Within the discipline of early childhood education research, the present study will focus on the Swedish preschool curriculum text, using a sociomaterial approach offered by Actor-network theory (ANT). The study adopts ethnographic methods, foremost participant observations in a preschool, to generate knowledge of how the curriculum text comes to act through moments in the everyday preschool work. The doctoral thesis consists of three research papers. Research paper I explores the delayed access to the field through the occurrence of a water leak. Through the focus on the value of breakdowns in ANT, the water leak becomes an empirical event where the researcher is allowed to learn about the mundane objects and practices making a preschool work, such as schedules and lists. Research paper II reports on the case of the curriculum concept of children´s interests (Moberg, 2017). Here, empirical moments are highlighted where the curriculum concept of children´s interests is defined and made to act by children and materialities. Finally, research paper III (Moberg, in press) reports on the case of an evaluation meeting where an evaluation text is to be produced. Here, the curriculum text is highlighted as vulnerable in its inability of embracing pedagogical dilemmas and ambivalence in the preschool everyday work. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Manuscript. Paper 3: Accepted.</p>

Orientador: Matteo Bonfitto Junior / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-27T17:01:22Z (GMT). No. of bitstreams: 1 Monzon_AnaCarolinaBorges_M.pdf: 51391488 bytes, checksum: 704d7102121c406081d2c11664606d00 (MD5) Previous issue date: 2015 / Resumo: Esta pesquisa visa questionar, observar e analisar o contexto da dramaturgia do ator vivenciado no teatro brasileiro contemporâneo. Possui, portanto, o intuito de esmiuçar processos de criação de uma dramaturgia coletiva, ou seja, de uma dramaturgia em que o ator participa ativamente do processo criativo e, muitas vezes, obtém a voz de um autor, criador ou compositor, cujo processo de composição de partituras e subpartituras é vivenciado e experimentado pelo corpo desse ator-performer. Além disso, procura-se refletir sobre a questão da autonomia do ator sobre o processo criador, escolhendo como foco três bases: a escolha dos materiais, o processo criador e registro dramatúrgico e a dramaturgia do ator. Cabe ressaltar que as três bases possuem, nesta pesquisa, caráter inacabado e em constante processo de atualização. Para início da pesquisa foram selecionados quatro materiais fundamentais para o trabalho de criação dramatúrgica: o corpo, o texto teatral, o ritmo e o espaço. Todos os materiais foram analisados como suporte e estímulo para a materialização da cena. Em relação ao levantamento prático sobre a dramaturgia do ator, foram detalhados aqui dois processos de criação observados pela pesquisadora e um processo vivenciado como atriz-pesquisadora. Ao final deste trabalho, propõe-se um estudo sobre o conceito e a prática da dramaturgia do ator, utilizando como base reflexiva teóricos contemporâneos, pensando-se a formação deste ator-criador. Conclui-se que todo o aporte teórico-prático deste trabalho serviu para a análise e apontamentos sobre o foco principal: a dramaturgia do ator / Abstract: This research aims to question, observe and analyse the actor¿s dramaturgy experienced in Brazilian contemporary drama. Therefore, it has the objective to describe in details the creation process regarding the collective dramaturgy, that is, a dramaturgy in which the actor participates in the creative process actively and many times has the voice of an author, creator or composer, whose scores and subscores are lived and experimented through the actor-performer¿s body. Besides, reflections on the actor¿s autonomy in the creation process are made, being chosen three bases as a focus: material choices, the creation process itself and the constant upgrading process. It is relevant to emphasize that all three bases, in this study, have an unfinished aspect as well as constant upgrading. In order to start this research, four materials were selected for the dramaturgy creation work: the body, the play, the rhythm and the space. All of the materials were analyzed as support and stimulus for the scene materialization. In terms of the applied survey about the actor¿s dramaturgy, two processes of creation were detailed here which were observed by the researcher and one process was experienced as an actress-researcher. At the end of this dissertation, a study is proposed about the concept and practice of the actor¿s dramaturgy, using contemporary theorists as a reflective basis, thinking of the construction of the actor-creator. In conclusion, all the theoretical and practical support of this study was used to analyze and observe its main focus: the actor¿s dramaturgy / Mestrado / Artes Cenicas / Mestra em Artes

This research has the objective to ascertain the Early Childhood teachers work (EI) in texts that bring guidance on this act. This research is justified to seek knowledge to explain how the teacher makes use of these texts. The problem is that motivated the search for information to clarify how the teacher proceeds with these texts, they have instructions or not. The specific objective is to identify how the EI teachers work is represented in the documents: Pedagogical Political Project (PPP) and Teacher Plan Work (PD) and compare them in order to identify teacher job actions in these texts. The theoretical basis of the research is Discursive Social Interactionism (ISD), according to which the texts are reconfigurations of vehicles of human action. Thus, the work activity is as an interactive activity related to language activities, as well as the texts, which are the instrument - in which and through which - the human issues and transmits interpretations and evaluations related properties of the act as your professional and your own work activity. The research is organized into four chapters: the first presents the theoretical and methodological framework of the ISD, the language of activity, action, representation, analysis categories and the Clinical Activity contribution; the second: synthesis of some research on the Brazilian educational work, definition of teaching and their characteristics; third: the historical background of Brazilian EI, explanation of educational laws, list of documents at the federal level that guide the teaching practice, description of quality parameters for this level of education and definition of PPP and PD; fourth: methodological procedures, analysis and discussion of the analysis of the PPP and the PD, and at the conclusion found that the prescriptive document PPP is vague and does not present definition of teacher pedagogical action, in the PD detected that the teacher describe their own work, the teacher describes his own work he writes beyond prescribed for his work by the school unit, but has no description of the actions themselves. / Esta pesquisa tem por objetivo geral averiguar o trabalho do professor de Educação Infantil (EI) em textos que trazem orientações sobre esse agir. Esta pesquisa justifica-se por procurar conhecimentos que expliquem como o professor faz uso desses textos. O problema que a motivou é a busca de informações que esclareçam como o professor procede com esses textos, eles apresentam instruções ou não. O objetivo específico é identificar como o trabalho do professor de EI está representado nos documentos: Projeto Político Pedagógico (PPP) e Plano Docente (PD) e compará-los com o intuito de identificar ações do trabalho do professor nesses textos. A base teórica da pesquisa é o Interacionismo Sociodiscursivo (ISD), segundo o qual os textos são veículos de reconfigurações do agir humano. Dessa forma, a atividade de trabalho encontra-se como uma atividade interativa relacionada às atividades de linguagem, assim como os textos, os quais são o instrumento - no qual e pelo qual - o ser humano emite e transmite interpretações e avaliações relacionadas as propriedades do seu agir como profissional e de sua própria atividade de trabalho. A pesquisa está organizada em quatro capítulos: o primeiro apresenta o quadro teórico e metodológico do ISD, a atividade de linguagem, o agir, a representação, categorias de análises e a contribuição da Clínica da Atividade; o segundo: síntese de algumas pesquisas sobre o trabalho educacional brasileiro, definição do trabalho docente e suas especificidades; terceiro: o percurso histórico da EI brasileira, explanação das leis educacionais, síntese dos documentos em nível federal que orientam a prática pedagógica, descrição dos parâmetros de qualidade para esse nível de ensino e definição do PPP e PD; quarto: procedimentos metodológicos, análise e discussão das análises do PPP e do PD, e na conclusão constatamos que o documento prescritivo PPP é vago e não apresenta definição de ação pedagógica docente, no PD detectamos que o professor se autoprescreve, e ao se autoprescrever realiza além do prescrito para seu trabalho pela Unidade Escolar, todavia não apresenta descrição das ações.

La thèse est composée de trois chapitres, le premier traite le problème de la ville de Larsa d'un point de vue historique et archéologique. J'ai étudié l'histoire de tous les rois qui sont montés sur le trône de Larsa. J'ai trouvé de nouvelles données. Il y a des problèmes qui restent sans réponses certaines à cause de l'absence de fouilles archéologiques sur le site de Larsa. Dans la partie d'archéologie de cette ville, j'ai étudié toute la ville : la forteresse/ les portes, les rues, le temple, le palais royal, et les maisons avec trois maisons comme exemples. Puis, une illustration de certains objets importants révélés grâce à des fouilles françaises dans cette ville. Le deuxième chapitre est une étude sur une nouvelle archive royale du palais de Larsa. Cette archive donne beaucoup de nouvelles données historiques sur la vie de Larsa surtout sur la vie dans le palais royal. J'ai trouvé dans cette archive quelques réponses pour certaines questions historiques. Cette archive nous a montré que Larsa était une centre administrative remarquable dans la partie sud de la Mésopotamie. Finalement, j'ai étudié dans le troisième chapitre des tablettes de différent nature : contrats administratifs, scolaires, et incantations. Cette collection de textes ne pose pas de problèmes. Les textes sont classiques et comparables. / The thesisis is composed of three chapters, the first deals with the problem of the city of Larsa from two sides : historical and archaeological. I studied the history of all the kings that are mounted on the throne of Larsa. I found some news informations. There are some problems still without answer because of the absence of archaeological excavations on the site of Larsa. In the archeology of this city, I studied all of city : the fortress / doors, streets, the temple, the royal palace and the houses with three houses as examples. Then, an illustration of some important objects revealed by the French excavations in this city. The second chapter is a study of a new royal palace archive of Larsa. This archive provides many new historical informations about the life in Larsa especially the life in the royal palace. I have found in this archive some answers to some historical questions. This archive has shown us that Larsa was a remarkable administrative center in the southern part of Mesopotamia. Finally, I studied in the third chapter somme texts from different kinds : contracts, administrative, schooler texts, and incantations. This collection of texts poses no problems. The texts are classics and

The purpose of this essay is to investigate whether the vocabulary in authentic texts used by upper secondary English teachers teaching the course English 7 reach the expectations set by the Swedish National Agency for Education and the CEFR. This was done by analysing 26 texts contributed from five teachers with vocabulary profile web tools such as Text Inspector and Compleat Lexical Tutor. The analysis focused on word frequency and the CEFR levels.. The word frequency results showed that the vocabulary difficulty of teachers’ texts deviated slightly of being too simple or difficult for English 7 students, while the CEFR results showed that the vocabulary difficulty was too advanced for English 7 students. Although the results deviated from one another, the vocabulary difficulty of the teachers’ texts was often similar to each other. Furthermore, the results showed that the vocabulary difficulty often variated between text genres. The study, therefore, reasoned that the English 7 teachers enact their agency by selecting texts that they not only believe are suitable for their students but also will be suitable for students with different language proficiencies. The study concluded that English 7 teachers select texts of similar vocabulary difficulty and that English 7 students read authentic texts that contain advanced vocabulary that goes beyond the expectations of the CEFR. The study also suggested that further research should investigate how the CEFR should be interpreted and that similar studies should include a closer engagement with the teachers to obtain their views on how and why they select particular authentic texts.

The purpose of this study was to fill gaps in the research to determine if picture books in the high school classroom can enhance student writing especially with word choice, sentence fluency, and conventions. Previous research has not fully considered employing picture books as mentor texts to examine writing traits in the high school Language Arts classroom. The population was 12 participants from two low track English 10 Reading classes. Six participants were identified from each class as low, medium, or high-performing students based on an informal narrative writing activity. This study employed an action research methodology (Sagor, 2000). Students were taught from an inquiry-based approach as the teacher read aloud each book, and asked students what they noticed. Students reviewed the picture books to guide them as they were challenged to improve their writing. Findings from the study illustrate that picture books as mentor texts can help secondary students of all ability levels improve their word choice, sentence fluency, and conventions in narrative writing as measured by a writing trait rubric created by Vicki Spandel and adapted by Jim Burke. Picture books were tools that helped students think and act like writers. Conclusions also highlighted the lack of word choice and sentence fluency instruction in the students' formative years. This study shed light on the abstract nature of sentence fluency, and an effective way to mitigate this problem. This study provided a new angle with which to teach the writing traits through narrative composition instruction, and teacher modeling. Further, this study adds to the literature of effective high school instruction as picture books as mentor texts are less common in the high school English Language Arts classroom.

The aim of this study is to investigate which text genres are included in three textbooks intended for the course English 5, and how they are represented. This is done in order to discuss the functions that the textbooks Blueprint A, Solid Gold and Engelska 5 &amp; 6: Outlooks on, can have in the English classroom. The investigation is conducted through a textbook analysis that includes both a quantitative content analysis to create an overview of the text genres, and a close reading text analysis that investigates the representation of the texts with the help of Bloom’s Taxonomy. The investigation finds that all three books contain several different text genres and that they use some of the text genres more frequently than the other books do. This means that the three books have different texts in focus. Since the study also shows that the texts are represented in many different ways, the study concludes that the books can have many different functions, specific for each book and therefore it can be important to evaluate textbooks before using them and to use more than one. However, one major factor that all these three books can help teachers with is to introduce pupils to many different text genres and improve learning by including most of the perspectives introduced by Bloom as important levels of learning.

Magister Artium - MA / Media representations, embedded in reported media events, play a pivotal role in the propagation of beliefs, ideologies and establishing the status quo. The media events are given coverage by news reports on newsworthy topics, and in this case, politics. In this mini-dissertation, two particular media events, namely the Travel Ban instituted by President Donald Trump, and making Jerusalem the official capital of Israel, were analysed based on the different viewpoints writers portrayed on the same media events. Being contemporary political events related to the current President of America, it was evident that a standard news structure was common and spatial positioning of texts was a noticeable key feature of news report. The use of pronouns as the subject in headlines, including nominalisations, clause embedding and speech acts, clarified implicit and underlying meanings of the text. The linguistic choices made by the writers had a direct link to the text, which propagated Trump’s social and political ideologies positively and negatively based on these choices. The textual construct of four online news reports from four American-based newspapers presented both positive and negative revelations about Trump’s political aims. The stance of writers pronounced subjective views in three of the four the news reports. The contentious issue of Jerusalem proved to be sensitive one, in that the religious sensibilities played a major role in the dispute of Palestinian lands. The linguistic choices most utilised were non-cohesive use of grammar rules as opposed to other texts; linguistic techniques, such as the discourse of exclusion; and the choice of wording, particularly understood within the Political Discourse Analysis (PDA) framework.

No description available.

The study’s purpose is to examine teachers’ perceptions of genre pedagogy and mentor texts toteach writing in upper-secondary school. Previously many English teachers in Sweden usedprocess pedagogy to teach writing, an approach that encourages students to create drafts andrevise their texts accordingly. The study finds that even though this approach is still active inupper-secondary schools in Sweden, teachers feel that providing time for revisions isimpossible. Further, the study finds that teachers have started to provide their students withmodel texts that can give students a hands-on model for writing their own texts. The use ofmodel texts in genre pedagogy and mentor texts approach will be examined in this study. Thestudy has been conducted using interviews with teachers in upper-secondary schools in Sweden.The interviews were semi-structured and constructed using themes to simplify the analysis ofthe results. The results from the study show that the interviewed teachers of upper-secondaryschools in Sweden believe that students benefit from being provided with models in for writing.The teachers also believe that the students are benefited from seeing the structure of the modeltext, which can encourage students to structure their own writing similarly. The teachersinterviewed in the study perceive genre pedagogy and mentor texts approach to supportstudents’ development as successful communicators in the English written language.