nÃo hà / As novas tecnologias de informaÃÃo e comunicaÃÃo tÃm originado modificaÃÃes nas estruturas produtivas e nas relaÃÃes sociais da atualidade com o surgimento de um novo paradigma o da âsociedade da informaÃÃoâ. à nesse contexto de mudanÃas que se insere o projeto UCA, polÃtica pÃblica de inclusÃo digital de forma a inserir o Brasil aos contornos da sociedade da informaÃÃo. Esta pesquisa de dissertaÃÃo tem por temÃtica a implementaÃÃo do projeto Um Computador por Aluno â UCA no municÃpio de SÃo JoÃo da Ponta â SJP, no estado do Parà â PA, tendo por problemÃtica saber em que medida o projeto UCA, nesse municÃpio, promove a inclusÃo digital preconizada em seus objetivos. De forma atingir os objetivos da pesquisa foi realizada uma pesquisa de campo de cunho etnogrÃfico, com o intuito de realizar uma descriÃÃo narrativa do projeto UCA em SJP, considerando o contexto, a cultura e os significados a ele atribuÃdos na localidade. Para tanto, foi tomada como categoria analÃtica norteadora desta dissertaÃÃo, a noÃÃo de inclusÃo sÃcio-digital (WARSCHAUER, 2006; BECKER, 2009; CYSNE 2007; DEMO, 2005; SORJ, 2003). Os resultados indicam que o projeto UCA se aproxima da abordagem de inclusÃo sÃcio digital; foi observado que o UCA nÃo modificou a estrutura fÃsica das escolas beneficiadas com o projeto, nem impregnou neste espaÃo, mas foi potencialmente absorvido pela comunidade da sede de SJP onde percebemos indÃcios de letramento digital e tambÃm o desenvolvimento de comunidades prÃticas (WARCHAUER, 2006). O projeto UCA em SJP atingiu objetivos econÃmicos, sociais, mas nÃo os educacionais dentro do espaÃo escolar com a perspectiva de melhoria da qualidade da educaÃÃo e com a imersÃo de estudantes e professores numa cultura digital. PorÃm, possibilitou outras aprendizagens nos vÃrios espaÃos da sede de SJP aos estudantes, ex-estudantes envolvidos e seus familiares. Assim, considerando a anÃlise das dimensÃes que constroem os processos de inclusÃo digital do projeto em SJP, que sÃo as aprendizagens, sociabilidades em rede e mudanÃas pelo UCA, pode-se colocar que no espaÃo alÃm escola, na comunidade da sede de SJP, hà indÃcios de uma tÃmida, mas presente inclusÃo sÃcio-digital dos participantes. / New information and communication technologies have given rise to modifications in modern social relations, with the arrival of the âinformation societyâ. In this context the One Computador per Student - UCA project has been initiated to promote digital inclusion and to bring Brazil into the information society. This research treats the implementation of the UCA project in the rural municipality of SÃo JoÃo da Ponta in the northern Brazilian state of ParÃ, examining the promotion of digital inclusion among students. Ethnographic field research was undertaken in order to describe the UCA project in terms of local culture and conditions. The notion of socio-digital inclusion was central to this research (WARSCHAUER, 2006; BECKER, 2009; CYSNE 2007; DEMO, 2005; SORJ, 2003). Results indicate that the UCA Project promoted digital inclusion, did not modify the physical structure of participating schools nor took over their spaces. The project promoted digital literacy and community development (WARCHAUER, 2006). The UCA Project obtained its economic and social objectives, but not its educational goals of improving educational quality by immersion of both students and teachers in digital culture. On the other hand, the project opened up new educational opportunities for current and former students and their families in various places in the municipality. Considering the expected educational, social and transformational possibilities of the project, both within schools and communities, a timid but nevertheless evident promotion of socio-digital inclusion was found among project participants.

O presente trabalho tem como objetivo investigar cinco contextos de ensino de língua inglesa nos níveis fundamental e médio de escolas públicas e particulares. Trata-se de uma pesquisa qualitativa de caráter etnográfico que se realizou a partir de entrevistas com coordenadores, professores e monitores das escolas participantes deste estudo; de gravações de aulas feitas em áudio onde atuei como pesquisadora-observadora; de notas de campo e material coletado durante a pesquisa (trabalhos de alunos, material didático utilizado pelos professores, folhetos informativos sobre as escolas). O estudo destes contextos revelou que língua inglesa é interpretada como disciplinaproblema e, portanto, tende a receber um tratamento diferenciado por parte das escolas que procuram ministrar tal disciplina a partir do estabelecimento de formas alternativas de ensino: a parceria entre um colégio particular de ensino fundamental e médio e uma escola de línguas, a criação de um Centro de Línguas próprio dentro de um colégio, a terceirização do ensino de inglês em um colégio de ensino fundamental e médio, a utilização de uma Disciplina-Projeto de inglês para o ensino médio em uma escola da rede pública e Aulas de Revisão para alunos do terceiro ano do ensino médio de escolas públicas visando o aprendizado de leitura. A partir do diagnóstico de inglês como disciplina-problema, houve a percepção de que há um embate entre o tradicional e o novo no ensino de inglês. Tal conflito reside no fato de que as escolas buscam inovações pedagógicas que as situem como mais adequadas e eficientes às propostas educacionais contemporâneas, porém, ao mesmo tempo, parecem sofrer abalos na sustentabilidade de seus próprios projetos devido às inevitáveis influências presentes nas sociedades pós-modernas: por exemplo, a atribuição de se \"dominar\" o idioma estrangeiro inglês como exigência para se tornar parte do mundo globalizado e de se conseguir um bom emprego no futuro. Os dados deste estudo igualmente assinalaram a questão da mercantilização do ensino de inglês decorrente das demandas globais e em um grupo de comunidades educacionais locais onde, nos bastidores, inglês é percebido como disciplina-problema. / The purpose of this study is to investigate five contexts of English language teaching and learning within the scope of elementary and high school levels of public and private institutions. This is a qualitative research with ethnographic characteristics which was conducted through interviews with coordinators, teachers, and monitors from schools; audiorecordings of classes where I acted as an observer-researcher; classroom notes; and material gathered during the research (students\' homework assignments, didactic material used by teachers, leaflets concerning those schools). The study of these contexts has revealed that the English language is interpreted as a synonym of a \"subject of problems\", and therefore it may be handled in a different manner by schools which try to teach it by establishing alternative ways: the partnership between a private elementary and high school and a language school; a private school which created its own language center; an outsourcing of English language teaching adopted by a private elementary and high school; a special subject where students are supposed to learn English through projects in a public high school; and English revision classes for third-year secondary students of public schools which focus on teaching reading. According to the diagnosis of English as a \"subject of problems\" there is a \"clash\" between the traditional and the new in English teaching and learning. Such conflict is aroused from the searching for new pedagogic innovations used by schools in order to become more efficient and adequate for contemporary educational propositions. However, at the same time, these alternatives chosen by schools cannot sustain their own projects owing to the inevitable influences in post-modern societies: for instance, to \"master\" English as a foreign language as a requirement for taking part in a globalized world, as well as for getting a good job in the future. The data of this study have equally stressed the question of English as a \"market product\" in view of global demands in local educational communities, the background of which includes the interpretation of English as a \"subject of problems\".

No description available.

There is a growing body of literature that recognizes the importance of outdoor learning spaces in educational practice with children. However, previous studies of the outdoor learning spaces have omitted to address the young children’s perspectives on the outdoor environments that they experience as a part of the Forest School’s educational approach. Research on the subject has been mostly restricted to an adult perspective. Furthermore, the previously published studies are limited to Scandinavian countries and available in Scandinavian languages and, therefore, not easily accessible to an international audience. The aim of the present dissertation project is to explore young children’s (aged 3-6 years) voices on their experience, sense-making, and understanding of the educational space of a forest. A qualitative research paradigm was employed to explore the components that characterize children’s perception of the outdoor educational space. Ethnographic research methods (participants observation, informal conversation and material collection) were used to investigate children’s outdoor activities performed in two Italian preschools: a kindergarten outdoor oriented school and a Forest School. The collected materials (fieldnotes, interviews, and children’s drawings) were processed using a six-steps Thematic Analysis with the aim to gain a complex account of the data. The results indicate that the way children use, interact and, confer a meaning to their experience in the woods are represented by the following themes: Type of Place Attended, Nature Engagement, Relationship with the Woods, Responsibility and Risk, Imagination, Emotional Responses, Affordances, Relationships with Others, Discovery and Experimentation, Nature Education, Concerns for Nature, and Learnings Connected to the Curriculum.These results have provided a deeper insight on the children’s experience of the outdoor learning space of a forest. Moreover, the empirical findings in this study contributed to provide a new understanding of how children bond with the natural world and how they behave and experience it. Taking into account the exploratory nature of the present thesis, future research should further address the children’s perspectives on the outdoor education space, the forest. Furthermore, it would be interesting to investigate if the cognitive, emotional, and social resources and environmental attitudes developed by children in the forest as outdoor educational space are strictly intertwined with this particular environment or if they can be realized in more a conventional school setting.

Head-up display (HUD) systems are systems that present data on a transparent display without requiring the user of the system to look away from their viewpoints. Although, HUD systems are not a new technology, as they have been initially developed in 1950s for military aircrafts, the last decade are also used in the automotive industry. Automotive HUD compliments the driver's visual information as it projects important driving information onto the driver’s windshield. The aim of the automotive HUD system is to provide information and assure the safety of the vehicle, however research studies show that it is sometimes considered a distraction for the drivers. Therefore, the purpose of this master’s thesis research is to explore and improve the understanding of the interaction between the car driver and the automotive Head-Up Display system. Further, the master’s thesis explores the suggestions of car drivers in order to improve their interaction with the automotive HUD system. For this, an interpretive qualitative focused-ethnographic research was conducted. The data was collected through passive observation and individual semi-structured face-to-face interviews with six purposively selected research participants-drivers of cars equipped with HUD system The collected data was analysed thematically to conclude to six themes, which represent the research findings. These research findings were discussed with the help of the theoretical framework, which included main concepts from the human-computer interaction body of research, including User-Centred Design. The research findings show that the participants receive visual information via the graphical interface of the HUD system and, at the same time, use the button interface on the steering wheel, and the touch screen on the centre console for input operations. The participants although overall satisfied by the interaction with the graphical interface, they experience some challenges. The findings show that the participants experience negative effects when disturbed by bright light, or misunderstood the information presented by the HUD system. However, most participants, especially those that are novice drivers, experience difficulties during their interactions regarding the input-based. Thus, the research contributes to the existing body of knowledge of the informatics research field and, in particular, the human-computer interaction body of research by providing insights regarding in-vehicle information systems and their interaction with the driver. The research also contributes to designers, developers, technology companies, and other interested stakeholders by offering insights and suggestions regarding the in-vehicle information systems based on a more user-centered design approach.

The quality of the processes involved in language regeneration strategy formation is critical to the creation of an effective language regeneration strategy and this, in turn, is critical to the achievement of successful language regeneration outcomes. The overall aim of this research project was to evaluate, using a range of effectiveness criteria, the processes involved in the creation of a marae-based te reo Māori regeneration strategy in the hope that others involved in similar projects in the future would benefit and in the hope that the Whakamārama whānau will themselves derive benefit from it in reviewing what has already been achieved. In Chapter 1, the background to the research project and its rationale are outlined and the research questions and research methods are introduced. Chapter 2 provides a critical review of selected literature in the area of strategic planning aspects of language regeneration and relevant aspects of mātauranga Māori. Using an ethnographic approach, the processes and immediate outcomes (in terms of a survey report and a regeneration plan for Whakamārama marae) of the language regeneration project are outlined in Chapter 3. In Chapter 4, effectiveness criteria are derived on the basis of the literature review in Chapter 2. These include criteria relating to leadership, participation, Kaupapa Māori values, environmental analysis and outcomes. The criteria are then applied to the analysis and evaluation of the processes and outcomes outlined in Chapter 3 in order to identify their strengths and weaknesses. The overall conclusion is that Whakamārama's language regeneration activities to date can be regarded as successful in many ways, including the fact that they have resulted in the production of high quality documentation that is widely appreciated by the whānau in the form of a maraebased language survey and a marae-based te reo Māori regeneration plan. Working voluntarily and often under difficult circumstances, core group members demonstrated that they possessed the essential characteristics of commitment, motivation and determination, in addition to the willingness and ability to use existing skills and knowledge effectively and to develop further skills and knowledge as the project proceeded. Perhaps most important, they developed a caring and effective working culture. However, the weaknesses of the project included a lack of preparation and planning prior to the commencement of the project which resulted in a build up of work at a number of stages. This, in turn, lead to delays in producing outcomes and some loss of momentum. It also led, indirectly, to the views of two or three members of the core group being overrepresented in the reo plan goals. The information and analysis provided here have relevance to any language community involved in micro-level language regeneration activities of a similar type. It is hoped therefore that this thesis may help others to not only avoid the problems experienced by the Whakamārama whānau but also to benefit from their successes.

Submitted by Johnny Rodrigues (johnnyrodrigues@ufcg.edu.br) on 2018-08-02T19:43:48Z No. of bitstreams: 1 WALLACE FERREIRA DE SOUZA - TESE PPGCS 2014..pdf: 6966791 bytes, checksum: 8df4c062f94a784ca0974e58827df8b0 (MD5) / Made available in DSpace on 2018-08-02T19:43:48Z (GMT). No. of bitstreams: 1 WALLACE FERREIRA DE SOUZA - TESE PPGCS 2014..pdf: 6966791 bytes, checksum: 8df4c062f94a784ca0974e58827df8b0 (MD5) Previous issue date: 2014-12-15 / Capes / As conquistas políticas dos grupos rotulados como minorias, que representam a emergência de novos sujeitos sociais, vêm ganhando a cena acadêmica das Ciências Sociais nestes últimos 40 anos, evidenciando a inquietação destas ciências com o novo. É a partir desse prisma das lutas por direitos que o movimento quilombola aparece impulsionado pela conquista constitucional em 1988, uma vez que, o pressuposto legal indicado no Art. 68 - Ato das Disposições Constitucionais Transitórias (ADCT) se refere a um conjunto possível de novos sujeitos sociais designados pelo termo remanescente de quilombo. Foi exatamente o enfrentamento desse novo que impulsionou a escolha do campo de pesquisa, qual seja uma comunidade quilombola da zona rural do brejo paraibano – Caiana dos Crioulos, área rural localizada a 12 km do município de Alagoa Grande-PB. A pesquisa, com sua modelagem, é erguida a partir de uma relação entre a etnografia - a prática de descrever/negociar/experimentar a “sociedade do outro” - e a cartografia cujo objetivo é definir as fronteiras, os traçados, os pontos de referência e as depressões, portanto, criar uma semântica espacial que, no caso específico dessa pesquisa, vai sendo construída por uma teia de relações tecida no cotidiano. Neste contexto etnográfico, eu me propus a pensar como problemática de pesquisa: quais dimensões podemos considerar como fundadoras do sentimento de grupo e do fluxo da vida comunitária e que, portanto, seriam definidoras da experiência desses sujeitos como comunidade remanescente de quilombolas? A partir daí, surge uma teia de relações a qual me proponho etnocartografar, entrando em cena o território, as relações de parentescos e, sobretudo, o sentimento de grupo e as experiências espirituais dos moradores de Caiana dos Crioulos. Para enfrentar esta problemática, propõe-se a delimitação de três panoramas: panorama étnico territorial, panorama espiritual e panorama familiar como dimensões que se conjugam no cotidiano, dando forma e dinâmica ao que denominei de fluxo da vida comunitária. / The political achievements of the groups labeled as minorities, which represent the emergence of new social individuals, have been gaining the academic scenario of the Social Sciences in the last forty years, highlighting the uneasiness of these sciences with the new. It is from this perspective of struggles for rights that the quilombola movement appears boosted by the constitutional conquest in 1988, once the legal assumption stated in the Art.68 – Temporary Constitutional Provisions Act (ADCT) refers to a possible set of new social individuals designated by the remaining term called quilombola. It was exactly this new confrontation that led studying to a quilombola community in the Brejo rural area of Paraíba - Caiana dos Crioulos – rural area located 12km far from Alagoa Grande-PB municipality. The piece of research, with its modeling, is based on a harmonious relationship between ethnography – the practice of describing/negotiating/experimenting “the other´s society” - and cartography whose objective is to define the boundaries, the outlines, the reference points and the depressions, thus creating a spatial semantics that, in the specific case of this study, is being constructed by a web of relations woven in the daily activities. In this ethnographic context, the research problem was focused on: which dimensions can we consider as the founders of the group´s feeling and flow of community life and that, however, would define these individuals´ experience as a remaining quilombola community? From this, a web of relations, which I propose to carry out ethnocartography, then, the territory, the relations about the relatives and, especially, the feeling of group and the spiritual experiences of those dwellers from Caiana dos Crioulos arise. In order to face this problem, the delimitation of three perspectives is proposed: territorial ethnic perspective, spiritual perspective and familiar perspective as dimensions which are articulated in the daily routine by providing form and dynamics to what I have named the flow of community life. / Les conquêtes politiques des groupes dits minoritaires, qui représentent l’émergence de nouveaux sujets sociaux, ont occupé le devant de la scène académique dans le domaine des Sciences Sociales, dans ces derniers 40 ans, en rendant évident l’intérêt de ces sciences par le nouveau. C’est à partir de ce prisme des luttes pour des droits que le mouvement des habitants des quilombes se développe, poussé par la conquête de la Constitution de 1988, dont un supposé juridique, présent dans l’Article 68 (Acte des dispositions constitutionnelles transitoires – ADCT), indique un ensemble possible de nouveaux sujets sociaux, désignés par le nom subsistant de quilombe. C’est justement le défi posé par ce nouveau qui m’a mené à changer l’objet de ma thèse, en abandonnant le thème des représentations de la nature dans les religions afro-brésiliennes dans l’espace urbain de Joao Pessoa au profit d’une investigation sur une communauté de quilombe dans la zone rurale de la région du Brejo de l’État de Paraiba (PB) – Caiana dos Crioulos, à 12 km de la ville de Alagoa Grande, PB. La recherche et ses paramètres sont dressés à partir d’une relation harmonieuse entre l’ethnographie, cette pratique de décrire/négocier/éprouver la société de l’autre, et la cartographie, dont l’objectif est de définir les frontières, les tracés, les points de référence et les dépressions, et donc de créer une sémantique spatiale que, dans le cas spécifique de cette recherche, va se construire à travers une toile de relations tissue dans le quotidien. Dans ce contexte ethnographique, je me suis proposé la problématique de recherche suivante : quelles dimensions nous pourrions considérer comme fondatrices du sentiment de groupe et le flux de la vie communautaire, et responsables de la définition de l’expérience de ces sujets en tant que communauté subsistante d’habitants de quilombe ? À partir de cette question, une toile de relations apparaît et devient l’objet de notre ethnocartographie, qui prend en compte le territoire, les relations de famille et surtout le sentiment de groupe et les vécus spirituels des habitants de Caiana dos Crioulos. Pour faire face à cette problématique, nous proposons la délimitation de trois panoramas : le panorama ethnicoterritorial, le panorama spirituel et le panorama familial, en tant que dimensions qui s’articulent dans le quotidien, en donnant une forme et une dynamique à ce que nous avons appelé le flux de la vie communautaire.

Drawing on theoretical work in literacy education, drama education and second language education, and taking account of poststructuralist, postcolonial, third world feminist, critical pedagogy, and intersectionality frameworks, this dissertation presents findings from an ethnography that critically examined the experiences of English language learners (ELLs) in three different drama classrooms, in three different high school contexts. More specifically, this multi-site study investigated two aspects of multiliteracies pedagogy: i) situated practice and ‘identity texts’ (Cummins et al., 2005; Cummins, 2006a) and ii) multimodality and embodied learning by overlaying, juxtaposing, or contrasting multiple voices (Britzman, 2000; Gallagher 2008; Lather 2000) of drama teachers and their students to provide a rich picture of the experiences of ELLs in drama classrooms. The diverse drama pedagogies observed in the three different drama contexts offer possibilities for a kind of cultural production proceeding from language learning through embodied meaning-making and self-expression. The situated practice of drama pedagogies provided a third space (Bhabha, 1990) for the examination of students’ own hybrid identities as well as the in-role examination of the identities of others, while moving between the fictional and the real in the drama work. The exploration of meaning-making and self-expression processes through drama, with attention to several aspects of embodied learning—from concrete, physical and kinesthetic aspects, to complex relational ones—was found to be strategic and valuable for the language and literacy learning of the English language learners. The findings from this study highlight the role of embodied forms of communication, expression and meaning-making in drama pedagogy. This embodied pedagogy is a multimodal form of self-expression since it integrates the visual, audio, sensory, tactile, spatial, performative, and aesthetic, through physical movement, gesture, facial expression, attention to pronunciation, intonation, stress, projection of voice, attention to spatial navigation, proximity between speakers in space, the use of images and written texts, the use of other props (costumes, artefacts), music and dance. The dialogic, collective, imaginative, in-between space of drama allows students to access knowledge and enrich their language and literacy education through connections to the real and the fictional, to self/others, to past and present experiences, and to dreams about imagined selves and imagined communities (Kanno & Norton, 2003).

Drawing on theoretical work in literacy education, drama education and second language education, and taking account of poststructuralist, postcolonial, third world feminist, critical pedagogy, and intersectionality frameworks, this dissertation presents findings from an ethnography that critically examined the experiences of English language learners (ELLs) in three different drama classrooms, in three different high school contexts. More specifically, this multi-site study investigated two aspects of multiliteracies pedagogy: i) situated practice and ‘identity texts’ (Cummins et al., 2005; Cummins, 2006a) and ii) multimodality and embodied learning by overlaying, juxtaposing, or contrasting multiple voices (Britzman, 2000; Gallagher 2008; Lather 2000) of drama teachers and their students to provide a rich picture of the experiences of ELLs in drama classrooms. The diverse drama pedagogies observed in the three different drama contexts offer possibilities for a kind of cultural production proceeding from language learning through embodied meaning-making and self-expression. The situated practice of drama pedagogies provided a third space (Bhabha, 1990) for the examination of students’ own hybrid identities as well as the in-role examination of the identities of others, while moving between the fictional and the real in the drama work. The exploration of meaning-making and self-expression processes through drama, with attention to several aspects of embodied learning—from concrete, physical and kinesthetic aspects, to complex relational ones—was found to be strategic and valuable for the language and literacy learning of the English language learners. The findings from this study highlight the role of embodied forms of communication, expression and meaning-making in drama pedagogy. This embodied pedagogy is a multimodal form of self-expression since it integrates the visual, audio, sensory, tactile, spatial, performative, and aesthetic, through physical movement, gesture, facial expression, attention to pronunciation, intonation, stress, projection of voice, attention to spatial navigation, proximity between speakers in space, the use of images and written texts, the use of other props (costumes, artefacts), music and dance. The dialogic, collective, imaginative, in-between space of drama allows students to access knowledge and enrich their language and literacy education through connections to the real and the fictional, to self/others, to past and present experiences, and to dreams about imagined selves and imagined communities (Kanno & Norton, 2003).