Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research intends to analyze the imagistic autobiographies representations operated by the image publishing website called fotolog, as parameter of the analysis, the art, specifically the contemporary self-portraits. Therefore, we examined in this paper, the extent to which reality and fiction blend in the production of this identities; and how the resources of art, specifically the image, are used to construct these self-portraits. Overexposure and theatricality are also common features between the two media and will be discussed in the survey. To map the similarities between the virtual identities on the web and the self-portraits of contemporary art we define, as a starting point for this discussion, the fotolog sensationslave and artwork of French Sophie Calle. / Esta pesquisa pretende investigar como se concebem as representações imagéticas autobiográficas no site de publicação de imagens fotolog tendo como parâmetro de análise a arte, especificamente os autorretratos contemporâneos. Sendo assim, examinamos, nessa dissertação, em que medida realidade e ficção se mesclam na produção dessas identidades; e como os recursos da arte, especificamente da imagem são utilizados na construção desses autorretratos. A superexposição e a teatralização também são aspectos em comum entre os dois meios e serão discutidos na pesquisa. Para mapear as aproximações entre as identidades virtuais na web e os autorretratos da arte contemporânea definimos, como ponto de partida para essa discussão, o fotolog sensationslave e o trabalho artístico da francesa Sophie Calle. / Mestre em Artes

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No. of bitstreams: 2 Cicera Marcelina Vieira_Dissertacao.pdf: 5372775 bytes, checksum: cf51fb6d76d4ef88c68ca7aeae15e9ef (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2014-12-08 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Este trabalho teve por objetivo identificar e mapear quais livros destinados ao ensino inicial da leitura e da escrita foram utilizados como apoio na preparação das aulas, de uma professora alfabetizadora, que teve sua trajetória profissional ligada à classe unidocente da zona rural, de um município da região sul do Rio Grande do Sul. O corpus principal de análise foi composto por vinte e três cadernos de planejamentos, correspondentes ao período de 1983-2000 e pertencentes à referida professora, que na investigação foi denominada como A. O recorte temporal justifica-se pelo acesso às fontes e por permitir uma análise longitudinal, possibilitando, desse modo, averiguar quais livros para o ensino inicial da leitura e da escrita foram utilizados ao longo de dezessete anos. O processo de análise dos dados ocorreu de dois modos: i) a partir das citações, feitas pela professora nos cadernos de planejamentos, indicando os títulos dos livros utilizados; ii) através do levantamento das atividades intituladas cópia e leitura. Os resultados da investigação indicam que os cadernos de planejamento analisados traduzem uma representação da rotina da sala de aula e do cotidiano escolar. Nesses cadernos foi observada uma sequência metodológica, que procurava seguir uma gradação das dificuldades de aprendizagem, iniciando pelo período preparatório, seguindo com as vogais, encontros vocálicos e sílabas. As atividades presentes nesses cadernos centravam-se em exercícios de silabação, ditados e cópias, demonstrando que a prática da professora sustentava-se em uma concepção associacionista de ensino/aprendizagem. Considerando os livros destinados ao ensino inicial da leitura e da escrita utilizados como apoio na preparação das aulas, foi possível mapear um conjunto de quatorze livros, sendo que os mais recorrentes foram: cartilhas Pirulito, Alegria de Saber e É Hora de Aprender. A identificação desse conjunto de quatorzes livros permitiu perceber a utilização e permanência de alguns títulos didáticos, que tem como princípio uma leitura artificializada, como também, uma gradação das dificuldades de aprendizagem, na qual as lições são organizadas do mais simples – as sílabas canônicas –, para as mais complexas – encontros consonantais e dígrafos. Em relação à forma como esses livros eram utilizados, percebeu-se que as atividades, na sua maioria, eram transcrições ipsis litteris das cartilhas identificadas e que, mesmos nos casos em que a professora realizava alguma modificação, as atividades ainda continuavam seguindo o modelo “acartilhado”, demonstrando que, apesar do debate em torno da alfabetização provocada pelos estudos da Psicogênese da Língua Escrita, de Ferreiro & Teberosky (1999), e pelo conceito de letramento Soares (1998), a prática da professora continua embasada numa concepção associacionista de aprendizagem. / This study aimed at identifying and mapping which books were used by a teacher in a rural school in the south of Rio Grande do Sul state, in Brazil, as a support to prepare lessons and teach early stages of reading and writing. The main corpus of analysis comprised twenty three plan books written from 1983 to 2000 by a teacher who was called A in this investigation. This period of time was chosen due to the fact that the sources were available and enabled a longitudinal analysis so that the books that were used to teach early stages of reading and writing throughout seventeen years could be traced back. The process of data analysis was carried out in two ways: i) it was based on notes - mentioning the book titles - written by the teacher in the plan books; and ii) it was based on the identification of activities called copying and reading. Results showed that the plan books under analysis represent the routine of both the class and the school. These plan books depicted a methodological sequence which tried to follow the gradual progression of learning difficulties, i. e., from the preparatory period to the vowels, vowel sequences and syllables. Activities described in the plan books focused on syllabication exercises, dictations and copies; it showed that the teacher’s practice was based on an associationist view of teaching/learning. The analysis of the books used in the early stages of reading and writing to help lesson preparation led to the mapping of a set of fourteen books. The titles of the most recent ones were: Pirulito, Alegria de Saber and É Hora de Aprender. The identification of this set led to the perception of which didactic books were used longer and whose principle was artificial reading, besides the gradual progression of learning difficulties, i. e., books in which lessons were organized from the simplest ones – canonic syllables – to the most complex ones – vowel sequences and digraphs. Regarding how these books were used, most activities were the literal transcription of the spelling books. Even when the teacher suggested some changes, the activities kept the “spelling book model”, thus, showing that, despite the debate about literacy triggered by Ferreiro & Teberosky’s studies of the Psychogenesis of the Written Language (1999) and by Soares’ concept of literacy (1999), the teacher’s practice kept ingrained in an associationist view of learning.

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

The purpose of this study was to connect English language learning (ELL) student's school life with their home life. Proposition 227, which prohibited the use of Spanish in the classrooms, has made it difficult to make the home-school connection. Research shows that parents play a vital role in the education of their children but Proosition 227 severely restricted Spanish speaking parents' participation in their child's education. This study demonstrates how the use of home response learning journals empowered parents to participate in their children's literacy and biliteracy development.

When war broke out in Europe in 1939 a mother of two, the thirty-three-year-old Astrid Lindgren, begun keeping a journal. In this diary she wrote about the events of the war, the decisions of the government of Sweden and her own personal life in Stockholm. With a micro historical approach and with a theoretical framework from history of emotions this study aims to explore Lindgren´s emotional life and her emotions towards the changing aspects of the ordinary life, her government´s political agenda, and towards the international players and victims of the second world war. With the use of William K. Reddy´s terminology of emotive and emotional navigation as well as Hugo Nordland´s emotional strategies as analyzing tools the results showed that Lindgren´s initial emotion towards the ordinary life, now affected by the war, was despair, expressed in emotives such as chock, sadness and despondency. The emotion later shifted to gratitude (towards her own privileged situation) and blues (caused by war fatigue), existing simultaneously. The most common emotion expressed correlating to the Swedish government is the emotion of trust. Lindgren´s main emotions towards the victims of the war was compassion. At multiples times, in her diaries, she expressed pity for those who suffered and gratitude for not being among them. The emotions she expressed correlating to the great powers of the war was hate (Germany), fear (Soviet Union) and contempt (Italy). But she also felt conflicted when faced with the fact that she might have to make a choice between Germany and the Soviet Union. The fear of the Russians trumped her loathing of the Nazi regime, but when she gained a greater knowledge of the German atrocities, she came to regard both regimes as equally horrible. The frequent use of certain emotives (such as confidence, gratitude and pity) indicates an emotional navigation to consolidate her feelings and avoid other less desirable emotions. In the same way the uses of biblical metaphors, comparisons of beasts and the reference to brotherly love gives proof of emotional strategies in her handling of undesirable feelings such as hatred and shame. Lastly, this study concludes in a didactical discussion arguing that Astrid Lindgren´s war diaries is a material of great value when teaching of and developing a historical consciousness.

This action research study summarizes the investigation of journal writing and cooperative grouping with 8th grade geometry students in the construction of proof. Students written responses to prompts in journals were analyzed over the course of twelve weeks. Case studies of four students were developed from the researchers’ three geometry classes. All four students in the study participated in an academic program called Pre International Baccalaureate Preparation. Standardized test scores and an attitude scale categorized the four students. The ATMAT survey (Appendix A) measured each student’s attitude toward mathematics. Writing prompts focused on the students’ perceptions of the group process in constructing proofs and the development of geometric proof. The results suggested the students were engaged in learning within their cooperative groups but they also desired individual time before coming to a group setting. In addition, students’ written responses to journal prompts may provide an informal assessment and help students convey their own understanding of proof before any formal assessments.

No description available.

This study aimed to identify factors associated with taste acuity in healthy older European adults aged 55-87 years, employing a factorial independent design to recruit older adults from centres in France, Italy and United Kingdom. Adults aged 70-87 years (N=387) were recruited in Rome (Italy) (n=108) and Grenoble (France) (n=91) and aged 55-70 years in Northern Ireland (United Kingdom) (n=93) and Clermont-Ferrand (C-F) (France) (n=95). A signal detection theory (SDT) approach was used for detection threshold assessment of the four basic tastes (salt; sweet; bitter; and, sour). Trial data were converted to R-indices. Diet was assessed by means of four day food diaries. Dietary data were converted using WISP and then reduced, using a principal components analysis, to four components: Component 1 'high fat and salt'; Component 2 'high vitamins and fibre'; Component 3 'high fat and carbohydrate'; and, Component 4 'high trace elements'. Socio-demographic information was collected by self report survey. Four separate regression analyses were carried out, one for each of the four basic taste qualities (sweet; sour; bitter; salt). Mean ROC scores for each taste quality were the response variables and age, sex, country, social class and dietary components were predictor variables. The main predictors of taste acuity were age, sex, social class and country, which had differential effects for each taste quality. These data suggest that socio-demographic and cultural factors should be taken into account when considering taste acuity in older people.

The diploma thesis The survival strategy used by children and youth imprisoned in the Terezin ghetto between 1942 - 1945 based on their diaries is a study, which analyze some extant diaries written by children deported during Word War II to the Terezin ghetto. As the main sources served archive materials, especially unpublished children's diaries kept in the Jewish Museum of Prague and in the Terezin Memorial. Terezin ghetto (Theresienstadt) was exist between November 1941 and May 1945. Part of this work is concise representation of the ghetto's beginning and function and overall conditions. In the following chapter is briefly described children's homes, which were established thanks to Jugendfürsorge, department which cared about youth in the ghetto. This part deals with the moral influence on children given by the specific conditions and it was presented supporting function of the arts performed by adult prisoners and children too. The main part of this work consists in a researching of the diary entries sorted in predermined aspects. One of them is the space-time aspect. It was selected some entries which described the past, the present and the future. Other entries included reflecting of space out of the ghetto and space in. It was made many hypothesis which contributed to the next analyses....

Esta dissertação tem por objetivo estudar a relação do professor iniciante de FLE com sua atividade e seu posicionamento diante das orientações/prescrições para seu trabalho, tendo como contexto de pesquisa uma escola particular de língua francesa localizada em uma cidade no interior do Estado de São Paulo, onde trabalhava a professora participante da pesquisa. O quadro teórico e metodológico que fornece o eixo central deste estudo é o Interacionismo Social (VYGOTSKI, 1984; 2008), de onde se originam suas vertentes também aqui adotadas: o Interacionismo Sociodiscursivo (BRONCKART, 1999; 2004; 2006; 2008; 2010; 2011; BRONCKART; MACHADO, 2004; MACHADO, 2004; 2007; 2009a; 2009b;) e duas das Ciências do Trabalho, a Clínica da Atividade (CLOT, 1995; 2001a; 2001b; 2006a; 2006b; 2008; 2010; 2012; 2013; FAÏTA, 2002; 2004) e a Ergonomia da Atividade dos Profissionais da Educação (AMIGUES, 2002; 2003; 2004; 2009; SAUJAT, 2002; 2003; 2004; AMIGUES; FÉLIX; ESPINASSY, 2014). A fim de analisar nossos dados, além do quadro teórico-metodológico proposto por Bronckart (1999; 2006), servimo-nos também dos estudos de Bulea (2010), Kerbrat-Orecchioni (2006). Maingueneau (1989) e Marcuschi (1999) para enriquecer nossas análises. A metodologia desta pesquisa consistiu na coleta e análise dos documentos de orientação existentes na situação de trabalho da professora iniciante participante desta pesquisa, bem como de duas entrevistas de Instrução ao Sósia (2001b) realizadas com ela e dos diários de aula produzidos pela professora participante, em que ela registrou suas impressões e sentimentos suscitados a partir de suas aulas. Através das análises de nossos dados, procuramos investigar o papel das prescrições (explícitas e implícitas) na situação de trabalho de nossa professora participante, os protagonistas de sua situação de trabalho bem como as implicações do uso da Instrução ao Sósia e dos diários de aula em processos de formação de professores iniciantes. Os resultados de nossas análises revelam a grande influência das prescrições explícitas e implícitas no agir do professor, sendo que elas podem vir a tolher seu poder de agir e prejudicar sua saúde no trabalho (CLOT, 2010; 2013). Vimos que, como protagonistas da situação de trabalho do professor iniciante, há a coordenadora pedagógica, o coletivo de professores e os alunos, instância também prescritora e responsável pelas intenções de mudanças do agir da professora. Finalmente, vimos que as entrevistas de Instrução ao Sósia e os diários de aula podem ser instrumentos que atuam na aprendizagem do métier e, possivelmente, no desenvolvimento do professor iniciante. Sabendo que o estudo do trabalho do professor iniciante pode ajudar a ampliar os conhecimentos do métier do professor (SAUJAT, 2004), ressaltamos a importância desta pesquisa para o campo da formação de professores, não apenas de francês como, também, de outras disciplinas. / This thesis has as its main objective to study the relationship between the FSL beginning teachers and their activity, as well as their position towards the guidance/prescription to their work, having as research background a French private school at the countryside of the state of São Paulo where the teacher who is also the research participant worked. The theoretical and methodological framework that supplies the pivoting point of this research is the Social Interactionism (VYGOTSKI, 1948; 2008), from which come its branches, which were also used in this paper: the Socio-discursive Interactionism (BRONCKART, 1999; 2004; 2006; 2008; 2010; 2011; BRONCKART; MACHADO, 2004; MACHADO, 2004; 2007; 2009a; 2009b;) and two of the Work Sciences, the Activity Clinic (CLOT, 1995; 2001a; 2001b; 2006a; 2006b; 2008; 2010; 2012; 2013; FAÏTA, 2002; 2004) and the Activity Ergonomics of the Education Professionals (AMIGUES, 2002; 2003; 2004; 2009; SAUJAT, 2002; 2003; 2004; AMIGUES; FÉLIX; ESPINASSY, 2014). To analyze our data, besides the theoretical and methodological framework proposed by Bronckart (1999; 2006), we also used the studies by Bulea (2010), Kerbrat-Orecchioni (2006), Maingueneau (1989) and Marcuschi (1999) to enrich our analyses. The methodology of this research consisted of collecting and analyzing the guidance documents which existed in the work situation of the beginning teacher participant of this research, as well as two interviews from Instruction to the Double (2001b) done with her and the teacher\'s diaries produced by the participant teacher, where she registered her impressions and the feelings aroused from her classes. Through the analyzes of our data, we attempted to investigate the role of the prescriptions (explicit and implicit) in the work situation of our participant teacher, the protagonists of her work situation as well as the implications of the use of Instruction to the Double and the teacher\'s diaries in the processes of beginning teachers\' development. The results of our analyzes show the great influence from the explicit and implicit prescriptions on the way the teacher performed, showing that they can come to hinder their power of performing and harm their well-being at work (CLOT, 2010 ; 2013). We realized that, as protagonists on the work situation of the beginning teacher, there are the pedagogical coordinator, the group of teachers and the students, who are also a prescribing instance responsible for the changing intentions on the teacher\'s way of acting. Finally, we realized that the interviews from the Instructions to the Double and the teacher\'s diaries can be tools that operate on the métier learning process and possibly, on the development of the beginning teacher. Knowing that the study on the beginning teacher\'s work may help to broaden the knowledge of the métier of the teacher (SAUJAT, 2004), we highlight the importance of this research in the teachers\' development field, not only for French, but also for other subjects.