Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2017-03-17T19:16:21Z No. of bitstreams: 1 Alda Mendes Baffa.pdf: 1300022 bytes, checksum: 83bc1381afd0939a6cbecd3991dfee59 (MD5) / Made available in DSpace on 2017-03-17T19:16:21Z (GMT). No. of bitstreams: 1 Alda Mendes Baffa.pdf: 1300022 bytes, checksum: 83bc1381afd0939a6cbecd3991dfee59 (MD5) Previous issue date: 2016-11-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This paper conducted an investigation which prioritized the unveiling of representations of students of a pedagogy distance learning course on teaching and dialogical language. This is a qualitative research that conducted a case study involving 17 students from last year (8th semester) of a pedagogy course the distance, a higher education institution, private, located in the Greater ABC region. The guiding research question was: What is the knowledge that the students of the Faculty of Education at a distance have on teaching language, dialogical and its importance for the construction of knowledge? The hypothesis assumes that the studies and training in ODL bring a new type of reflective and operative teaching, but the development and importance attributed to the teaching language come not only from the Faculty of Education in distance education, but also other experiences subjects who are in training. The purpose was to investigate and reflect on the representations of students about the training they are receiving interface with language/dialogicity. To collect data, a questionnaire was applied – with open questions and closed questions – to the profile disclosure and representations about the guiding question of research and analysis of these data was to reference Franco (2003) and Szymanski (2010) for the methodology of content analysis. The theoretical framework that based the research included authors who helped us produce reflections on language, constitution of the subject and the importance of language in the construction of knowledge, as Bakhtin (1999 and 2000), Geraldi (1997) and Orlandi (1997). For the recovery of historical and discussions on the classroom pedagogy course and distance, we selected some authors as Gatti and Barretto (2009); to the crisis of degrees and teaching identity, Gatti and Barretto (2008 and 2010); to research the public policies of training, recovery and encouraging teaching career, Brzenzinski (2013), Tardiff and Lessard (2014), and we seek in Nóvoa (1992) and Libâneo (2002) the professionalism of ideas, professionalization and professionalism; in Saviani (2012) a critical study of the National Curriculum Guidelines for Education Course. In Bahia and Duran (2009) we seek reflections on the training of teachers in distance courses; in Bahia (2014) studies on initial teacher training at a distance, and Azevedo (2013) learning and language in Distance Education. The results of the research point to the great importance given by the students of distance learning to language, their dialogical and interlocutive development, their importance in the construction of knowledge and in the development of the interaction between the interlocutors in Distance Education and the contribution however, as far as dialogue is concerned, the dialogic language is somewhat impaired because the interaction is small (although it exists), and the lack of real-time debates compromises the construction of a dialogue / O presente trabalho realizou uma investigação que priorizou o desvelamento das representações de alunos, de um curso de Pedagogia a distância, sobre linguagem docente e dialogicidade. Trata-se de uma pesquisa de cunho qualitativo, especificamente, um estudo de caso envolvendo 17 alunos do último ano (8º semestre) de um curso de Pedagogia a distância, de uma instituição de ensino superior, particular, localizada na região do Grande ABC paulista. A questão norteadora da investigação foi: Qual o conhecimento que os alunos do curso de Pedagogia a distância têm sobre linguagem docente, dialogicidade e sua importância para a construção do conhecimento? A hipótese parte do pressuposto de que os estudos e a formação em EAD trazem uma nova modalidade de docência reflexiva e decisória, porém, o desenvolvimento e importância atribuídos à linguagem docente vêm, não só do curso de Pedagogia em EAD, mas também de outras experiências dos sujeitos que estão em formação. O objetivo foi o de investigar e refletir sobre as representações dos alunos acerca da formação que estão recebendo em interface com a linguagem/dialogicidade. Para a coleta de dados foi aplicado um questionário – com questões abertas e questões fechadas – para o desvelamento do perfil e das representações acerca da questão norteadora da investigação e, a análise destes dados, teve como referência Franco (2003) e Szymanski (2010) para a metodologia de análise de conteúdo. O referencial teórico que embasou a pesquisa contou com autores que nos auxiliaram a produzir reflexões sobre linguagem, constituição do sujeito e a importância da linguagem na construção do conhecimento, como Bakhtin (1999 e 2000), Geraldi (1997) e Orlandi (1997). Para a recuperação do histórico e discussões sobre do curso de Pedagogia presencial e a distância selecionamos alguns autores como Gatti e Barretto (2009); para a crise das licenciaturas e identidade docente, Gatti e Barretto (2008 e 2010); para pesquisarmos as políticas públicas de formação, valorização e incentivo à carreira docente, Brzenzinski (2013), Tardiff e Lessard (2014), e fomos buscar em Nóvoa (1992) e Libâneo (2002) as ideias de profissionalidade, profissionalização e profissionalismo; em Saviani (2012) um estudo crítico sobre as Diretrizes Curriculares Nacionais do Curso de Pedagogia. Em Bahia e Duran (2009) buscamos reflexões sobre a formação de professores em cursos a distância; em Bahia (2014) estudos sobre a formação inicial de professores a distância, e em Azevedo (2013) a aprendizagem e a linguagem na Educação a Distância. Os resultados da pesquisa apontam para a grande importância, dada pelos alunos do curso de Pedagogia a distância, à linguagem, seu desenvolvimento dialógico e interlocutivo, sua importância na construção do conhecimento e no desenvolvimento da interação entre os interlocutores na Educação a Distância e a contribuição desta para a construção de um novo discurso educacional, porém, no que se refere à dialogicidade, a linguagem dialógica fica um pouco prejudicada, pois a interação é pequena (embora exista), e a falta de debates em tempo real compromete a construção de um diálogo mais efetivo.

O Trabalho de dissertação se baseia principalmente nos livros Sobre a Potencialidade da Alma: De quantitate animae e De libero arbítrio, escritos por Santo Agostinho. Discorremos sobre o processo de conceituação do ente alma e da solução do problema do livre arbítrio através do sistema pedagógico agostiniano circuitum nostrum. Veremos que esse ente imaterial que nos faz racionais e, portanto, humanos, é o que mais se aproxima de Deus, de todos os entes da criação. Um ente Imortal, com ideias inatas, sem divisão e que monitora todas as funções do corpo, possibilitando ao ser humano o uso das memórias, da razão e da racionalidade. Subsistindo em si mesma, ela permanece mesmo depois da separação do corpo, como uma entidade única e portadora de todas as lembranças do corpo que animava para a vida. Apresentando-se como um dualista, Santo Agostinho, nos revela que embora a alma esteja no corpo ela não está presa ao corpo, porém no corpo. Sem crescimento ou envelhecimento esse ente imaterial, sem dimensões é real, porém desconhecido do próprio sujeito que a acolhe. Um ente que mantém o princípio vital e de animação (animus) do corpo. Quando essa alma é educada pela racionalidade permite ao ser humano o uso pleno da liberdade na escolha moral do agir, ou livre arbítrio. Veremos que a influência de Sócrates, Platão e do neoplatonismo através dos diálogos inseridos no sistema pedagógico agostiniano circuitum nostrum e, a relação entre o pedagogismo de Paulo Freire como um espelho do agostiniano, através do diálogo como produtores de sujeitos ativos na transformação da sociedade. / This thesis is based mainly on the books About the Potentiality of the Soul: De quantitate animae and De libero arbítrio written by Saint Augustine. We discourse about the process of conceptualization of the being soul and of the solution of the problem of free choice through the Augustinian pedagogical system circuitum nostrum. We will see that this immaterial being which makes us rational, and therefore human, is what comes closest to God of all the beings of the creation. An immortal being, with innate ideas, without division and which monitors all the functions of the body, making it possible for the human being to use the memory, reason and rationality. Subsisting in itself, it remains, even after the separation from the body, as a whole entity and carrier of all the memories of the body which animated it for life. Presenting himself as a dualist, St. Augustine reveals to us that although the soul is in the body it is not bound to the body, but is in the body. Without growth and aging this immaterial being without dimensions is real, however unknown to the subject him/her self who houses it. A being which maintains the vital principle and that of animation (animus) of the body. When this soul is educated by rationality it permits the human being the full use of freedom in the moral choice of action, or free will. We will see the influence of Socrates, Plato and neoplatonism through the dialogs inserted in the Augustinian pedagogical system circuitum nostrum and the relation between the pedagogism of Paulo Freire as a mirror of augustinianism, through the dialog as producers of active subjects in the transformation of society.

Submitted by Carla Renata Santos dos santos (c.renata.santos@gmail.com) on 2017-05-08T13:17:40Z No. of bitstreams: 1 Tese -Carla_Renata_Santos.pdf: 4744511 bytes, checksum: c216f30b20200acf03ae8abfb8c3265b (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2017-05-10T14:34:56Z (GMT) No. of bitstreams: 1 Tese -Carla_Renata_Santos.pdf: 4744511 bytes, checksum: c216f30b20200acf03ae8abfb8c3265b (MD5) / Made available in DSpace on 2017-05-10T14:34:56Z (GMT). No. of bitstreams: 1 Tese -Carla_Renata_Santos.pdf: 4744511 bytes, checksum: c216f30b20200acf03ae8abfb8c3265b (MD5) / A tese em apreço tem como tema a coconstrução do conhecimento no processo de desenvolvimento de Tecnologias Sociais. Este estudo partiu da crença de que a Tecnologia Social é uma das possíveis respostas ao atendimento às demandas sociais, e que a mesma possui propriedades de aprendizagem,participação, democracia e cidadania. O objeto desta tese propõe responder à questão: como os diferentes saberes influenciam no desenvolvimento de Tecnologias Sociais para o fortalecimento de cadeias produtivas no semiárido? Propõe também um referencial analítico para a articulação de saberes e práticas no processo de construção de Tecnologias Sociais para o fortalecimento da cadeia produtiva do licuri no semiárido baiano. Como objetivos específicos têm-se: compreender o sentido das ações dos atores no processo de articulação de diferentes saberes no desenvolvimento de Tecnologias Sociais para fortalecimento da cadeia produtiva do licuri no semiárido; identificar elementos relevantes para o diálogo entre atores no processo de articulação de diferentes saberes no desenvolvimento de Tecnologias Sociais para fortalecimento da cadeia produtiva do licuri no semiárido; propor caminhos teórico-metodológicos que ampliem a discussão acerca da articulação de saberes no processo de construção de Tecnologias Sociais. O lastro para este trabalho foi desenvolvido tomando como referência dois eixos conceituais: o primeiro está relacionado à construção coletiva do conhecimento, a partir da articulação de diversos saberes, fundamentadas na Dialogicidade e na Ecologia de Saberes,incluindo abordagens acerca a Teoria Social da Aprendizagem; e o segundo ao eixo da Ciência, Tecnologia e Sociedade, onde estão contidas abordagens acerca da Teoria Crítica de Tecnologia, Construção Social da Tecnologia, Tecnologia Social e Adequação Sociotécnica. Metodologicamente, trata-se de um estudo qualitativo. Quanto ao subtipo, a pesquisa está fundamentada no Estudo de Caso, onde o foco da análise foi uma experiência de desenvolvimento de tecnologias sociais no município de Caldeirão Grande, no semiárido baiano. As informações levantadas no campo empírico permite o alcance dos objetivos delineados. Foram identificadas as dimensões analíticas relacionadas à coconstrução do conhecimento nos processos de desenvolvimento de tecnologias sociais, ocasionando um diálogo entre os dados construídos e referências teóricas provenientes de paradigmas investigativos alternativos, na busca da aproximação do entendimento e da interpretação da ação social presenciada na pesquisa de campo. / ABSTRACT The thesis under consideration has as its theme the construction of knowledge in the process of development of Social Technologies. This study started from the belief that Social Technology is one of the possible answers to the social demands, and that it has properties of learning, participation, democracy and citizenship. The purpose of this thesis is to answer the question: how do diferente knowledge influence the development of Social Technologies for the strengthening of production chains in the semi-arid? It also proposes an analytical framework for the articulation of knowledge and practices in the process of building Social Technologies for the strengthening of the licuri coconut production chain in the semi-arid region of Bahia. As specific objectives we have the following: to understand the meaning of the actions of the actors in the process of articulation of different knowledge in the development of Social Technologies to strengthen the production chain of licuri coconut in the semi-arid; to identify relevant elements for the dialogue between actors in the process of articulating of different knowledge in the development of Social Technologies to strengthen the licuri coconut production chain in the semiarid; to purpose theoretical-methodological paths that extend the discussion about the articulation of knowledge in the process of construction of Social Technologies. The ballast for this work was developed taking as reference two conceptual axes: the first one is related to the collective construction of knowledge, based on the articulation of diverse knowledge, based on Dialogicity and Knowledge Ecology, including approaches about Social Theory of Learning; and the second is related to the axis of Science, Technology and Society, where are contained approaches on Critical Theory of Technology, Social Construction of Technology, Social Technology and Sociotechnical Adequacy. Methodologically, this is a qualitative study. Regarding the subtype, the research is based on the Case Study, where the focus of the analysis was an experiment in the development of social technologies in the county of Caldeirão Grande, in the semi-arid region of Bahia. The information gathered in the empirical field allows us to reach the objectives outlined. The analytical dimensions related to the construction of knowledge in the processes of development of social technologies were identified, causing a dialogue between the constructed data and theoretical references from alternative research paradigms, in the search for the approximation of the understanding and interpretation of the social action witnessed in the field research.

Made available in DSpace on 2014-12-17T14:35:46Z (GMT). No. of bitstreams: 1 HiramisisPP_Vol1.pdf: 517685 bytes, checksum: 0926344bd0009e51c460befecb4506bd (MD5) Previous issue date: 2005-11-03 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This work is a research and action in the field of enviromental education, oriented for the construction of the land s distribuction of the Maria da Paz Settling, in Jo?o C?mara/RN, as process of social learning, collecive production of new knowledge, values and attitudes related to the environment. It was consolidated through a partnership beteween the UFRN (GERAH/DARQ and GEPEM/DEPED), MST and INCRA/RN. The drawing that represents the way the space organization of the settling was made constructed through effort of many people, in a process of dicussion with the community had as technical support the environment inventory (soil, vegetation, water resources, and others) allowing the agro-ecology zoning of the settlers participation conditions, their contradiction and conflicts, the challenges that appear in the search for consensus and the factor that creat chages / Este trabalho se constitui em uma pesquisa-a??o no campo da educa??o ambiental, orientada para a constru??o do parcelamento do solo do Assentamento Maria da Paz em Jo?o C?mara/RN, enquanto processo de aprendizagem social, de produ??o coletiva de novos conhecimentos, valores e atitudes com rela??o ao meio ambiente. Foi consolidado atrav?s de uma parceria entre a UFRN (GERAH/DARQ e GEPEM/DEPED), MST e INCRA/RN. O desenho que representa a forma de organiza??o espacial do assentamento, constru?do a v?rias m?os, num processo de discuss?o com a comunidade, teve como suporte t?cnico o invent?rio do meio natural (solos, vegeta??o, recursos h?dricos, entre outros) permitindo o zoneamento agroecol?gico da ?rea. S?o analisadas tamb?m as condi??es de participa??o dos assentados, suas contradi??es e conflitos, os desafios que se colocam na busca de consenso e os fatores geradores de mudan?as

The subject of this thesis is orality in informal dialogic computer-mediated communication (henceforth CMC). This type of communication is represented by internet discussions, discussion fora, and Facebook posts. All these three genres are compared with informal spoken face-to-face dialogues. The data are covered by the Koditex corpus, which contains the CMC genres, and the Ortofon corpus of spoken language. The term orality can refer both to the realized communication form - spoken or written (so- called media orality) and to the summary of linguistic characteristics associated with the prototypical informal spoken dialogue (so-called conceptual orality). This thesis focuses only on conceptual orality, which is based on nine language features divided into the three following areas: dialogicity, spontaneity, and fulfilment of pragmatic needs of communication participants. The analyses show significant similarity between the functional use of features in both spoken and written communication. This applies primarily to the features associated with spontaneity (repetition of the same words, the presence of word fragments, typos and misspellings) and the fulfilment of pragmatic needs (discourse markers, pronoun non-dropping, iteration of graphemes). It follows that the selected CMC genres appropriately...

Made available in DSpace on 2017-07-21T20:31:59Z (GMT). No. of bitstreams: 1 carlos grokorriski.pdf: 1143537 bytes, checksum: e46c9e194cb2f26a28fbbe05a8a725c7 (MD5) Previous issue date: 2012-08-06 / This dissertation aims to describe the dynamics of the relations between an specific governamental action, the “Paraná Alfabetizado” program, whose function is the alphabetization of the young, adults and elderly, and a remaining quilombola community (CRQ), in this case, the Sutil community. The theoretical base is constitued from the concepts of ‘dialogicity/conscientization’ in Paulo Freire; and ‘disciplinary matrix/ historical consciousness’ in Jörn Rüsen. Both (concepts/authors) share similar theories on the relations between the spheres of knowledge and practical life. At the same time, other referentials that contribute to some aspects of this text were utilizes. The research is qualitative and the gathering of data was developed by exploratory survey followed by interviews. Among the main contribution of this research are: a reflection on the identity of the community, its relations with the state institution, as well as the possibilities of projection in the future. The contributions of this work are given in order to provide opportunities for community intervention from an epistemological model that considers the integration of specialized knowledge, public sphere as political action management and practical life of the community. / Este trabalho tem por objetivo descrever a dinâmica das relações entre uma ação governamental específica, o “Programa Paraná Alfabetizado”, cuja função é a alfabetização de jovens, adultos e idosos, e uma comunidade remanescente quilombola (CRQ), neste caso a comunidade do Sutil. A base teórica é constituída a partir dos conceitos de ‘dialogicidade/conscientização’ em Paulo Freire; e ‘matriz disciplinar/ consciência histórica’ em Jörn Rüsen. Ambos (conceitos/autores) compartilham de teorias semelhantes referentes às relações entre as esferas do conhecimento e da vida prática. Paralelamente foram utilizados outros referenciais que contribuíram com alguns aspectos deste trabalho. A pesquisa é qualitativa e a coleta de dados se deu por pesquisa exploratória seguida de entrevistas. Entre as principais contribuições da pesquisa estão: uma reflexão sobre a identidade da comunidade, suas relações com a instituição estatal, bem como as possibilidades de projeção do futuro. As contribuições deste trabalho se dão no sentido de oferecer possibilidades de intervenção na comunidade a partir de um modelo epistemológico que considere a integração entre conhecimento especializado, esfera pública como ação política gestora e vida prática da comunidade.

Submitted by Eunice Novais (enovais@uepg.br) on 2018-06-06T17:35:12Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Suzimara Souza.pdf: 7480959 bytes, checksum: 832869be1afb4bd96530cf379104850d (MD5) / Made available in DSpace on 2018-06-06T17:35:12Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Suzimara Souza.pdf: 7480959 bytes, checksum: 832869be1afb4bd96530cf379104850d (MD5) Previous issue date: 2018-04-04 / This dissertation is part of the Postgraduate Program in Language Studies of the Ponta Grossa State University (UEPG) and aims to understand how the memory of the subjects belonging to CRQSerra do Apon, a region located in the interior of Castro-PR, is represented by the oral and visual narratives produced by the subjects' gaze. To reflect on the relation time and memory, we use authors Maurice Halbwachs (2013) and Pierre Nora (1993). From the idea that all narrative, in the most different forms of language produce a history, we find support in Paul Ricoeur's (1990) thought for which all history is narrative. In order to weave the narratives of individual memories that are confused with the collective memories and the own history of the black community we use Kabengele Munanga (1994) articulated to the thought wise and poetic of Hampaté Bâ (2003, 2010), author who discusses the relevance of the word for the inheritances of the African matrix. We also consider authors such as Clóvis Moura (1981) and Abdias de Nascimento (1980, 2003) to deal with issues of black territory, formation and formation of quilombo. Like Lélia Gonzalez (1982) and Eduardo de Oliveira (1977) among other fundamental authors in the reflection on the social, political, economic, cultural and intellectual organization of the Negro in Brazil. We conceptualize the communicative event of the narrative as a structured fabric that communicates, preserves and impresses meaning to a determined society, considering a specific historical and temporal context from Marcuschi's (2008) thought. We verified how this idea is effective in the narratives presented by the subjects surveyed in the Quilombo Serra do Apon Community. Within these narratives are present the oral aspects in the communicative stories and histories of life and the visual aspects, the photographs produced by the subjects participating in the research, treated as records of memories that flee from the words, shaping images that, in turn, demanded an adequacy within the research. The methodology, in which this work is constructed, allows us to interpret images, but we also support the critical interpretation that considers social roles and functions beyond the relations of power, by which these roles and functions can be linked, disregarding the sense of taste, of appreciation and pleasure. For this, visual culture was used in the perspective of Fernando Hernandez (2000). Our methodological course followed some participatory ethnographic techniques, not considering the ethnography in its totality and we use the Communicative - Critical Methodology (MCC) based on the thoughts of Jürgen Habermans (1987) on Communicative Action and on the concept of Dialogicity proposed by Paulo Freire (1994) , 2005), who assumed the role of method ora methodology in the structuring of all research. To understand all the aspects present in the work, we use authors such as Carmem Lúcia Guimarães de Mattos (2011), Clifford Geertz (1989), Fabiana Marine (2010), José Goméz (2006), Rafael Bisquerra (2004), Roseli Rodrigues de Mello 2010), Silionara Aparecida Madureira (2015), Vanessa Gabassa (2010) and others. The application of the techniques and methodology was favorable not only to reading and analyzing the content of the narratives - oral and visual - but also represented an understanding of the social, political, economic and cultural formation process of this community. We do not propose a rescue of the history and memory of these subjects, but rather the record of the possibilities of seeing, imagining, interpreting and re-signification the ways of narrating life presented by these subjects. / Esta disertación de maestría forma parte del Programa de Postgrado en Estudios del Lenguaje, de la Universidad Estatal de Ponta Grossa (UEPG) y intenta comprender como la memoria de los sujetos que pertenecen a la CRQ- Serra do Apon, región ubicada en el interior de Castro- PR, es representada a partir de las narrativas orales y visuales producidas por los puntos de vita de esos sujetos. Para refletar sobre la relación tiempo y memoria, utilizamos los autores Maurice Halbwachs (2013) y Pierre Nora (1993). A partir de la idea de que toda narrativa, en sus respectivas formas de lenguaje producen una historia, encontramos suporte en el pensamiento de Paul Rocouer (1990), lo cual toda la historia es narrativa. Para tejer las narrativas de memorias individuales que se les confunden con las memorias colectivas y la propia historia de la comunidad negra, utilizamos Kabengele Munanga (1994) desarrollándose al pensamiento sabio y poético de Hampaté Bâ (2003, 2010), autor que discute acerca de la importancia de la palabra para las herencias de la matriz africana. Consideremos también autores como Clóvis Moura (1981) y Abdias de Nascimento (1980, 2003) para discutir sobre las cuestiones de territorio negro, formación y constitución de quilombo. Así como Lélia Gonzalez (1982) y Eduardo de Oliveira (1977) entre otros autores fundamentales en la reflexión acerca de la organización social, política, económica, cultural e intelectual del negro en Brasil. Conceptuamos el evento comunicativo de la narrativa como un tejido estructurado que comunica, preserva e imprime sentido a una determinada sociedad, considerando a un contexto historio y temporal específico a partir del pensamiento de Marcuschi (2008). Constatamos como esa idea efectivase en las narrativas presentadas por los sujetos pesquisados en la Comunidad Remaneciente de Quilombo Serra do Apon. Dentro de esas narrativas están presentes los aspectos orales en los relatos y historias comunicativas de la vida y los aspectos visuales, las fotografías producidas por los sujetos que participaron de esa pesquisa, que son tratadas como registros de la memoria que huyen las palabras, destacando imágenes, que por su vez, exigieron una adecuación interpretativa en la pesquisa. La metodología, en la cual este proyecto se constituye, permite interpretar imágenes, sin embargo nos respaldamos también en la interpretación crítica que considera los papeles y la funciones sociales además de las relaciones de poder, por las cuales esos papeles y funciones puedan vincularse, desconsiderando el seso de gustar, de la apreciación y del placer. Para eso, fueron utilizado la cultura visual e la perspectiva de Fernando Hernandez (2000). Nuestro camino metodológico siguió algunas técnicas etnográficas participativas, no considerando la etnografía en su totalidad y utilizamos la Metodología Comunicativo Crítico (MCC) que se respalda en los pensamientos de Jürgen Habermans (1987) acerca de la Acción Comunicativa y en el concepto de Dialogicidade propuesto por Paulo Freire (1994, 2005) que asumió la función de ora método ora metodología en la estructuración de la pesquisa. Para comprender todos los aspectos manifiestos en el trabajo, utilizamos autores como Carmem Lúcia Guimarães de Mattos (2011), Clifford Geertz (1989), Fabiana Marine (2010), José Goméz (2006), Rafael Bisquerra (2004), Roseli Rodrigues de Mello (2010), Silionara Aparecida Madureira (2015), Vanessa Gabassa (2010) y entre otros. La aplicación de las técnicas y de la metodología fue favorable no sólo a la lectura y análisis del contenido de las narrativas- orales y visuales- sin embargo representan también la compresión del proceso de la formación social, política, económica y cultural de esa comunidad. No proponemos un rescate de la historia y de la memoria de esos sujetos, pero sí el registro de las posibilidades de ver, imaginar, interpretar y resignificar las formas de narrar la vida presentadas por esos sujetos. / This dissertation is part of the Postgraduate Program in Language Studies of the Ponta Grossa State University (UEPG) and aims to understand how the memory of the subjects belonging to CRQSerra do Apon, a region located in the interior of Castro-PR, is represented by the oral and visual narratives produced by the subjects' gaze. To reflect on the relation time and memory, we use authors Maurice Halbwachs (2013) and Pierre Nora (1993). From the idea that all narrative, in the most different forms of language produce a history, we find support in Paul Ricoeur's (1990) thought for which all history is narrative. In order to weave the narratives of individual memories that are confused with the collective memories and the own history of the black community we use Kabengele Munanga (1994) articulated to the thought wise and poetic of Hampaté Bâ (2003, 2010), author who discusses the relevance of the word for the inheritances of the African matrix. We also consider authors such as Clóvis Moura (1981) and Abdias de Nascimento (1980, 2003) to deal with issues of black territory, formation and formation of quilombo. Like Lélia Gonzalez (1982) and Eduardo de Oliveira (1977) among other fundamental authors in the reflection on the social, political, economic, cultural and intellectual organization of the Negro in Brazil. We conceptualize the communicative event of the narrative as a structured fabric that communicates, preserves and impresses meaning to a determined society, considering a specific historical and temporal context from Marcuschi's (2008) thought. We verified how this idea is effective in the narratives presented by the subjects surveyed in the Quilombo Serra do Apon Community. Within these narratives are present the oral aspects in the communicative stories and histories of life and the visual aspects, the photographs produced by the subjects participating in the research, treated as records of memories that flee from the words, shaping images that, in turn, demanded an adequacy within the research. The methodology, in which this work is constructed, allows us to interpret images, but we also support the critical interpretation that considers social roles and functions beyond the relations of power, by which these roles and functions can be linked, disregarding the sense of taste, of appreciation and pleasure. For this, visual culture was used in the perspective of Fernando Hernandez (2000). Our methodological course followed some participatory ethnographic techniques, not considering the ethnography in its totality and we use the Communicative - Critical Methodology (MCC) based on the thoughts of Jürgen Habermans (1987) on Communicative Action and on the concept of Dialogicity proposed by Paulo Freire (1994) , 2005), who assumed the role of method ora methodology in the structuring of all research. To understand all the aspects present in the work, we use authors such as Carmem Lúcia Guimarães de Mattos (2011), Clifford Geertz (1989), Fabiana Marine (2010), José Goméz (2006), Rafael Bisquerra (2004), Roseli Rodrigues de Mello 2010), Silionara Aparecida Madureira (2015), Vanessa Gabassa (2010) and others. The application of the techniques and methodology was favorable not only to reading and analyzing the content of the narratives - oral and visual - but also represented an understanding of the social, political, economic and cultural formation process of this community. We do not propose a rescue of the history and memory of these subjects, but rather the record of the possibilities of seeing, imagining, interpreting and re-signification the ways of narrating life presented by these subjects.

Made available in DSpace on 2016-04-29T13:30:52Z (GMT). No. of bitstreams: 1 GustavoBorba.pdf: 1362954 bytes, checksum: f5b60115348b9a04e64392bbd854f22c (MD5) Previous issue date: 2005-10-24 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / BORBA, Gustavo Lopes. A negociação de sentidos sobre participação: Um estudo dos processos dialógicos do Orçamento Participativo de Ipatinga-MG, pelo viés da Cidadania. Dissertação de mestrado em psicologia social. São Paulo: PUC-SP, 2005. The work sought to understand how happens negotiation of senses about participation in the experience of the participatory budget (PB) implanted in the city of Ipatinga-MG, that exists for 16 years. By new ways of public management allowed by the re-democratization, those experiences of deliberative democracy have spread in Brazil and in the world. While the social scientists are interested in the political aspects of the process, my interest as a social psychologist concerns on how those new processes led to changes in the way that people will understand their own world. Working with the referential of Hacking (2001) for work with the analysis of matrices that embodies both ideas and human constructs, the material elements that compose the experience of the PB were sought and considered while elements that are part of the social relations. Hacking talks from the constructionist movement in social psychology aiming an approach about senses, nets of socialities and materialities. The senses also they can be found in documents of public domain (SPINK, 2000), that are rounding materialities in the public environment, what permits to consider the positionings of the diverse agents in the field. The research s results let us to find out that the negotiations occur with a difference between the population and the city hall as regards the vision of the process of the PB. The population is more prone to the possibility of true deliberation, depositing in the PB the expectation of the resolution of the problems of the community through the dialogue. The city hall sees the PB as a process that makes the citizen more closer of the city hall, so that they can be more aware about the management and the administrative difficulties. Besides, the city hall seems to consider the PB as a process that allows the improvement of the quality of life of the population. The most important aspects for the negotiation of senses were: of the part of the city hall, the mass communication resources use, mainly newspapers and magazines, and the use of the structure of the city hall for receive the representatives of the population unhappy or, on the contrary one, for award the allied. Of the part of the population, to traditional presence of the associations of inhabitants were shown like an aspect that itself remains based in the informal personal relations, more than about relations with formal character. An example of that is the little relevance of the counselors of the PB to the population, being more important the own inhabitants associations representatives. / BORBA, Gustavo Lopes. A negociação de sentidos sobre participação: Um estudo dos processos dialógicos do Orçamento Participativo de Ipatinga-MG, pelo viés da Cidadania. Dissertação de mestrado em psicologia social. São Paulo: PUC-SP, 2005. O trabalho buscou compreender como se dá a negociação de sentidos sobre participação na experiência do orçamento participativo implantado na cidade de Ipatinga-MG já há 16 anos. Com a instituição de novos enquadres de gestão pública a partir da redemocratização, essas experiências de democracia direta têm se propagado no Brasil e no mundo. Enquanto os cientistas sociais estão interessados nos aspectos políticos do processo, meu interesse como psicólogo social diz respeito a como esses novos processos têm significado mudanças na maneira das pessoas compreenderem o seu mundo. Utilizando o referencial de Hacking (2001) para trabalhar com a análise de matrizes que dão sustentabilidade a idéias e construtos humanos, os elementos materiais que compõem a experiência do OP foram buscados e considerados enquanto elementos que permeiam as relações sociais. Hacking parte da proposta construcionista em psicologia social para possibilitar um enfoque sobre sentidos, redes de socialidades e materialidades. Os sentidos também podem ser encontrados em documentos de domínio público (SPINK, 2000), que são materialidades circulantes no meio público, o que permite considerar os posicionamentos dos diversos agentes no campo. Os resultados da pesquisa permitiram encontrar que as negociações ocorrem com uma diferença entre a população e a prefeitura quanto à visão do processo do OP. A população tem uma visão mais ligada à possibilidade de verdadeira deliberação, depositando no OP a expectativa da resolução dos problemas da comunidade através do diálogo. A prefeitura vê o OP como um processo que aproxima o cidadão da prefeitura, de forma que ele possa ter mais conhecimentos sobre a gestão e as dificuldades administrativas. Além disso, a prefeitura parece ver no OP um processo que leva à melhoria da qualidade de vida da população. Os aspectos mais importantes para a negociação de sentidos foram: da parte da prefeitura, o uso de recursos de comunicação de massa, principalmente jornais e revistas, e o uso da estrutura da prefeitura para acolher os representantes da população insatisfeitos ou, ao contrário, para premiar os aliados. Da parte da população, a tradicional presença das associações de moradores se mostraram como um aspecto que se mantém baseado nas relações pessoais informais, mais do que sobre relações com caráter formal. Um exemplo disso é a pouca relevância dos conselheiros do OP junto à população, sendo mais importantes os próprios representantes de associações de moradores.

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2014-08-29T22:10:38Z No. of bitstreams: 2 Dissertação_versão final.pdf: 1612851 bytes, checksum: 7738ebf772e212b8bce3875fdf458a05 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-08-29T22:10:38Z (GMT). No. of bitstreams: 2 Dissertação_versão final.pdf: 1612851 bytes, checksum: 7738ebf772e212b8bce3875fdf458a05 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-11-09 / The Youth and Adult Education (YAE) has a long history in Brazil , the achievements and setbacks, but with a great social importance has contributed significantly to the reduction of illiteracy in the country. Aiming the process of learning in Youth and Adult Education, this work analyze/use a teaching strategy, the Three Pedagogical Moments articulated with the Paulo Freire’s proposal for a liberating and emancipatory education that facilitates learning of scientific contents. The subjects on this study are students of 5th and 6th levels from two public schools in Goiânia, who attend Youth and Adult Education. The survey data were obtained by recording lectures and answering to a questionnaire, which emerged from the analysis categories: naive curiosity and epistemological (CIE); [re]construction concept: from naive to scientific (CIC); the role of questioning: awareness and dialogical (PCD). Content analysis of these categories can be considered that the Three Pedagogical Moments proved an interesting and productive strategy in working with these students. Besides encouraging their participation in class, giving freedom for students to express themselves, it allowed the promotion of meaningful learning of scientific themes, in this case, Dengue / A Educação de Jovens e Adultos (EJA) possui uma longa trajetória no Brasil, de conquistas de conquistas e retrocessos, mas com uma grande importância social; haja vista que tem contribuído de forma significativa com a diminuição do analfabetismo no país. Visando o processo de ensino-aprendizagem na EJA, o presente trabalho se propõe a analisar/utilizar uma dinâmica de ensino, os Três Momentos Pedagógicos, articulada com a proposta de Paulo Freire para uma educação emancipatória e libertadora, que facilite a aprendizagem de temas científicos. Os sujeitos da pesquisa são alunos das 5ª e 6ª séries do ensino fundamental de duas escolas da Rede Municipal de educação de Goiânia que cursam a EJA. No esenvolvimento da pesquisa os dados foram obtidos através da gravação de aulas e das respostas de um questionário aplicado no final, do qual emergiram as categorias de análise: Curiosidade ingênua e epistemológica (CIE); [Re]Construção conceitual: do ingênuo para o científico (CIC); O papel da problematização: conscientização e dialogicidade (PCD). Da análise de conteúdo dessas categorias, pode-se considerar que os Três Momentos Pedagógicos se mostraram uma estratégia interessante e produtiva no trabalho com esses educandos. Além de estimular a participação dos mesmos durante as aulas, dando liberdade para que se expressem permitindo a promoção de uma aprendizagem com significado social de temas científicos, no caso, a Dengue.

The subject of this study is student writing in its institutional setting, examining students’ texts, professional discourse and educational practices. Fieldwork for the study was conducted at the departments of History and Economics of Stockholm University. The general aim of the study is to increase our understanding of the relationships between student writing, educational settings and professional discourse. The theoretical framework is the sociocultural approach as outlined by Wertsch from Bakhtin and Vygotsky, and applied on writing research by above all Dysthe. The theoretical-methodological attempts are an operationalisation of the concept of dialogicity in different aspects and an application of the concept of mediational means at the linguistic level of text type or speech act. The type of dialogicity and epistemology of a setting is shown to have major influences on students’ writing. The epistemology of economics is defined as rationalistic, and that of history as critical-pluralistic. In economics, linear logical reasoning with clear-cut solutions is a key mediational means, while reasoning with a multitude of perspectives is given precedence in history. Students adjust their texts to the kind of dialogicity in the setting. However, in interviews, some students, mainly in economics, exhibit a resistance to the epistemology and mediational means of their discipline. This resistance seems not to influence their texts, but in all probability the depth of their learning. In addition, the socialisation seems to be a more prolonged process in economics. The reasons may be that the mediational means have a weak connection to students’ previous knowledge and that they are not collectively applied in economics to the same extent as in history. Thus, a pedagogical conclusion is that the important mediational means of a discipline should be collectively applied during study. Moreover, student writing should be considered in relation to students’ previous knowledge, their course of study and their future professional activity.