The overall aim of the research was to understand the potential impact of sustained part-time working on women’s identities with regards to motherhood and work. Despite an implicit assumption in public discourse, policy and research that mothers will resume full-time careers once their children are ‘older’, half of working mothers with their youngest child at secondary school are working part-time (ONS, Q3, 2011). Often in the literature ‘good’ part-time working has been framed as short-term (see for example Tilly, 1996). The part-time ‘hidden brain drain’ (Equal Opportunities Commission, 2005) has been described as a waste of education and skills (Connolly and Gregory, 2010) and contributing to gender inequality (Walby, 2007). This PhD explored the life stories of twenty university educated, partnered mothers of older children (youngest at secondary school), who had mostly worked part-time since becoming mothers. Dialogic narrative analysis (Frank, 2010) was used to explore how these women made sense of where they had ended up through their story telling. A key finding is that for these women ‘becoming’ a part-time working mother was neither an informed ‘choice’, nor a fixed orientation, but was an ongoing process of negotiation, within a matrix of inter-related, constantly shifting and interacting tensions. Compromises to their jobs often became more extensive than expected and a continuing need to ‘be there’ for teenagers was unanticipated. Damage to ‘career’ is conceptualised as a ‘creeping trauma’. This is considered in light of the mothering stories indicating this was a price worth paying. The majority of women were engaging in a narrative of reorientation, using various strategies to reframe standards of ‘good’ working and the meaning of work within life. Success in reorientation differed according to individual experiences of constraints and opportunities.

Made available in DSpace on 2016-04-28T18:23:11Z (GMT). No. of bitstreams: 1 Regina Braz da Silva Santos Rocha.pdf: 4959503 bytes, checksum: 314e475c249ebae91d0792e01da745c9 (MD5) Previous issue date: 2015-11-19 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / In this thesis, it is considered possible to build didactic practices for the teaching and learning of language in use, in which not only linguistic structures are taken into account, but also the construction of meaning in the context of utterance, promoting a reflection and contributing to the formation of readers and text writers. The overall objective, therefore, is to develop teaching practices for the teaching and learning of language in use, through a dialogical perspective, focusing on the improvement of reading and text productions of students in high school. Two general questions were formulated to guide the research: (1) What theoretical and methodological aspects are needed in the construction of didactic practices, aimed at high school, focusing on the teaching and learning of language in use, based on the dialogical theory of Bakhtin and the Circle? (2) How a didactic practice focusing on language usage can contribute to the teaching and learning of reading and text production? From these matters, the Portuguese language teaching in Brazil was constituted as the research object. To track the memory of this object, first, the theoretical and methodological conceptions of Bakhtin and the Circle are presented, considering the concept of interaction, utterance, discursive genre, style and expressiveness. Second, from the organization of a corpus made up of official documents, grammatical studies and textbooks from different periods, the memory of the object is recovered, showing the main traditions, especially with regard to the grammar teaching. Given this tradition, it is proposed the production of two didactic practices that consider the approach to a major grammar topic, the noun, for the purpose of dialoguing with the activities from the contemporary materials that were analyzed. From that, in answer to the first general question, it is understood that it is necessary to build a teaching practice focusing on the utterance, the concrete, the real, the sense, the movement, the unique, the event. In answer to the second general question, the process of teaching and learning language in use needs to be associated with the expressiveness issues, with the reading and the text production, in order to make the student an agent of language, using it in diverse human activities. In the didactic practices that were produced, the aim was to stimulate students´ critical potential from the observation of some features of the language in use in the texts taken as the objects of study. The conclusion is that it is no longer a question of teaching reading, text production and grammar, but of connecting these practices to the movements of reply and active understanding, to the significant questions that reveal ideological marks, values, positions. It is not possible to treat the language just through modeling processes, focusing on general regularities (in the sense of regularity of a discursive genre), but it is important to build didactic practices in which the active understanding is mobilized. In this process, teaching and learning language in use puts in dialogue linguistic, stylistic and discursive elements in the dialogical construction of knowledge, which considers the "living word" in Bakhtin's sense of the term / Nesta tese, considera-se possível construir práticas didáticas para o ensino-aprendizagem da língua em uso, nas quais não se trabalhem somente estruturas linguísticas, mas se promova uma reflexão sobre a construção de sentido no contexto da enunciação, contribuindo para a formação de leitores e produtores de textos. O objetivo geral, portanto, é elaborar práticas didáticas para o ensino-aprendizagem da língua em uso, na perspectiva dialógica, com foco no aprimoramento da leitura e da produção de textos de jovens no ensino médio. Foram formuladas duas questões gerais para nortear a pesquisa: (1) Que aspectos teórico-metodológicos são necessários na construção de práticas didáticas, destinadas ao ensino médio, com foco no ensino-aprendizagem da língua em uso, embasada pela teoria dialógica de Bakhtin e o Círculo? (2) De que modo uma prática didática com foco na língua em uso pode contribuir para o ensino-aprendizagem de leitura e produção de textos? A partir dessas questões, constituiu-se o ensino de língua portuguesa no Brasil como objeto de pesquisa. Para rastrear a memória desse objeto, primeiramente, apresentam-se as concepções teórico-metodológicas de Bakhtin e o Círculo, considerando os conceitos de interação, enunciado concreto, gênero do discurso, estilo e expressividade. Em segundo lugar, a partir da organização de um corpus, constituído por documentos oficiais, estudos gramaticais e obras didáticas de diferentes épocas, recupera-se a memória do objeto constituído, apresentando as principais tradições instauradas, no que se refere, sobretudo, ao ensino de gramática. Diante dessa tradição, propõe-se a produção de duas práticas didáticas que consideram a abordagem de um tópico gramatical principal, o substantivo, com a finalidade de dialogar com atividades dos materiais didáticos contemporâneos analisados. A partir disso, em resposta à primeira questão geral, entende-se que é necessário construir uma prática didática tendo como foco o enunciado, o concreto, o real, o sentido, o movimento, o singular, o único, o acontecimento. Em resposta à segunda questão geral, o ensino-aprendizagem da língua em uso precisa articular-se às questões de expressividade, à leitura e à produção de texto, com a finalidade de tornar o aluno um agente da linguagem, que usa a língua em diversificadas atividades humanas. Nas práticas didáticas produzidas, visa-se estimular o potencial reflexivo do aluno a partir da observação de alguns recursos da língua em uso nos textos-enunciados tomados como objetos de estudo. Conclui-se que não se trata mais de ensinar leitura, produção de texto e gramática, mas sim de relacionar essas práticas aos movimentos de réplica e compreensão ativa, às questões expressivas que revelam marcas ideológicas, valores, posições. Não é possível tratar apenas a língua em processos de modelização, com foco em regularidades genéricas (no sentido de regularidades de um gênero discursivo), mas é importante construir práticas didáticas em que a compreensão ativa seja mobilizada. Nesse processo, o ensino-aprendizagem da língua em uso coloca em diálogo elementos linguísticos, estilísticos, discursivos na construção dialógica do conhecimento, que considera a palavra viva no sentido bakhtiniano do termo

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2019-03-19T12:31:57Z No. of bitstreams: 1 Vilton Soares de Souza.pdf: 4825519 bytes, checksum: 8c4c9f15cd1e533346a7c350c8ab1678 (MD5) / Made available in DSpace on 2019-03-19T12:31:57Z (GMT). No. of bitstreams: 1 Vilton Soares de Souza.pdf: 4825519 bytes, checksum: 8c4c9f15cd1e533346a7c350c8ab1678 (MD5) Previous issue date: 2019-02-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This thesis aims to show that it is possible to better prepare the students from IFMA for academic mobility in France, considering the linguistic-enunciative-discursive needs of students who have already experienced the exchange through the Science without Borders program (Ciências Sem Fronteiras) and as a consequence to reflect future offers of French courses for international academic mobility in IFMA. The general objective, therefore, is to present didactic reflections on French teaching and learning for international academic mobility, from a dialogic perspective, based on the experience of IFMA students at French universities. In order to achieve our general objective, the following research question needs to be answered: how can a teaching-learning proposal of French, in the dialogic perspective, respond to the needs of the IFMA exchange students at the French university? To reach this answer, one needs to know: (a) From the point of view of the Brazilian exchange students, what are the main linguistic-enunciative-discursive needs experienced in French universities? and (b) How does a didactic practice focusing on the language as an interaction contribute to the Brazilian programs of international academic mobility? This thesis dialogues with the theoretical and methodological perspective of Bakhtin and the Circle, known as a dialogical perspective, and on the prototypical didactic procedure of French for Academic Purposes (FOU). The context covered is that of professional education in Brazil, based on the Federal Institute of Maranhão – IFMA and the linguistic-enunciative-discursive needs felt by the students in French universities, which must emerge from the analysis of the speeches of the IFMA exchangers by the Science Without Borders program in France. The participants are the professor/researcher and the six students, who experienced the exchange experience in France. The selected corpus covers the period from 2011 to 2017. We applied a questionnaire to the students using the SurveyMonkey platform. The questionnaire along with its answers formed the starting point of the corpus. In addition to the questionnaire, the corpus is composed of an interview (questions and answers) with the purpose of clarifying and/or amplifying the answers of the questionnaire. The results point out obstacles in the integration of the Brazilian students in the French university in three inseparable levels: Linguistic, Enunciative and Discursive. Therefore, the needs are linked to the non-sharing of the French language-culture in use and the non-active understanding of the statements; which leads to the emergence of problems in the construction of knowledge. In order to address this issue, it is necessary to construct didactic practices that enable Brazilian students to become agents of language, intercultural agents, and thus allow them to learn to learn in another way. In the end, the student must be able to exist/act in the academic sphere as a result of an active understanding of the French language / Nesta tese, considera-se possível preparar melhor os estudantes do IFMA para a mobilidade acadêmica na França, levando em consideração as necessidades linguístico-enunciativo-discursivas emersas dos estudantes que já vivenciaram o intercâmbio pelo programa Ciência sem Fronteiras, e, como consequência, refletir didaticamente sobre futuras ofertas de cursos de francês para fins de mobilidade acadêmica internacional no IFMA. O objetivo geral, portanto, é apresentar reflexões didáticas sobre o ensino-aprendizagem do francês para a mobilidade acadêmica internacional, na perspectiva dialógica, com base na experiência de estudantes do IFMA em universidades francesas. O objetivo geral, para ser alcançado, implica a seguinte pergunta de pesquisa: como uma proposta de ensino-aprendizagem de francês, na perspectiva dialógica, pode responder às necessidades dos intercambistas do IFMA na universidade francesa? Para construir essa resposta, precisa-se saber: (a) Do ponto de vista dos intercambistas brasileiros, quais são as principais necessidades linguístico-enunciativo-discursivas vividas na esfera universitária francesa? e (b) De que forma uma prática didática com foco na língua como interação pode contribuir com os programas brasileiros de mobilidade acadêmica internacional? O recorte teórico está fundamentado na perspectiva teórico-metodológica de Bakhtin e o Círculo, conhecida como perspectiva dialógica e no procedimento didático prototípico do Francês com Objetivo Universitário – FOU. O contexto abordado é o do ensino profissional no Brasil, com base no Instituto Federal do Maranhão – IFMA, e das necessidades linguístico-enunciativo-discursivas sentidas pelos estudantes na esfera universitária francesa, que devem emergir da análise dos discursos dos intercambistas do IFMA pelo Programa Ciência sem Fronteiras na França. Os participantes são o professor-pesquisador e os seis estudantes, que vivenciaram a experiência de intercâmbio na França. O corpus selecionado envolve o período de 2011 a 2017. Foi aplicado inicialmente um questionário aos seis estudantes via plataforma digital SurveyMonkey, ponto de partida do estabelecimento do corpus, assim como as respostas dele derivadas. Além do questionário, o corpus é composto por uma entrevista (perguntas e respostas) com o objetivo de esclarecer e/ou ampliar as respostas do questionário. Os resultados apontam óbices na integração dos estudantes brasileiros na universidade francesa em três planos, inseparáveis, linguístico-enunciativo-discursivo. Portanto, as necessidades ligam-se ao não compartilhamento da língua-cultura francesa em uso e à compreensão não ativa dos enunciados; o que faz emergir fronteiras para a construção do conhecimento. Em resposta, é necessário construir práticas didáticas que possibilitem aos estudantes brasileiros tornarem-se agentes de linguagem, agentes interculturais e, assim, permitir que eles aprendam a aprender de outra forma. Ao final, o aluno deve poder existir-agir na esfera acadêmica com e graças à língua francesa

<p>In today’s world, exposure to other cultures has become a symbol of increasing globalization processes. Many people leave their home area to embark on a voyage of discovery and learning that affects their original cultural identity.</p><p>This study explores the life experience of independent transcultural sojourners, i.e. people who freely decide to relocate to different cultural contexts after their formative years. The inquiry covers three major themes of their intercultural experience: Multicultural identity, processes of intercultural adaptation, and change and transformation ensuing from multiple intercultural relocations. The aim of this study is to show the effects of multiple intercultural experiences on the identity of transcultural sojourners, and how they dealt with relevant emerging processes of intercultural adaptation.</p><p>Following a format suggested by Seidman (1996), five respondents were asked to recount and reflect on their transcultural experience in three separate, asynchronous interviews that covered three dimensions of their intercultural experience: past, present, and reflections. The ensuing text comprised about 16,000 words and was analyzed using both a narrative and a thematic approach using a mixed typology of categories and sub-themes made up of indigenous typology stemming from relevant scholarly literature and researcher-constructed typology suggested by the researcher and the respondents.</p><p>The analysis indicates that personal factors like mindfulness, motivation, resourcefulness, and intercultural awareness strongly influence processes of Intercultural communication competence and Multicultural identity development. Contextual factors are also relevant, as they include issues of avowed and ascribed identity. The analysis also shows no specific, generalizable link between the presence of intercultural stimuli in the original cultural milieus and the decision to relocate across cultural boundaries. Furthermore, it points to a strong relation between Piagetian constructivist learning theories and the development of ICC competence. The study also indicates that independent transcultural sojourners are in a position to negotiate the level of their integration and marginality, which in turn affects the spectrum of their Intercultural communication competence.</p><p>Finally, this study indicates the limited applicability of traditional functionalist approaches to understanding and conceptualizing processes of intercultural adaptation and multicultural identity building. It also suggests the need for a shift towards a dialogical perspective informed by systems-thinking and Chaos theory.</p> / The author would like to acknowledge the inspiration and passion for intercultural issues provided over the years by the Intercultural Insights on-line community.Seattle, summer 2010.

In today’s world, exposure to other cultures has become a symbol of increasing globalization processes. Many people leave their home area to embark on a voyage of discovery and learning that affects their original cultural identity. This study explores the life experience of independent transcultural sojourners, i.e. people who freely decide to relocate to different cultural contexts after their formative years. The inquiry covers three major themes of their intercultural experience: Multicultural identity, processes of intercultural adaptation, and change and transformation ensuing from multiple intercultural relocations. The aim of this study is to show the effects of multiple intercultural experiences on the identity of transcultural sojourners, and how they dealt with relevant emerging processes of intercultural adaptation. Following a format suggested by Seidman (1996), five respondents were asked to recount and reflect on their transcultural experience in three separate, asynchronous interviews that covered three dimensions of their intercultural experience: past, present, and reflections. The ensuing text comprised about 16,000 words and was analyzed using both a narrative and a thematic approach using a mixed typology of categories and sub-themes made up of indigenous typology stemming from relevant scholarly literature and researcher-constructed typology suggested by the researcher and the respondents. The analysis indicates that personal factors like mindfulness, motivation, resourcefulness, and intercultural awareness strongly influence processes of Intercultural communication competence and Multicultural identity development. Contextual factors are also relevant, as they include issues of avowed and ascribed identity. The analysis also shows no specific, generalizable link between the presence of intercultural stimuli in the original cultural milieus and the decision to relocate across cultural boundaries. Furthermore, it points to a strong relation between Piagetian constructivist learning theories and the development of ICC competence. The study also indicates that independent transcultural sojourners are in a position to negotiate the level of their integration and marginality, which in turn affects the spectrum of their Intercultural communication competence. Finally, this study indicates the limited applicability of traditional functionalist approaches to understanding and conceptualizing processes of intercultural adaptation and multicultural identity building. It also suggests the need for a shift towards a dialogical perspective informed by systems-thinking and Chaos theory. / The author would like to acknowledge the inspiration and passion for intercultural issues provided over the years by the Intercultural Insights on-line community.Seattle, summer 2010.