual argumentation. Prior to Iteration 2, the prototype intervention was adapted to tackle the extreme attitude and negative transfer issues by highlighting five elements: face-to-face classroom practice, focus more on three main ground rules, argument game, role of teachers during group argumentation and the use of argument map during the post-intervention essay writing. The findings demonstrate that all students in the second iteration wrote argumentative essays which are more persuasive. The final design framework developed in this study suggests a design framework that could be used by future researchers and ESL teachers at secondary school level who are interested in improving students’ persuasive argumentative essays.

Children with Autism Spectrum Disorder (ASD) commonly present with reading comprehension impairments that impede their academic achievement and independent living. Research suggests that intervening on listening comprehension deficits of preschool children with ASD may contribute to improved reading comprehension proficiency in the school aged years. Dialogic reading is an empirically supported shared reading method known to increase the oral language and listening comprehension of young children with and without language impairments prior to formalized schooling. This study utilized a single subject repeated acquisition design to evaluate the effect of a parent-delivered dialogic reading intervention on the independent and accurate responding of preschool children with ASD. Overall, results showed that the dialogic reading intervention was highly effective for increasing the independent and accurate responding for two of the three participants; however minimally effective for the third. Although the parent participants demonstrated varying levels of procedural fidelity to the dialogic reading procedures, they perceived the intervention to be both feasible and effective when implemented with their preschool children with ASD. Limitations and implications for future research are discussed. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection

This study is a quantitative content analysis of activist groups' use of dialogic tools on Web sites. The study was done in order to understand how activist groups use the Web to communicate with their publics in comparison to for-profit corporations. The Web is considered a powerful tool for activists and allows them to communicate better with their publics. Use of the Web should allow activist groups to level the field with corporations by enabling them to get their message out and interact better with their public. Dialogic communication is a necessity for activist groups. By measuring the use of dialogic communication by activists in comparison with corporations, this study uncovers how well activist groups are using the World Wide Web for purposes of dialogic communication with their publics.

This thesis sets for itself the task of testing the viability of a dialogic model of learning as a methodology for teaching critical thinking in reading and writing to undergraduate students of Thai in Thailand. To this end, we conducted an experiment involving twenty-one undergraduate students of Thai at KhonKaen University, Thailand. This study presents the intellectual background of the pedagogic framework supporting the experiment and a discussion of its outcomes. The assessment of the results of the experiment focuses on the forms of evidence resulting directly from this pedagogic framework. The study concludes with a number of considerations for future research in critical thinking which our project helped us to identify. For the purpose of our work, we adopt the model of dialogic learning which involves students in looking for perspectives enabling them to challenge, and as a result to enhance, the relevance of the understandings in which they frame their interactions. The process is dialogic because it involves students in working with different points of view by identifying challenging perspectives, constructing conflicting arguments and exploring the strategic potential that the interaction of these arguments may have on the students? initial assumptions. In this sense, the concept of dialogue that we use refers to the methodology of students? inquiry (learning), rather than a specific form of linguistic genre. In our view, this definition is suitable to all fields of inquiry considering that each field deals with evaluation of the strategic (enabling) power of its assumptions. In the course of this work, we establish the relevance of the above concept of dialogic inquiry against a multitude of ideas regarding the suitability of different approaches to the teaching of critical thinking. We illustrate that, typically, teaching approaches value questioning as a means for generating reasoned arguments. However, the originality of the dialogic model used in this thesis lies in its ability to focus pedagogic environments on students? strategic engagement in social interactions, rather than on the process of questioning alone. Consequently, in our study we assess the quality of students? learning by identifying the contexts indicating the quality of students? social engagement. These included gauging the community?s interest in the students? project, the depth of students? exploratory work, their ability to work together and students? own personal involvement in their project. These outcomes helped us to reflect on the quality of the teaching model which we designed in order to promote the critical thinking process. The emphasis on students? strategic engagement in social interactions allowed us to break away from the conventional concerns with the link between classroom learning and real-world tasks. Instead, our students engaged in the task of creating a Thai News Network (TNN), an Internet-based broadcasting channel, involving students in generating for themselves the meaning of the objectives of their academic subject in the contexts of challenges that they experienced when creating the channel and its (news) articles. Our data analysis shows that the concept of a Thai News Network proved very successful despite the conventional beliefs that Thai students would find it difficult to be critical thinkers. As we demonstrate throughout the entire thesis, the main issue in teaching critical thinking is not, as it is often assumed, to ask students to critique the teacher or other authority texts. Rather, it is to create conditions enabling students to identify, and to work with, conflicting perspectives in order to create for themselves increasingly better informed and more inclusive strategies for acting in the world. This may not be an original purpose, but our study offers an original pedagogic framework for facilitating this objective.