Student Number : 8707660F - MA research report - School of Literature and Language Studies - Faculty of Humanities / This paper considers the interaction between the process of producing a documentary video film ‘The Medicine Bag’ and an indigenous knowledge system from the Northern Cape where herbalists or traditional healers are known as ! aixa (Qaiga). These healers use indigenous plants and other raw materials, sounds, rubbing or massaging techniques, incisions and other methods to heal or to harm members of the community. The Schwartz family, Namas who hail from this region, have for many years passed the knowledge and the skills for healing on from generation to generation. For as long as the family can remember, members of each generation, specially gifted and interested in acquiring these skills, have been selected and trained to recognise and harvest medical plants, prepare medicines and apply the various skills required to heal the sick. The raw herbs, potions and medicines have been kept in a medicine bag, made from a tanned springbuck hide. Research for a documentary video to record oral accounts and practices attached to the medicine bag, revealed various themes related to the interaction between oral accounts and the process of recording and transcribing these narratives. These themes included the absence of a fixed storyline or a single ‘correct’ text as is often assumed when one engages with written literature; shifts in meaning that occur when the physical forms of the accounts change as each recording or re-editing acquires a ‘performative aura’ and issues such as the importation of cultural authority and resources on the participants, their active participation in the process of memory and archive creation as well as the impact of the process on the filmmaker/researcher that included an enriched understanding of the scope and possibilities of working with oral texts

Esta dissertação tem como objetivo evidenciar as práticas de leitura na sala de aula, no dia a dia da escola, procurando maneiras diferentes de aproximar os alunos da leitura literária. A escolha de se trabalhar com o gênero crônica surgiu da hipótese de que ele facilita o processo do ensino-aprendizagem em Língua Portuguesa. Por meio dele, os alunos podem assumir-se como produtores do conhecimento e passam a ser sujeitos desse processo. Na sequência, o trabalho traz ainda dois outros gêneros textuais: a entrevista e o vídeo documentário que puderam ser desenvolvidos com base na leitura de crônicas na sala de aula. O tratamento metodológico construiu-se à medida que as situações reais de sala de aula e os questionamentos dos alunos foram surgindo e questões foram se impondo. A partir desse fato a fundamentação teórica se justifica pela necessidade real da investigação dos textos. Este trabalho se propõe ainda a desenvolver atividades que promovam a produção de sentido com base nas práticas de leituras, com os alunos de uma turma de 7º ano, de uma escola da rede pública do Estado de São Paulo. / The purpose of this dissertation is to demonstrate the reading practices in the classroom, day to day, seeking different ways of how to draw the students near to the literary readings. The choice of working with the short story genre came from the assumption that it facilitates the process of teaching and learning in the Portuguese language. Through this process, the students can take on the role of producers of knowledge and become subjects of this process. Subsequently, this work brings two other textual genres: the interview and the documentary video which could be developed based on the reading of short stories in the classroom. The methodological approach was formed as the real classroom situation and the students questioning were both emerging, and questions were established. For this reason, the theoretical foundation is justified by the actual need to investigate the texts. This work also aims to develop activities that promote the creation of meaning based on reading practices, with year 7 students from a public school in the state of São Paulo.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A dissertação procura mapear a produção de arte e vídeo que tocam questões relativas à interatividade, às novas tecnologias e à participação do espectador para a construção da obra. Parte da noção de rizoma, onde a obra é colocada em um contexto de rede, que atua se relacionando não somente com seus elementos, mas com toda uma história da produção videográfica / The dissertation seeks to map the production of art and video that touch issues of interactivity, new technology and viewer participation for construction. It shares the notion of rhizome, in which the work is placed in a network context, which operates in a relationship not only with its own elements, but with a whole history of video production

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A dissertação procura mapear a produção de arte e vídeo que tocam questões relativas à interatividade, às novas tecnologias e à participação do espectador para a construção da obra. Parte da noção de rizoma, onde a obra é colocada em um contexto de rede, que atua se relacionando não somente com seus elementos, mas com toda uma história da produção videográfica / The dissertation seeks to map the production of art and video that touch issues of interactivity, new technology and viewer participation for construction. It shares the notion of rhizome, in which the work is placed in a network context, which operates in a relationship not only with its own elements, but with a whole history of video production

Orientador: Afira Vianna Ripper / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-11T16:02:21Z (GMT). No. of bitstreams: 1 Modonezi_EneidaBaccaro_M.pdf: 4932022 bytes, checksum: a74bd2e3332c42c1577b68373eda9289 (MD5) Previous issue date: 2008 / Resumo: Este estudo teve por objetivo investigar a documentação em vídeo como fonte de dados de pesquisa para alunos de 5ª. Série do ensino fundamental, a partir de um tema que tratava da sua realidade. Os sujeitos foram 60 alunos de uma escola pública municipal da cidade de Campinas/SP com idades entre 12 e 15 anos, escolhidos por critério de conveniência. Após serem capacitados a utilizar a câmera filmadora, os alunos foram a campo coletar dados através de imagens, em seguida analisaram as gravações e levantaram informações acerca do tema investigado por meio de um relatório escrito. Todas as atividades foram gravadas também pela pesquisadora e os dados retirados destas imagens foram analisados. Pode-se notar, entre outros aspectos, que os alunos utilizaram as suas referências adquiridas por meio da televisão e que construíram um novo olhar a partir da máquina, oportunizando-os a construir seus próprios conhecimentos / Abstract: This study sought to investigate the documentation on video as a research source for 5ª grade elementary school children, from a theme about its reality. The Subjects were 60 students of a local public school in the city of Campinas/SP aged between 12 and 15 years old, selected by convenience criterion. After being trained to use the camcorder camera, they went to field to collect data through images, afterwards analyzed the records and raised information about the investigated topic by written report. All activities were also recorded by the researcher and the data from these images were analyzed. It may be noted, among other things, that students used their references acquired from television and that built a new look through the machine, let them the opportunity to build their own knowledge / Mestrado / Psicologia Educacional / Mestre em Educação

Esta dissertação tem como objetivo evidenciar as práticas de leitura na sala de aula, no dia a dia da escola, procurando maneiras diferentes de aproximar os alunos da leitura literária. A escolha de se trabalhar com o gênero crônica surgiu da hipótese de que ele facilita o processo do ensino-aprendizagem em Língua Portuguesa. Por meio dele, os alunos podem assumir-se como produtores do conhecimento e passam a ser sujeitos desse processo. Na sequência, o trabalho traz ainda dois outros gêneros textuais: a entrevista e o vídeo documentário que puderam ser desenvolvidos com base na leitura de crônicas na sala de aula. O tratamento metodológico construiu-se à medida que as situações reais de sala de aula e os questionamentos dos alunos foram surgindo e questões foram se impondo. A partir desse fato a fundamentação teórica se justifica pela necessidade real da investigação dos textos. Este trabalho se propõe ainda a desenvolver atividades que promovam a produção de sentido com base nas práticas de leituras, com os alunos de uma turma de 7º ano, de uma escola da rede pública do Estado de São Paulo. / The purpose of this dissertation is to demonstrate the reading practices in the classroom, day to day, seeking different ways of how to draw the students near to the literary readings. The choice of working with the short story genre came from the assumption that it facilitates the process of teaching and learning in the Portuguese language. Through this process, the students can take on the role of producers of knowledge and become subjects of this process. Subsequently, this work brings two other textual genres: the interview and the documentary video which could be developed based on the reading of short stories in the classroom. The methodological approach was formed as the real classroom situation and the students questioning were both emerging, and questions were established. For this reason, the theoretical foundation is justified by the actual need to investigate the texts. This work also aims to develop activities that promote the creation of meaning based on reading practices, with year 7 students from a public school in the state of São Paulo.

Orientador: Fábio Fernandes Villela / Resumo: Esta dissertação teve como objetivo identificar como estudantes no ensino médio de uma Escola Estadual do interior paulista, constroem sua formação profissional, através de uma abordagem fundamentada no método da Pedagogia Histórico- Crítica, caracterizada em cincos momentos: Prática Social Inicial; Problematização; Instrumentalização; Catarse e Prática Social Final. No percurso de delineamento de uma concepção histórica e crítica, os estudantes realizaram os estudos sobre o tema do trabalho, visitaram fábricas, participaram em grupos de conversas com trabalhadores e estudantes universitários, sob viés do método Materialista HistóricoDialético que se caracteriza pelo movimento do pensamento através da materialidade histórica da vida dos homens em sociedade. Nessa linha de pensamento, definimos como produto educacional final de pesquisa, um vídeo documentário: “Eu Sonho Um Futuro”, cujos relatos dos estudantes, foram categorizados através da Análise do Discurso, e nos forneceu indícios e referências de que o ensino da Pedagogia Histórico Crítica fomentou, entre os estudantes repensar a formação profissional de forma integral envolvendo conhecimento científico com saber prático. / Abstract: This dissertation aimed to identify how high school students from a State School in the interior of São Paulo, build their professional training, through an approach based on the Historical - Critical Pedagogy method, characterized in five moments: Initial Social Practice; Problematization; Instrumentalization; Catharsis and Final Social Practice. In the course of delineating a historical and critical conception, students carried out studies on the theme of work, visited factories, participated in groups of conversations with professional workers and university students, under the bias of the Historical-Dialectic Materialist method that is characterized by the movement of thought through the historical materiality of human life in society. In this line of thought, we defined as a final educational product of research, a documentary video: “Eu Sonho Um Futuro”, whose students' reports were categorized through Discourse Analysis, and provided us with indications and references that the teaching of Historical Pedagogy Criticism encouraged, among students, to rethink professional training in a comprehensive way involving scientific knowledge with practical knowledge. / Mestre

Background: The modern world struggles with an environmental crisis and many industry sectors could be considered as non-sustainable. The fashion industry is poorly performing both in ecological and social sustainability due to mass production and apparel waste caused by fast changing fashion. To reduce the negative impact on the ecological and social environment the United Nations developed the Sustainable Development Goals focussing on the economic, social, and ecological sustainability. The apparel industry influenced by the international organisations and the customers sustainability demands is forced to adjust its business strategy towards ecological and socially sustainable business and production. Purpose: The purpose of this study is to understand how the brand Patagonia, a company in the fashion industry, communicates its core values and meanings in its marketing campaign focussed on sustainable production and consumption. By analysing Patagonia`s video series of the Worn Wear marketing campaign, the underlying core values and meaning building the companies brand image on topic of sustainability could be interpreted. Method: This thesis is conducted by applying interpretive thematic analysis and visual analysis by applying the study of semiotics and documentary video analysis. The employed theories allow the researcher to discover meaning and values through conducting a visual analysis. Conclusion: The results show that Patagonia Inc., communicates a total of four major and ten secondary themes on topics of both ecological and social sustainability in the Worn Wear campaign. The themes are representing the importance of slow fashion by repairing the gear and sustainable consumption. The reciprocity between adventures and sustainable environment is being mentioned, and the social and ecological factors are expounded.

This study represents an investigation into the effect of multiple production techniques on the recall and retention of information of university students. The purpose of the study was to determine how the ‘Voice of God’ narration affects recall and retention of information compared to an on-camera interview. In documentary video, conveying information is one of the key goals of the director. In most cases, the conveyance of information in itself is insufficient. The director seeks the emotional participation of the audience so that they can become aware of a specific issue. In this mediated environment, the producer’s attempts at reaching the audience are interwoven with the producer’s capability to facilitate the audience’s recall of information. By using the ‘Voice of God’ narration, a director can enhance the narrative and make the information more understandable. Theory suggests that the use of multiple production techniques can either have a negative or positive impact on the processing of information. This statement is based on different experiments that were done by researchers on how various production techniques affect the information processing of an individual. The theoretical basis of the study is rooted in the metatheory, cybernetics. Within cybernetics, the narrative theory explains the structure of the story and how it is conveyed to an audience. Voice-over in documentary video is situated in the narrative theory because the structure of the information the voice-over gives to an audience is of utmost importance. From the theoretical basis, this study uses Lang’s (2000) limited capacity model of mediated message processing to investigate the effect of narration (voice-over) as embedded in documentary video. Specifically, it addresses the mediator’s (in documentary video, the producer’s) goal of maximum information recall by the receiver of the message. The application of Lang’s model is outlined in an empirical design that explores recall of message content and the retention of information in two ways; the recall and retention of information presented through an on-camera interview and the recall and retention of information presented by a narrator whilst images are shown that do not include an image of the narrator him/herself (Voice of God narration). Two experiments were designed for the purpose of this study in which 37 students from the North-West University’s Potchefstroom campus participated. The students were divided into two groups; group one watched the video where the information is presented by an on-camera-interview, and group two watched the video where the information is presented by a ‘Voice of God’ narrator. Two questionnaires were given to the groups at two different times. The results obtained suggest that there is no significant difference in the production techniques and the recall and retention of information. Based on the results, certain recommendations are made for future research, which include modifying the message and research design. / MA (Communication Studies), North-West University, Potchefstroom Campus, 2014

This study represents an investigation into the effect of multiple production techniques on the recall and retention of information of university students. The purpose of the study was to determine how the ‘Voice of God’ narration affects recall and retention of information compared to an on-camera interview. In documentary video, conveying information is one of the key goals of the director. In most cases, the conveyance of information in itself is insufficient. The director seeks the emotional participation of the audience so that they can become aware of a specific issue. In this mediated environment, the producer’s attempts at reaching the audience are interwoven with the producer’s capability to facilitate the audience’s recall of information. By using the ‘Voice of God’ narration, a director can enhance the narrative and make the information more understandable. Theory suggests that the use of multiple production techniques can either have a negative or positive impact on the processing of information. This statement is based on different experiments that were done by researchers on how various production techniques affect the information processing of an individual. The theoretical basis of the study is rooted in the metatheory, cybernetics. Within cybernetics, the narrative theory explains the structure of the story and how it is conveyed to an audience. Voice-over in documentary video is situated in the narrative theory because the structure of the information the voice-over gives to an audience is of utmost importance. From the theoretical basis, this study uses Lang’s (2000) limited capacity model of mediated message processing to investigate the effect of narration (voice-over) as embedded in documentary video. Specifically, it addresses the mediator’s (in documentary video, the producer’s) goal of maximum information recall by the receiver of the message. The application of Lang’s model is outlined in an empirical design that explores recall of message content and the retention of information in two ways; the recall and retention of information presented through an on-camera interview and the recall and retention of information presented by a narrator whilst images are shown that do not include an image of the narrator him/herself (Voice of God narration). Two experiments were designed for the purpose of this study in which 37 students from the North-West University’s Potchefstroom campus participated. The students were divided into two groups; group one watched the video where the information is presented by an on-camera-interview, and group two watched the video where the information is presented by a ‘Voice of God’ narrator. Two questionnaires were given to the groups at two different times. The results obtained suggest that there is no significant difference in the production techniques and the recall and retention of information. Based on the results, certain recommendations are made for future research, which include modifying the message and research design. / MA (Communication Studies), North-West University, Potchefstroom Campus, 2014