nÃo hà / Esse trabalho tem como escopo apresentar a importÃncia da utilizaÃÃo do cinema na sala de aula como documento histÃrico e como recurso didÃtico para uma aprendizagem dialÃgica significativa e crÃtica da disciplina histÃria AlÃm disso traÃa uma retrospectiva do cinema e de sua utilizaÃÃo para a educaÃÃo em vÃrios recortes histÃricos e em vÃrios paÃses inclusive no Brasil desenvolvendo uma breve memÃria da histÃria do cinema educativo em Fortaleza Na pesquisa de campo entrevistas foram realizadas com trÃs experientes professores de histÃria que utilizam regularmente o cinema em suas aulas AlÃm do que ele busca ressaltar que a competÃncia para ver adquirida com o uso do cinema nas aulas de histÃria contribuirà para a formaÃÃo de pessoas crÃticas participativas e sensÃveis valores dos quais nos quedamos tÃo carentes / This work has the ain of showing the importance of using movies in the classroom as a historical document and as a didactical source for a dialogical significative and critical learning of the discipline History Besides it makes a retrospective of cinema history and its use for education through many historical flashes and in many countries including Brazil developing a brief memory of educative cinema in Fortaleza In the field research interviews had been carried through with three experienced history teachers who regularly use the cinema in its lessons After all it emphasiles that the competence of seeing acquired with the use of movies in History classes will contribute to the formation of critical people participative and sensible values of which we find ourselves so much deficient

Made available in DSpace on 2015-04-11T13:59:26Z (GMT). No. of bitstreams: 1 Michelle Albuquerque.pdf: 805673 bytes, checksum: 464e020750b78bcf8aa1d4cbd636efe7 (MD5) Previous issue date: 2011-10-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aimed to investigate the dialogical processes among multipliers in sexual education. This, wich consisted of a research-action , it was realized in a public high school in Manaus, and aimed at analyzing the dialogical processes among multipliers adolescents in the development of preventive and educational interventions in sexual education. It had the following objectives: to prepare interventions in sexual education with dialogic way; to apply dialogically, interventions planned with multipliers, together with other school students; and to evaluate the performance of the multipliers in the dialogical implementation of these interventions. The contributions of Freire and Bakhtin to analyze the dialogic processes since these are vital to the transformation of political and educational reality, and outline how adolescents can achieve multiplicative actions on sexuality. The analyzed material was the result of audio recordings and field observations during group interventions. The results indicated aspects needed to train educators on sexuality: the criticism of public policies on sexuality and about the history of the subject study in the institution, the definition of the factors needed to feel a multiplier, the identification of the ideological aspects involved in the function to multiply this knowledge, pedagogical relationship between students and coordinators group, the ongoing integration of theory and practice, among others. We conclude that the speech of their own multipliers we find the means to conduct peer education training, and that sexual education committed to the aspirations of young people takes place, therefore, in achieving a continuous dialogue with them. / Este trabalho visou a investigar os processos dialógicos entre multiplicadores em educação sexual. Esta, que consistiu em uma pesquisa-ação, foi realizada em uma escola pública de ensino médio em Manaus, e teve como objetivo geral analisar os processos dialógicos entre adolescentes multiplicadores no desenvolvimento das intervenções preventivo-educativas em educação sexual. Teve os seguintes objetivos específicos: elaborar de forma dialógica intervenções em educação sexual; aplicar dialogicamente, as intervenções planejadas com os multiplicadores, junto aos demais estudantes da escola; e avaliar a atuação dos multiplicadores na aplicação dialógica destas intervenções. As contribuições de Freire e Bakhtin permitiram analisar os processos dialógicos enquanto elementos indispensáveis à transformação da realidade político-pedagógica, e delinear de que forma os adolescentes podem concretizar ações multiplicadoras em sexualidade. O material analisado resultou de gravações em áudio e de observações de campo durante intervenções grupais. Os resultados indicaram aspectos necessários para a formação de educadores em sexualidade: a crítica sobre as políticas públicas em sexualidade e sobre o histórico do estudo do tema na instituição, a definição dos fatores necessários para se sentir um multiplicador, a identificação dos aspectos ideológicos envolvidos na função de multiplicar estes conhecimentos, a relação pedagógica entre alunos e coordenadores do grupo, a integração constante entre teoria e prática, dentre outros. Concluímos que na fala dos próprios multiplicadores podemos encontrar os meios para conduzir a formação educacional entre pares, e que uma educação sexual compromissada com os anseios dos jovens acontecerá, por conseguinte, na concretização de uma contínua dialogia com estes.

This dissertation attempts to fill, in part, three lacunae in contemporary philosophical scholarship: first, the failure to identify the two distinct types of dialogism—psychological and interpersonal—that have been operative in discussions of the dialogical self; second, the lack of acknowledgement of the six most prominent features of interpersonal dialogism; and third, the unwillingness to recognize that interpersonal dialogism is a crucial feature of human ethical agency and identity. In Chapter One, I explain why dialogism has been relatively neglected—and certainly underappreciated—in contemporary Western philosophy. In Chapter Two, I offer a picture of Mikhail Bakhtin’s conception of dialogism. I explain why and how Bakhtin focuses on the novel in his account of dialogism. I then offer an account of Bakhtin’s claim regarding the dialogism of the ‘inner’ speech of thought. In the second part of Chapter Two, I offer an account of Gadamer’s conception of dialogism. I begin my examination of Gadamer by discussing the event ontology that serves as the metaphysical framework for his account of “play” (Spiel) and dialogue. In doing so, I explain some of the most important ideas in this part of his thought, such as his notion of understanding, tradition, effective history, the fusion of horizons, and the text. I explain what Gadamer means by genuine conversation, or dialogue, and I then describe one of the most important ideas in Gadamer’s thought—his notion of “play.” In Chapter Three, I give a critical account of the most influential contemporary account of dialogism in psychology, offered by Hubert Hermans et al., specifically in terms of their establishment of dialogical self theory. My examination consists of several parts. First, I discuss the ways they conceptualize the self, temporally and spatially. Second, I offer a description of their account of I-positions within the dialogical self. Third, I examine their claims about the necessary features of the dialogical self, and argue against one of their claims, which says that dominance relations are intrinsic to dialogue. Fourth, I describe their account of the four kinds of relations that can emerge within the self (2010, 121). Fifth, I briefly discuss their view regarding the “[t]hree models of self and identity, associated with different historical phases” (4), that have predominated in Western history. Sixth, I consider their claim that there are “positions” within the self in addition to the “I-positions” noted above. And lastly, I evaluate their account of (what they call) the nine “features of good dialogue” (10). In Chapter Four, I offer a critical evaluation of the account of dialogue and dialogism developed by Dmitri Nikulin, arguably the leading contemporary philosopher on the subjects. While I address the features of his account that I think are correct, I ultimately argue that it is problematic for three main reasons: first, it fails to recognize the proper relationship between dialogue and agency; second, its elucidation of the necessary and sufficient conditions for dialogue contains conceptual inconsistencies; and third, its conception of the relation between dialogue and personhood has potentially disastrous ethical implications. In Chapter Five, I show how Heidegger’s notions of Dasein’s “Being-with” (Mitsein), “discourse” (Rede), and “solicitude” (Fursorge) help lay the groundwork for recognizing some important features of dialogism. I do three things in Chapter Six. First, I briefly discuss Charles Taylor’s work on dialogism. Second, I offer my account of the seven most prominent features of dialogism. And third, I argue that dialogism is a crucial feature of ethical agency and identity. To do so, I offer an example of a personal (and social) virtue, namely, empathy, which illustrates the important role dialogism plays in ethical agency.

Abstract This study investigates the relationship between play and child development. This work is the continuation of a thesis on children’s verbal creativity stimulated by dialogical drama intervention which I defended in 2001 at the Vilnius Pedagogical University, Lithuania. The first doctoral thesis in educology resulted in the main intervention method (Dialogical Drama with Puppets) used in this project. The theoretical framework of the study is based on cultural-historical theories developed by Vygotsky and his followers. This approach has influenced on the methodological choices of the study and the concept of the zone of proximal development is a central concept in Vygotskian theory of human cultural development. The concept has been elaborated in an earlier publication (Hakkarainen & Bredikyte 2008) and is now used as an analytic tool. Other theoretical concepts of Vygotsky like the social situation of development, the unit, environment and mechanism of development are used. This study is a small sample from the whole research project, which integrated research studies, theoretical courses and practice of master’s degree students in early education. For families and children the project was a play club. From the theoretical point of view the project was a “genetic experiment”, a “playworld” and intervention study aiming at joint creative play of adults and children. In cultural-historical theory (cultural) environment is the source of qualitative developmental changes of individuals, but each child has to be motivated and self carry out developmental acts. These theoretical principles require special forms of social interaction “mutual interventions”. The methodological approach opens a new perspective to the study of play and development. Individual play development of some children is followed up several years. Cumulative effects and qualitative changes can be detected easier in this setting. Multi-age child groups change our understanding about play development. Empirical part of this study consists of a few cases, which demonstrate what kind of developmental trajectories are possible. It is impossible to tell exactly what the effect of our play environment is, but observations and interpretations can guide further research activity. The results of this study demonstrate in which conditions narrative intervention in joint playworld environment can lead to creative acts, what steps are necessary in the development of joint play, how mutuality in adult-child play supports child development, and what elements are essential in play producing pedagogy and professional growth. / Tiivistelmä Tämä tutkimus selvittää leikin ja lasten kehityksen välistä yhteyttä. Siinä työssä jatkuu tekijän edellisessä Vilnan pedagogisen yliopiston edukologian väitöskirjassa 2001 aloittama lasten luovuuden tutkimus dialogista draamaa käyttäen. Tämä tutkimus tuotti keskeisen intervention menetelmän (Dialoginen nukkedraama), jota nyt käytetään. Tämän tutkimuksen viitekehys perustuu Vygotskin ja hänen seuraajiensa kehittelemään kulttuuri-historialliseen teoriaan. Metodologiset ratkaisut ja Vygotskin kulttuurisen kehityksen teorian keskeinen käsite – lähikehityksen vyöhyke – ovat vaikuttaneet tutkimuksen toteutukseen. Tätä käsitettä on kehitelty aikaisemmassa julkaisussa (Hakkarainen & Bredikyte, 2008) ja sitä käytetään nyt analyyttisenä työvälineenä. Vygotskin muitakin teoreettisia käsitteitä kuten ”kehityksen sosiaalinen tilanne”, ”kehityksen analyysiyksikkö”, ”kehityksen ympäristö”, ja ”kehitysmekanismi” on otettu käyttöön. Tämä tutkimus on pieni siivu koko tutkimusprojektista, johon kytkeytyi varhaiskasvatuksen maisteriopiskelijoiden tutkimusopintoja, teoriakursseja ja harjoittelua. Perheiden ja osallistuvien lasten näkökulmasta projekti oli leikkikerho. Teoreettiselta näkökulmalta projektin ydin oli ”geneettinen eksperimentti”, ”leikkimaailma” ja ”interventiotutkimus”, joka pyrkii saamaan aikaan aikuisten ja lasten yhteistä luovaa leikkiä. Kulttuuri-historiallisessa teoriassa (psykologinen/ kulttuurinen) ymäristö on yksilön laadullisten kehityksen muutosten lähde, mutta jokaisen lapsen on oltava motivoitunut ja itse toteutettava kehittävät teot. Nämä teoreettiset periaatteet edellyttävät erityistä sosiaalisen vuorovaikutuksen muotoa ”vastavuoroista interventiota”. Käytetty metodologinen lähestymistapa avaa uuden mahdollisuuden tutkia leikkiä ja kehitystä. Joidenkin yksittäisten lasten leikin kehitystä on voitu seurata useita vuosia. Kasautuvat vaikutukset ja laadulliset muutokset voidaan todeta helpommin tällaisella tutkimusotteella. Eri-ikäisten lasten yhteiset leikkiryhmät auttavat ymmärtämään paremmin leikin olemusta ja kehitystä. Tutkimuksen empiirinen osa muodostuu yksitäistapauksista, jotka kertovat millaiset kehityskaaret ovat mahdollisia. Tarkkoja syitä ja seurauksia ei ole mahdollista leikkiympäristössä osoittaa, mutta havainnot ja tulkinnat ohjaavat jatkotutkimusta. Tutkimuksen tulokset kertovat millaisissa olosuhteissa narratiivinen interventio yhteisessä leikkiympäristössä voi johtaa luoviin tekoihin, miten yhteinen leikki voi kehittyä ja kehittää, millainen vastavuoroisuus aikuisen ja lasten leikissä tukee kehitystä sekä mitkä asiat ovat välttämättömiä leikin pedagogiikassa ja ammatillisessa kasvussa.

In an age where there seems to be a loss of confidence on the transforming power of gospel preaching this study addresses the following hypothesis: “The transforming power of gospel preaching to an audience influenced by post modernism”. The following methodology was used in this study: -- A Literature study -- Practical-theological method A Theological Model for Preaching God has spoken, it is written and preach the word are identified as three essential theological foundations for preaching. Expository preaching is explored as a model that understands the seriousness of the task of accurately and relevantly proclaiming the revealed Word of God. Expository preaching is not a matter of style at all. In fact, the determinative step that decides whether a sermon is going to be expository or not takes place before a single word has been actually written or spoken. First and foremost, the adjective ‘expository’ describes the method by which the preacher decides what to say, not how to say it. The key principles of expository preaching are then discussed. The Postmodern Audience People from all walks of life are exposed, at least to some extent, to the trends and influences of their particular day. Those present in Church services week by week are not exempt from these new ideas, trends and pressures. The intention here is to understand the person influenced by postmodernity. Ten distinct features of postmodernism are explored to understand the impact that they may have on a postmodern influenced congregation. In addition to the distinctive features of postmodernism some of the common features of people from all cultures is explored. Engaging the Postmodern Audience Preaching the gospel may involve confrontation but there are ways to confront and effectively challenge both postmodern beliefs and biblical unbelief. Methods of effective engagement like building relationships, tuning into the secular world and a more apologetic approach are discussed. In addition to this, various practices of effective communicators like a dialogical approach, inductive preaching, storytelling, the use of media and humour are explored. The study recognizes the essential work of the Holy Spirit and an unavoidable focus of Jesus Christ in preaching. An Adjusted Theory for Praxis The thesis tested the transforming power of gospel preaching to an audience influenced by post modernism and confirmed the usefulness of preaching. In the light of the literature study and empirical research conducted at the Central Baptist Church Pretoria, some adjustments in preaching praxis and ministry needs to be prioritised: One, Make more use of the inductive rather than deductive approach in preaching, particularly in the area of evangelism but not exclusively, thereby consciously developing clearer dialogue with the listeners participating in the process reaching conclusions together. Two, In as much as there must be concentrated effort and hard work in the area of methodology and technique the preacher must perpetually cultivate a greater dependence on God the Holy Spirit who ultimately is the Sacred Communicator. / Dissertation (MA (Theology))--University of Pretoria, 2006. / Practical Theology / unrestricted

The aim of this study is to develop a homiletic theory for the upbuilding of the church in transition. This dissertation investigates the validity of the hypothesis that in order to build up the church in a transition, the theory and practice of preaching must achieve a dynamic relationship with a faithful and relevant ecclesiology. At the same time, the theory and practice of preaching in the Korean church, where these are linked with a dominant accommodated ecclesiology can not form a faithful and relevant ecclesiology. To test these two hypotheses, this study defines the methodology use in practical theology to develop a homiletic theory (Chapter 1). The research develops a homiletic theory from a hermeneutic-communicative perspective, which bears a dynamic relationship to a faithful and relevant ecclesiology. Firstly, this study identifies a faithful and relevant ecclesiology from a missional perspective. Secondly, Ricoeur’s model of collective narrative identity is articulated. From these two understandings, a homiletic theory as a hermeneutic-communicative act is developed. The homiletic theory for forming a faithful and relevant ecclesiology is composed through preaching as an act of translation, an act of exchange, and an act of forgiveness (Chapter 2). The next aspect of this study is an empirical study. It links the question of the connection of a contemporary homiletic theory of the Korean church with an ecclesiology. The object is to try to explain a preaching praxis that relates to ecclesiology. In this study it is found that the praxis of preaching is closely related to an accommodated ecclesiology (Chapter 3). This section develops a hermeneutical interaction between the results of the empirical research and those of the literature study. This chapter reflects the interplay of information from the empirical research and information from the literature study. It produces new or modified ideas for a relevant theory of practice that guide and direct preaching praxis. This is a regulative activity that aims to change the current praxis (Chapter 4). / Thesis (DPhil (Practical Theology))--University of Pretoria, 2005. / Practical Theology / unrestricted

The aim of the present study is to investigate how three Swedish teachers view literary discussion as a tool for teaching and learning. A socio-cultural perspective with Vygotsky’s zone of proximal development and Dysthe’s dialogic/monologic classroom serves as the theoretical point of departure. The study is based on qualitative semistructured interviews with three Swedish teachers, all working in upper secondary school. An interview guide was established on the basis of previous research in the field of literary discussion. The interviews showed that the teachers had a positive view of conversations and discussions as a tool for teaching and learning, since they see good progression in the pupils’ reading comprehension, their conception of literature, and analytical ability. Literary discussions are chiefly appreciated as a tool that comes into its own as a method in teaching an aspect of a subject and as preparation for a written examination. Another finding is that the teachers’ positive outlook on literary discussion includes a view of teachers as being active and present when help and support should be close at hand for the pupils.

Magister Educationis - MEd / Over the last 15 years the Department of Education has rolled out various projects in an attempt to improve Mathematics and Science results and to increase the amount of learners who exit their schooling with those subjects. The 2010 - 2014 matric results show a decrease in the number of students who exiting with Science. One of the factors that might influence the learners' decision to do science can be ascribed to the methodologies that the teachers are using to teach Science. In response to the latter, this study investigated the cognitive shifts of grade two learners' conceptual knowledge of the day and night cycle after being exposed to a Dialogical Argumentation Based Instructional Model. The Contiguity Argumentation Theory (CAT) and Toulmin's Argumentation Pattern (TAP) were used as a framework to capture and interrogate learners' arguments with argumentation frames developed to categorize the learners’ argument responses. Analytical approaches were used to assess learners' argumentation skills along four stages namely intra-argumentation, inter-argumentation, whole class discussion and trans-argumentation. The study employed both quantitative and qualitative methods. The data was collected from grade 2 learners in a primary school in Cape Town, Western Cape Province in the form of a pre-post questionnaire, focus group interviews and classroom observation. The major findings of this study indicated that ● The Dialogical Argumentation Instructional model can assist learners to develop argumentative skills. ● The grade two learners in this study had alternative conceptions regarding the day and night cycle which is not scientifically valid. ● The views that learners hold are egocentric. ● DAIM is an effective teaching strategy to help learners to eliminate the misconceptions This study has shown that the Dialogical Argumentation Instructional Model (DAIM) seems to be effective in enhancing the learners’ understanding of the day and night cycle. / National Research Foundation

A presente pesquisa propõe uma articulação entre as letras de RAP e a linguagem poética como possibilidade de ensino de leitura no Ensino Médio. A pesquisa foi motivada ao constatar, durante a prática docente, o desinteresse da linguagem poética pelos educandos do Ensino Médio de algumas escolas públicas estaduais. Ao se perceber a necessidade de trabalhar a linguagem poética de maneira atrativa dentro da sala de aula, a pergunta de pesquisa surge: É possível uma articulação entre o RAP e a linguagem poética? Na tentativa de solucionar tal pergunta, esta pesquisa tem como objetivo apresentar, por intermédio da leitura fruitiva, uma proposta de ensino de leitura. Para cumprir esse projeto utilizamos as letras das canções `Cálice, de Chico Buarque e Criolo e o poema `José, de Drummond no intuito de aproximar os alunos de linguagens diferenciadas, partindo da mais comum que é a do RAP para levá-los a textos mais elaborados da literatura. Como fundamentação teórica, utilizam-se os estudos de Mikhail Bakhtin e do Círculo, que servem de arcabouço teórico, visando a importância das relações dialógicas no processo de ensino/aprendizagem. A realização da análise possibilitou verificar a presença das diferentes vozes que permeiam o processo discursivo, observando-se principalmente o dialogismo, a interdiscursividade e a intertextualidade, os efeitos de sentido e as marcas da ideologia para a assimilação do texto poético como materialidade sócio-histórica e cultural. A conclusão apresenta uma discussão do resultado das análises desenvolvidas na pesquisa, demonstrando o enriquecimento decorrente da relação dialógica mantida entre os gêneros e da possibilidade de ampliar o horizonte cultural dos alunos, tornando efetiva a formação de leitores críticos e responsivos. / This current research proposes an articulation between RAP lyrics and the poetic language as means of reading lectures in secondary education. The motivation for this research came during faculty practice when observed the indifference that the student body had at certain public secondary schools towards the subject. While realizing the necessity of dealing with the poetic language in a more attractive way, the question for this research emerged: Is it possible to articulate RAP and poetic language? In the attempt to answer such question, the target of this research is to present a proposal for reading lectures through mediation of pleasant reading to the students. In order to perform this project, we utilize the lyrics of the songs `Cálice from Chico Buarque and Criolo and the poem `José from Drummond. As an attempt to bring the students closer to more distinguished language stiles, we start from the most common, which is RAP, to take them to more elaborate readings. As foundation for this thesis, studies from Mikhail Bakhtin and from Criolo are used. They serve as theoretical structures aiming for the importance of dialogical relationships in the teaching/learning process. Through the achievement of the analysis, it was possible to verify the presence of different voices that permeate the speech process, specially observing the dialogical, interdiscoursive and intertextual aspects, the meaning effects, and the ideological signs in order to assimilate the poetic text as a social-historical and cultural materialization. The conclusion presents a discussion of the analyses results that were developed in this research that demonstrate the enrichment of the dialogical relationships maintained between the genres and the possibility to magnify the students cultural horizons making the formation of critic and responsive readers become real.

Magister Educationis - MEd / The clamour in the country about the poor performance of learners in the area of physical science is a concern and this problem had been attributed to different facets of learning which include the amendment of curriculum over the years. But my question is; can the curriculum amendment succeed without effective teaching approaches? This poignant question formed the central concern for this investigation. This study examined two cohorts of grade seven learners’ conceptions of conservation of energy using a Dialogical Argumentation Instructional Model (DAIM) as well as the Traditional Lecture Method (TLM). The study involved 48 learners selected from two public schools in Cape Town. Using a quasi-experimental (Non-equivalent groups) design, the study examined the two groups from different schools (24 learners in each). It exposed one group to the Traditional Lecture Method (TLM) and the other group to a Dialogical Argumentation Instructional Model (DAIM) which was based on two argumentation frameworks– Toulmin’s Argumentation Pattern (TAP) and Contiguity Argumentation Theory (CAT).