Made available in DSpace on 2016-08-03T16:16:13Z (GMT). No. of bitstreams: 1 Monica Ferreira Nunes.pdf: 1360676 bytes, checksum: 4367ee7932ba22f4e8c80808aa03ac46 (MD5) Previous issue date: 2009-09-14 / The present study proposes an understanding of the interpersonal relationships between subjects involved in the construction and execution of the pedagogic Project of Distance Learning under an ethno methodological and multi-referential perspective of education.We propose identifying how relationships are established in Distance Learning, which its organizational agents are and how they interact in the organization of the work, since Distance Learning requires an array of professionals with different kinds of knowledge so as to achieve its goals. We used as reference Distance Learning Courses at UNESP and through the use of observation, reports, questionnaires and interviews, we intend to identify how subjects see and understand themselves in the process and how they understand and recognize other subjects in the development of activities of such course. Using as reference the steps taken in the elaboration and realization of a video-conference, we aim at recognizing the communication process within the group of technicians, managers, professors and learners in the organization, as well as analyzing connections and ruptures, the wide-range actions and the importance of its functions on a daily basis.(AU) / O presente trabalho propõe um entendimento sobre as relações interpessoais entre os sujeitos envolvidos na construção e execução do projeto pedagógico de Educação na modalidade a distância sob uma perspectiva etnometodológica e multirreferencial de educação. Propomos identificar como as relações se estabelecem no cotidiano da EAD, quais são seus agentes organizacionais e como estes se interagem na estruturação do trabalho, uma vez que a EAD exige uma complexidade de profissionais de diferentes saberes para a concretização de seus objetivos. Tomando como referência os cursos de educação a distância da UMESP, pretendemos, por meio de observação, relatórios, aplicação de questionários e entrevistas, identificar como cada agente se vê e se percebe no processo, e de que forma entende e reconhece o outro no desenvolvimento das atividades do referido curso. Utilizando como referência o percurso realizado na elaboração e operacionalização de uma teleaula desejamos reconhecer os processos comunicacionais entre o grupo de profissionais técnicos, dos gestores, dos docentes e discentes dentro da organização acadêmica, analisando suas conexões e rupturas, assim como a abrangência e importância de suas funções na prática diária.(AU)

Made available in DSpace on 2016-08-03T16:16:23Z (GMT). No. of bitstreams: 1 Maria Helena Negreiros VF Maio.pdf: 2477029 bytes, checksum: feae8a3ecd8aabaf57ef66c5a77fb99f (MD5) Previous issue date: 2011-03-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research had as its background the history, laws and action programs nationwide on the subject of ethnicity and race relations. The central focus of the study were the educational practices of teachers of Basic Education, specifically the socio-educational schools in the municipal schools in the city of Sao Bernardo do Campo. To do so, under the law 10639/2003 amending Law of Directives and Bases and included the history and african-Brazilian culture in the curriculum of formal education, we analyzed which justified the development of educational projects on this theme for about 400 teachers in the years 2008 and 2009, when there was no significant investment by the Department of Education with respect to the subject. From a qualitative approach of interpretative nature, questionnaires were given to teachers to learn what motivated them to implement projects and the role of training in this context. It was further investigated how the teaching practices have contributed to the discussion of the school paper (problematizing / playback) in relation to the implementation of the Law 10639/03. The survey found that the training processes in its different modalities can be an important trigger for the development of significant works on the theme of relations étnico-raciais. It also emphasized the importance of the laws mentioned, if not to resolve the issue of invisibility of African history and its contributions to Brazilian history and culture, also contribute to the problematization of race relations and show new ways to reduce the great differences existing social within schools in Brazil. / Esta pesquisa teve como pano de fundo a história, as legislações e ações de âmbito nacional referentes ao tema das relações étnico-raciais. O foco central de estudo foram as práticas educativas de professores da Educação Básica, especificamente na realidade sócio-educacional de escolas públicas da rede municipal de ensino da cidade de São Bernardo do Campo. Para isso, à luz da lei 10.639/2003 que alterou a Lei de Diretrizes e Bases da Educação Nacional e incluiu a história e cultura afrobrasileira no currículo oficial de ensino, analisou-se o que justificou o desenvolvimento de projetos pedagógicos sobre essa temática por aproximadamente 400 professores nos anos de 2008 e 2009, período em que não havia investimentos significativos da Secretaria de Educação no que se refere ao tema. A partir de uma abordagem qualitativa de natureza interpretativa, foram aplicados questionários aos professores, para saber o que motivou a realização dos projetos e o papel da formação nesse contexto. Analisou-se, ainda, como as práticas docentes têm contribuído para a discussão do papel da escola (problematizadora /reprodutora) em relação à implementação da Lei 10639/03. A pesquisa constatou que os processos de formação em suas diferentes modalidades podem ser um importante disparador para o desenvolvimento de trabalhos significativos sobre a temática das relações étnico-raciais. Evidenciou, ainda, a importância das leis mencionadas, se não para resolver a questão da invisibilidade da história da África e suas contribuições para a história e cultura brasileira, para contribuir também na problematização das relações raciais e apontar novos caminhos para redução das grandes diferenças sociais existentes no interior das escolas brasileiras.

Alguns estudos apontam como fatores do atual estágio do ensino em Moçambique o elevado rácio aluno/professor, a fraca preparação do professor, as precárias condições de trabalho e o desajustamento da estrutura e dos conteúdos do currículo. Contudo, esses fatores não estão isolados, uma vez que as metodologias aplicadas pelos professores em sala de aula também têm sido uma das causas do fraco aproveitamento dos alunos no ensino básico em Moçambique, de acordo com a sondagem feita em 2015 pelo Instituto Nacional de Desenvolvimento da Educação (INDE). Para legitimar esse fato, autores como Ausubel (1980, 2003), Moreira (2006) e Sousa (2000) propõem a diversificação de estratégias, bem como a participação ativa e responsável do aluno na sua aprendizagem. Adotando, desse modo, a aprendizagem por descoberta descrita por Sousa (2000) como aquela em que “o conteúdo principal não é dado, mas deve ser “descoberto” pelo aluno antes que possa ser incorporado significativamente na sua estrutura cognitiva”. Nas escolas moçambicanas, tais procedimentos não são visíveis, já que os alunos são sujeitados a uma rotina incômoda, a qual acaba por gerar consequente falta de motivação e conteúdos-chave como escrita e cálculo em sala de aula. Diante de tais fatos, levantou-se a seguinte questão: Que contribuição pode trazer o uso do objeto de aprendizagem N'SAMAT para auxiliar na melhoria do aproveitamento dos alunos da 2a classe do ensino básico na aprendizagem de Aritmética em Moçambique? Como uma das alternativas para tais situações, as teses propõem o uso de objeto de aprendizagem N'SAMAT, em aula, para auxiliar na melhoria do aproveitamento dos alunos da 2a classe do ensino básico na aprendizagem de Aritmética em Moçambique. Em conjunto, propõem-se a adoção de novos recursos, uma vez que por si só as tecnologias não resolvem o respectivo problema. Segundo Moreira (2006) substituir o quadro de giz por quadros coloridos e animadas exposições em PowerPoint dá no mesmo, portanto o que realmente importa é a diversificação das estratégias pedagógicas. Para concretização da tese, foi adotado um plano quase-experimental, associado a uma pesquisa quali-quantitativa, em que foi feito um estudo inicial junto aos gestores e professores e a posteriori uma avaliação do experimento com os alunos, na qual foram submetidos a um pré-teste e a um pós-teste. O pré-teste consistiu na resolução de um exame de matemática no primeiro momento, já no segundo momento os alunos tiveram uma intervenção com auxílio do objeto de aprendizagem N´SAMAT e culminou com a resolução do pós-teste. Dos resultados obtidos conclui-se que a metodologia aplicada contribuiu de forma significativa para o aproveitamento dos alunos na disciplina de matemática, especificamente, em conteúdos ligados à aritmética. / Some studies point to factors such as the current stage of education in Mozambique, the high pupil / teacher ratio, poor teacher preparation, precarious working conditions and maladjustment of the curriculum structure and contents. But these factors are not isolated, since the methodologies applied by teachers in the classroom have also been one of the causes of low achievement of students in basic education in Mozambique, according to the survey conducted in 2015 by the National Institute for Development Education. To legitimize this fact, authors such as Ausubel (1980, 2003), Moreira (2006) and Sousa (2000) propose the diversification of strategies and the active and responsible participation of students in their learning, adopting learning by discovery described by Sousa as one in which "the main content is not given, but must be" discovered "by the student before it can be incorporated significantly into his cognitive structure." In Mozambican schools, such procedures are not visible, subjecting the student to a daily routine and consequent lack of motivation and key content such as writing and calculating in the classroom. Faced with the facts, the following question was raised: What contribution can the use of the N'SAMAT learning object bring to the achievement of 2nd grade students in Arithmetic learning in Mozambique? As an alternative to such a situation, theses propose the use of the N'SAMAT learning object in class to improve the use of 2nd grade students in Arithmetic learning in Mozambique. Moreira (2006) says that replacing the chalkboard with colorful pictures and animated PowerPoint presentations gives the same. What is important is the diversification of pedagogical strategies. To accomplish this, a quasi-experimental plan was adopted, associated with a quantitative research, where an initial study was carried out among the managers and teachers and the subsequent evaluation of the experiment with the students, in which they were submitted to a pre- test and post-test. The pre-test consisted in the resolution of a math test in the first moment, in the second moment the students had an intervention with the aid of the object of learning NSAMAT and culminated with the resolution of the post-test. From the results obtained, it is concluded that the applied methodology contributes significantly to the students' achievement in mathematics, specifically in content related to arithmetic.

O propósito deste trabalho é apresentar uma discussão sobre a identidade cultural no processo de aprendizagem do Português Língua Estrangeira (PLE). Trataremos da caracterização de fatores que, a rigor, situam-se antes do processo de aprendizagem da língua, mas que nele têm uma participação crucial. As tensões existentes no processo de interação professor/aluno, por exemplo, podem ser um reflexo do desconhecimento das identidades em jogo, assim como, o uso de estereótipos, clichês e estigmas na elaboração da identidade do Outro. Assim, é importante pensarmos a identidade, não como uma somatória das variáveis sociais (sexo, classe, país de origem, etc.), mas como fator aglutinador das referências psico-histórico-sociais de um povo que se apresentam em um sujeito do discurso. Não é possível afirmarmos que o reconhecimento da identidade facilite ou induza a aprendizagem, mas pode dar um novo valor ao estudo de PLE, ou melhor, ao estudo de língua estrangeira, se a pensarmos como fonte de cultura e caracterização da identidade cultural. Refletindo sobre as relações sociais, encontraremos o que foi gerado pelos processos históricos e, mais fundamentalmente, aquilo que somos ou desejamos ser. Por esta razão, o estudo da identidade tem em seu fundo uma visão psicanalítica que retrata o jogo da identidade social virtual e real, explicitadas pelo sociólogo canadense Erving Goffman. À luz da antropologia social goffmaniana, reexaminaremos os conceitos de estigma, identidade social, identidade pessoal, o eu, o Outro e traçaremos um quadro de nossa identidade cultural. / The purpose of this work is to present a discussion about cultural identity in the learning process of Portuguese as a foreign language (PFL). We will look at the characterization of factors that are rigorously placed before the learning process of a language, but play a crucial role in that process. The existing tensions in the interactive process between teacher and student, for example, could reflect unfamiliarity between the identities in play, as well as the use of stereotypes, clichés and stigmas in the elaboration of the other player’s identity. Therefore, it is important that we consider identity not as a culmination of social variables (gender, social-economic class, ethnicity, etc.), but as a unifying factor of a people’s psycho-historic-social reference being represented through one of its members. We are unable to affirm that identity recognition facilitates or prompts learning, but it may give a new value to PFL studies, or more importantly, to the study of foreign language, if we think of it as a source of culture and a characterization of cultural identity. Reflecting upon social relations, we find what was created by historical processes, and more fundamentally, what we are or desire to be. For this reason, the study of identity has a psychoanalytical base, which portrays the virtual and real social identities in play, as explained by the Canadian sociologist Erving Goffman. In light of Goffmanian social anthropology, we will reexamine concepts of stigma, social identity, personal identity, us versus them, and we will form an idea of our own cultural identity.

Submitted by Leda Lopes (ledacplopes@hotmail.com) on 2017-02-16T16:57:56Z No. of bitstreams: 2 license_rdf: 9 bytes, checksum: 42dd12a06de379d3ffa39b67dc9c7aff (MD5) Vinícius Silveira Kusma Dissertação 2016.pdf: 9265489 bytes, checksum: 58a833e4cf2073a39a2e41f057e080ac (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-02-22T21:33:40Z (GMT) No. of bitstreams: 2 Vinícius Silveira Kusma Dissertação 2016.pdf: 9265489 bytes, checksum: 58a833e4cf2073a39a2e41f057e080ac (MD5) license_rdf: 9 bytes, checksum: 42dd12a06de379d3ffa39b67dc9c7aff (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-02-22T21:36:11Z (GMT) No. of bitstreams: 2 Vinícius Silveira Kusma Dissertação 2016.pdf: 9265489 bytes, checksum: 58a833e4cf2073a39a2e41f057e080ac (MD5) license_rdf: 9 bytes, checksum: 42dd12a06de379d3ffa39b67dc9c7aff (MD5) / Made available in DSpace on 2017-02-22T21:36:19Z (GMT). No. of bitstreams: 2 Vinícius Silveira Kusma Dissertação 2016.pdf: 9265489 bytes, checksum: 58a833e4cf2073a39a2e41f057e080ac (MD5) license_rdf: 9 bytes, checksum: 42dd12a06de379d3ffa39b67dc9c7aff (MD5) Previous issue date: 2016-08-31 / Esta dissertação apresenta a etnobiografia de um fotopintor cearense contemporâneo, Mestre Julio Santos. Ao acompanhar o cotidiano de Mestre Julio, considerado grande artista da cidade de Fortaleza, foi possível conhecer sua vida e o trabalho que, diante de todas as dificuldades, tenta manter vivo, em pleno século XXI. A problemática insere-se, portanto, no quadro mais amplo das profundas transformações que marcaram o século XX, tanto no que concerne ao mundo do trabalho, quanto ao das imagens, tomando-se como ponto de fuga, este personagem – seu trabalho, a recepção e o consumo de suas obras. Entende-se o processo de abandono deste ofício ou sua transformação, enquanto uma ruptura espaço-temporal no mundo do trabalho, que implica em (re)configuração das práticas e representações sociais. Sendo assim, essa pesquisa vem propor, ainda, o estudo do caráter temporal da experiência humana e de suas repercussões nas práticas e saberes que Mestre Julio tece em sua relação com o seu trabalho, assim como a sua reconfiguração diante do surgimento da fotografia digital e dos meios de manipulação da imagem, a fim de se restabelecer na continuidade da dinâmica social. / KUSMA, Vinícius Silveira. “Photography, paint, photo painting and the (re) signification of dreams”: An ethnobiography of Master Julio Santos. 2016. Dissertation (Master Degree in Anthropology, concentration area of Social and Cultural Anthropology) – Post Graduation Program in Anthropology, Institute of Human Sciences, Federal University de Pelotas, Pelotas, 2016. This dissertation presents the ethno biography of a cearense contemporary photo painter, Master Julio Santos. By following the daily life of Master Julio, considered a great artist from the city of Fortaleza, it was possible to know his life and the work that, given all the difficulties, he tries to keep alive in the twenty-first century. The problematic becomes inserted therefore in the wider board of the profound transformations that have marked the twentieth century, both as regards the world of work, as the images, taking as a escape point this character - his work, the reception and the consumption of his works. It is understood the abandonment process of this craft or its transformation as a spatio-temporal rupture in the working world, which implies (re)configuration of social practices and representations. In doing so, this research proposes also a study of the temporal character of human experience and its repercussion on practices and knowledge that Master Julio spins in his relationship with his work, as well as its reconfiguration before the outbreak of digital photography and the image manipulation means, in order to re-establish the continuity of social dynamics.

Le comportement électoral dans les communautés mixtes (Résumé)<p><p>Andreea ZAMFIRA<p><p><p>\ / Doctorat en sciences politiques / info:eu-repo/semantics/nonPublished

Studies in zoo-archaeological Neolithic contexts is the study of early animal domestication in relation to humans transitioning into a more sedentary species. Research and documentation are vital for reconstructing the mechanisms behind the threshold event. In this thesis, teeth of Suidae have been documented, analysed and compared osteologically and interpreted cross-culturally. In addition, aDNA, isotope, coat colour and physical mammal size affecting factor studies are presented to contextualise this thesis. Primary osteological methods are Mandibular Wear Stage (MWS), Linear Enamel Hypoplasia (LEH) recordings and lower jaw third molar (M3) length measurement. These methods can detect biometric domestication markers. The analysed Suidae teeth are from the Middle Neolithic site of Ajvide, Gotland, Sweden. A collection of modern wild boar act as Control sample. These teeth are compared primarily with known domestic pig teeth sample statistics from the British Late Neolithic site of Durrington Walls, Wiltshire, United Kingdom. Results indicate that the Middle Neolithic Pitted Ware culture (PWC) on Gotland hunted during winter and kept limited numbers of captive wild boars as totemic animals (pets) possibly bound to land and ancestry. However, an exact reconstruction of the PWC pig pet keeping practices are uncertain due to human-pig relationships being highly dynamic. Intensified pig hunting, not pet keeping should be considered early domestication. Domestication carries with it detectable biometric markers, which seem to be rare in the Neolithic. The cross-cultural comparisons on traditional pig ‘low-intensity husbandry’ can attest to a human-pig relationship of hunter-gatherers keeping captive wild animals. The pig was not a staple food for the PWC and thus not intensively hunted, rather pigs were rare ritualistic commodities and likely highly praised. Perpetuating this human-pig relationship could have been maintained by PWC ‘big men’ that engaged in socio-political lavish giveaways at festivities and funerals, thus ‘hogging wealth’, but never domesticated the pig. / Studier i neolitiska zoo-arkeologiska sammanhang är undersökningar av tidig domesticering av djur i förhållande till mänsklighetens övergång till en mer stillasittande art. Forskning och dokumentation är avgörande för att rekonstruera mekanismerna bakom övergången. I denna uppsats har svintänder dokumenterats, analyserats och jämförts osteologiskt och tolkats tvärkulturellt. Studier i aDNA, isotop, pälsfärg och fysiska storleksfaktorer hos däggdjur presenteras också för att kontextualisera denna uppsats. Primära osteologiska metoder är tandslitage i underkäke (MWS), linjär emaljhypoplasi (LEH) och underkäkens tredje molar (M3) mätningar. Dessa metoder kan finna biometriska domesticeringsmarkörer. De analyserade svintänderna kommer ifrån den mellanneolitiska lokalen Ajvide, Eksta socken, Gotland. En samling moderna vildsvin agerar kontrollmaterial. Dessa tänder jämförs i första hand med kända domesticerade stenåldersvin från den Brittiska senneolitiska lokalen Durrington Walls, Wiltshire, Storbritannien. Resultaten indikerar på att den mellanneolitiska gropkeramiska kulturen (GRK), jagade på Gotland under vinterhalvåret och tog tillfånga ett begränsat antal svin som husdjur (totemdjur). Troligen togs svin tillfånga av olika ’hus’ till följd av att svinet var bundet till land och förfäder. En exakt rekonstruktion av GRKs svinhållningspraktik är dock osäkert på grund av att människo-svin relationer är dynamiska. Intensifierad svinjakt, inte tillfångatagandet av enstaka djur bör betraktas som tidig domesticering. Domesticering medför speciella biometriska markörer som är ovanligare i neolitisk tid. De tvärkulturella jämförelserna i traditionell "lågintensiv svinhållning" kan intyga på ett sådant förhållande mellan jägare-samlar grupper och vildsvin. Även om svinet inte var en basföda åt GRK, och därmed inte intensivt jagade, var svinen sällsynta ritualistiska handelsvaror och troligen högt värdesatta. Gropkeramiska "stormän" kan ha varit de drivande bakom denna praktik. Dessa ”stormän” engagerade sig i sociopolitiska aktiviteter, festligheter och begravningar, och därmed hade "hamstrat välstånd", men domesticerade aldrig svinet.

Power-sharing is introduced in ethnic-divided and ethnic-polarised countries with the aim to prevent and/or end conflicts. The purpose is to include different groups in power-sharing positions. This paper has focused on two of most used power-sharing theories, Centripetalism and Consociationalism, and conducted two case studies in Bosnia and Hercegovina and Nigeria who both have implemented one of these power-sharing arrangements. While previous research has focused on whether power-sharing institutions are effective when wanting to meddle peace, we found that there was absence of research and understanding in who is allowed in the power-sharing and which groups are excluded from power-sharing. From the previous research we found that there is an underlying idea that the people included in power-sharing are the majorities within the context, which we found problematic. We used data from the first and the latest election of each country, as well as political manifestos from the most popular political parties, and public documents to understand if there is a correlation between power-sharing arrangements and the inclusion or exclusion of minorities. The method used to analyse the empirics was the Critical Discourse Analysis which is used when wanting to analyse social power in terms of control. The result showed that there has been a positive change over the past years where the discourse of including minorities in power-sharing is more common today than during the first election. Although there were some positive results, we also found that this discussion is more theoretical than practical and if this was to become reality, there could be a backlash on the peace. Although these power-sharing arrangements have been used for over two decades in both of the countries, both of the studied countries have discriminatory constitutions, where some groups are favoured in the society.

The aging Canadian population is becoming increasingly ethno-culturally diverse primarily due to immigration. This, together with research indicating increased likelihood of long-term residential care (LTRC) use at older ages and challenges in providing these services, prompt important questions about whether LTRC services are prepared to provide culturally responsive and competent care to immigrant and ethno-cultural minority older adults (EMOA). This ethnographic study, informed by a critical theoretical perspective, explored these questions from the perspectives of South Asian older adults (SAOAs) and their family caregivers (FCGs). In-depth interviews with 18 SAOAs in LTRC, assisted living and those at home, their FCGs, and seven key informants from LTRC and the South Asian (SA) community (n=43) were undertaken. These interviews, in addition to 220 hours of participant observation in two LTRC facilities, provided information regarding the needs, preferences, experiences and situation of SAOAs in LTRC as well as how SA families make decisions regarding the use of such services. A select review of provincial policy, residential care regulation, health authority and facility documents, exposed taken-for-granted assumptions in how care and services are provided and the sociopolitical context of LTRC provision. Study findings suggest that LTRC services are challenged to meet the needs of immigrant and EMOA and reflect unequal and inequitable care, illuminated by the differential impact of macro-policies and resource-constrained LTRC environments on SAOAs and their families and on the ability of existing LTRC services to provide person-centred care. This inequity in service provision has implications for immigrant and EMOA and their family members in light of findings that the decision to move to LTRC is essentially a (non) decision influenced by a range of social structural factors that interact to necessitate the move to LTRC. Study findings revealed the salience of socio-economic status and economic resources in particular, in the (non) decision for LTRC placement. The findings from this study along with demographic shifts in the aging Canadian population call for LTRC service providers and policy makers to actively prepare for increasing ethno-culturally diverse resident populations and point to the need for equity informed approaches to the care of older adults. / Graduate / 2022-03-31

The aim of the master thesis is to determine factors that contribute to peace settlement of separatist conflicts. It compares two separatist conflicts with different forms of termination. The Indonesian government signed a peace agreement with separatists in province of Aceh and offered them greater autonomy, whereas the government of Sri Lanka decided on military suppression of Tamil separatists. The analysis of the conflicts is based on six factors that are built on the study of Barbara Walter about the concept of reputation building. According to the concept, governments are less likely to go for peace settlement when facing more imperilling separatist groups, seeing that governments have to invest in reputation building. The comparative case study is based on following factors: potential future separatists, value of land currently under dispute, proportion of total population and territory, balance of power between separatists and government, political system with focus on democracy, degree of centralization/ federalism. The evidence seems to be strong that the theory of reputation building does not apply to selected cases because the peace settlement was achieved in Indonesia which has far more potential separatist groups than Sri Lanka. In conclusion, the thesis identifies following factors...