The thesis describes a biosocial model of status stratification in face to face groups. The model is based on the belief that human status behavior is evolutionary extension of animal status behavior (especially primates). Each person of a group is equipped with a signaling mechanism that signals the status of domination or submision (or the status he ought to have). Status communication is among humans very subtle and primarily occurs at a nonverbal level. Status stratification often takes place automatically without the knowledge of the subjects. The biosocial model criticizes classical authors of social stratification, who explain the mechanism primarily at the cognitive level. In the practical part, the thesis attempts to use new methodology to verify the main assumption of an implicit stratification mechanism that is able to function without the involvement of cognition. The research works with a group of people with 6 probands. To indicate status in a group, playing cards were used. In each group, individuals were artificially assigned positions by playing cards. Subsequently, it was recorded how these artificial positions were reflected in the real position of member of the group. In the second part, the influence of personality trait on the position was measured. The main assumption could...

Dans les institutions muséales dévolues à la communication scientifique publique, la médiation dite « présentielle », plaçant en coprésence des objets, un public et un médiateur dans un environnement dédié, reste méconnue. Du point de vue des SIC, l’analyse de situations concrètes permet de dépasser le seul cadre d’une transmission d’informations, pour s’interroger sur l’importance des formes du tiers dans le contexte de construction du sens. La communication présentielle est éphémère et repose sur les paroles et les gestes d’un tiers incarné. Elle offre une plus grande potentialité d’échanges dans la situation, à la différence d’autres médias, comme l’exposition. L’objectif de cette recherche est d’interroger la place de ces spécificités dans les dispositifs de médiation du Pavillon des sciences, un Centre de Culture Scientifique, Technique et Industrielle. Menée en immersion et à partir de méthodes qualitatives (observations, entretiens), elle a permis d’observer le déroulement de situations de médiation, d’adopter le point de vue du public et celui des animateurs. Les animateurs scientifiques proposent au public des formes d’accès aux savoirs scientifiques basées sur l’articulation d’un propos et d’une mise en scène de l’approche expérimentale. Ces résultats permettent de mettre au jour une forme de communication sui generis, hybride entre médiation muséale et animation, et mettant à disposition une diversité de signifiants. / In science museums and science centers, "presential" mediation positioning a mediator and the public in the co-presence of objects within a dedicated environment, remains relatively unknown. From a Communication Science perspective, analyzing actual situations transcends the simple provision of information, and focuses on the significance of third party forms within the construction of meaning. Presential communication is transient and centered on the words and gestures of an embodied third party. It provides a greater potential for interactions around practical situations, unlike other media (i.e. an exhibition). The purpose of this research is to question the rightful place of these specificities within mediation processes in the Pavillon des Sciences, a french science center. Using qualitative methods and an immersive approach (observations, interviews), this research has enabled the analysis of mediation situations and adopted the viewpoint of both the explainers and the public. Scientific mediators propose different forms of access to scientific knowledge to the public, based on the exploration of a theme and presentation of an experimental approach. These results renew a hybrid form of sui generis communication, between museal interpretation and sociocultural activities, through the presentation of a variety of signifiers.

Submitted by Maike Costa (maiksebas@gmail.com) on 2017-03-24T13:02:51Z No. of bitstreams: 1 arquivototal.pdf: 3351670 bytes, checksum: d7ffdd58b6eb19c7d97b4c7a15558b59 (MD5) / Made available in DSpace on 2017-03-24T13:02:51Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 3351670 bytes, checksum: d7ffdd58b6eb19c7d97b4c7a15558b59 (MD5) Previous issue date: 2016-08-08 / Cette thèse a pour but analyser les situations sociales produites dans l'enseignement de la Langue Maternelle comme un contexte pour la formation citoyenne des apprentis. Ainsi, cette recherche vise à comprendre comment les interactions entre professeur et étudiants contribuent à la capacité d'adapter les discours de ces élèves citoyens aux conditions de production et réception de différents évènements communicatifs. Cette recherche a comme base les axes théoriques de la Sociolinguistique Interactionnelle (GOFFMAN 2011, 2012, 2013 a, b c; GUMPERZ 1982, 2013) dirigée à l'Analyse de la Conversation (KERBRAT-ORECCHIONI 2010, MARCUSCHI 2004, 2005, 2008 a, b), en particulier, l'interaction face à face dans le processus d'enseignement-apprentissage. Ces approches considèrent le langage un phénomène social, en autre, celui du langage humain qui correspond à l'utilisation langagère diverse, selon les situations sociales où elles s'insèrent (BAKHTIN, 2006, e 2010; LABOV, 2011). Ainsi, l'analyse des cours de Langue Maternelle est une ocasion d'étudier la pratique pédagogique, car il est entendu qu'elle doit favoriser l'analyse critique des réalités et des contextes qui sont historiquement et socialement construits. Il est nécessaire encore, produire des discours sensibles au pouvoir et que leur permette d'interagir avec les autres discours et formes d'interpréter et de s'assurer dans le monde, de manière à vivre des expériences multiples et participer avec des différentes positions d'interaction, favorisant donc l'expression de voix plusieurs, complexes et différentes. Il est clair que le cours est une ambiance communicative dont l'interaction face à face est faite par l'interaction verbale et aussi par les signes non-verbaux, à travers les indices de contextualisation et d'autres ressources. Dans ce contexte, quand les intentions du parlant sont reconnues par les interlocuteurs et vice versa, le succès du procès communicatif et de l'enseignement-apprentissage est assuré. Cette recherche aura une approche ethnographique, de manière prédominante, qualitative et dont l'origine est situé dans les études d'Anthropologie Culturelle et correspond à une analyse descriptive des cours dans une Escola de Referência (Grande École) situé à la ville de Recife – PE. La méthode interprétative a été utilisée, fondé en concepts de la Sociolinguistique Interactionnelle et de l'Analyse de la Conversation et à partir la collecte de données originaires d'observations, entretiens, conversations informelles, journal de terrain et analyse des documents. Par rapport aux résultats obtenus, il est considéré que la relation enseignement-apprentissage en cours n'est pas toujours favorable pour l'autonomie des étudiants, car le ce rôle social établit une relation trop spécifique avec le savoir. Cela se passe car les cours n'ont pas toujours représenté un lieu où les interactions sociales et échanges conversationnelles étaient ouvertes, ce qui donnerait force aux relations des étudiants à travers la confrontation de l'autre et en conséquent, il n'y a pas toujours de conditions de former une perception de soi-même et de sa citoyenneté. / The aim of this thesis is to analyze social situations produced in a context of mother tongue teaching as opportunities of citizenship education. The purpose of this study was to understand how does the interaction between teachers and learners help pupils to become citizens capable to adapt their discourse to different communicative events, both as a producer and receptor. This research is based on the theory of Interactional Sociolinguistics (GOFFMAN 2011, 2012, 2013 a, b c; GUMPERZ 1982, 2013), with the contribution of Conversational Analysis (KERBRAT-ORECCHIONI 2010, MARCUSCHI 2004, 2005, 2008 a, b), particularly face-to-face interaction in teaching-learning process. These views rest on the assumption that the language is a social phenomenon, i.e. a human language phenomenon related to diverse discursive practices, according to social situations (BAKHTIN, 2006 and 2010; LABOV, 2011). From this perspective, analyzing lessons is an opportunity of deliberating on teaching, assuming that the educational practices need to facilitate the critical thinking of reality and historical context socially and historically built. Furthermore, it is necessary to create sensible discourses enabled to interact with other discourses and ways of seeing and being in the world. Consequently, it will be possible to live multiple experiences and interact with people from different hierarchical positions, supporting many complex and diverse voices. For one, the classroom is a surrounding communicative place where face-to-face interaction occurs verbally and not verbally as well, through contextualization cues and other means. In this atmosphere, when the speaker‘s intentions are recognized by the listener, and vice versa, communication process and teaching-learning process are successful. This work has, mostly, an ethnographic and qualitative approach, originally from Cultural Anthropology, related to a descriptive analysis of classrooms in a Reference School located in Recife-PE-Brazil. It was used an interpretive method based on concepts in Interactional Sociolinguistics concept and Conversational Analysis, using data collected during lesson observations, interviews, informal conversation, research journal and document analysis. The results showed that teaching-learning process in the classroom not always contribute to emancipate the learners, because pupil‘s role established a very specific relation with the knowledge. Moreover, the classroom was not always a place where occurred social interactions and conversation exchanges able to consolidate learner‘s relations in a viewpoint of encountering with the other. As a result, the students are not able to foster a sense of self and their citizenship. / Esta tese tem por objetivo analisar as situações sociais produzidas no ensino de Língua Materna como espaços para a formação da cidadania dos aprendizes. Buscou-se entender como as interações entre professor e estudantes contribuem para tornar os estudantes cidadãos capazes de adequar seu discurso às condições de produção e recepção dos diferentes eventos comunicativos. Esta investigação insere-se nas bases teóricas da Sociolinguística Interacional (GOFFMAN 2011, 2012, 2013 a, b c; GUMPERZ 1982, 2013) direcionada à Análise da Conversação (KERBRAT-ORECCHIONI 2010, MARCUSCHI 2004, 2005, 2008 a, b), particularmente, a interação face a face em processo de ensino-aprendizagem. Essas linhas trabalham a linguagem enquanto um fenômeno social, ou seja, o fenômeno da linguagem humana corresponde ao exercício de práticas discursivas diversas, conforme as situações sociais em que essas práticas se inserem (BAKHTIN, 2003 e 2006; LABOV, 2008 e 2009). Nessa perspectiva, a análise de aulas é uma oportunidade para reflexão sobre o fazer pedagógico, pois se pressupõe que a prática pedagógica precisa favorecer o exame crítico das realidades e dos contextos históricos e socialmente construídos. Necessita, ainda, produzir discursos sensíveis ao poder que lhes permita interagir com outros discursos e formas de ver e estar no mundo, de modo a vivenciar múltiplas experiências e interagir com posições diferentes, favorecendo, dessa forma, a expressão de muitas, complexas e diferentes vozes. A justificativa pela temática e pelo desenvolvimento desta pesquisa parte da ideia de que as aulas em língua materna devem favorecer uma tomada de consciência da cidadania, isto é, auxiliar o estudante a saber praticá-la e compreendê-la. O domínio do uso da língua materna possibilita ao estudante uma segurança para expressar suas ideias e se posicionar quando inserido em um grupo. Nessa troca ele amplia não só o conhecimento sobre si mesmo e o outro, mas também avança em sua competência comunicativa, que é essencial para sua inserção social. Além disso, a compreensão da rotina interacional estabelecida em sala de aula viabiliza o entendimento das razões pelas quais as aulas de língua materna parecem não potencializar a apreensão de conhecimentos práticos e úteis não só à vida acadêmica dos estudantes de ensino médio, mas também às exigências de sua cultura. Nessa perspectiva, investigar as interações no processo de ensino-aprendizagem em uma sala de aula é relevante, porque a sala de aula é um espaço onde ocorrem as interações sociais e trocas conversacionais que fortalecem as relações do estudante por um viés de confrontação com o outro, construindo, assim, uma percepção de si mesmo e de sua cidadania. O presente trabalho terá uma abordagem etnográfica, predominantemente, qualitativa e corresponde a uma análise descritiva de sala de aula de uma Escola de Referência localizada na cidade de Recife – PE. Utilizou-se o método interpretativo baseado em conceitos da Sociolinguística Interacional e da Análise da Conversação, a partir da coleta de dados oriundos de observações, entrevistas, conversas informais, diário de campo e análise documental. Quanto aos resultados obtidos, considera-se que a relação ensino-aprendizagem em sala de aula nem sempre contribui para a emancipação dos estudantes, pois a responsabilidade de estudante estabelece uma relação muito específica com o saber e nem sempre a sala de aula representa um espaço onde ocorrem interações sociais e trocas conversacionais que fortalecem as relações do estudante por um viés de confrontação com o outro, não havendo, consequentemente, para ele condições de fomentar uma percepção de si mesmo e de sua cidadania.

Bullying, in its many different face-to-face and cyber manifestations, profoundly impacts involved youth, particularly those with special education needs. Schools have typically focused on policing the bullies, while teaching victims of bullying effective reactive responses. The objective of this study was to identify those students at greatest risk, the factors placing them at risk, and to understand the source of their consequently aggressive social behaviours and communication. Understanding root causes thereby enables schools to shift toward proactively preventing bullying behaviours. Evidence suggests that adolescents with Emotional and Behavioural Disorders (EBD) are overrepresented in the face-to-face bullying dynamic. Through a social-ecological lens, the current study compares bullying involvement among typically developing adolescents (n = 134) with EBD adolescents (n = 30), and considers how within-person characteristics of adolescents with EBD are influenced by and interact with bi-directional microsystem (i.e. family, friends, teachers, school) and macrosystem (i.e. social and educational patterns of programming) factors to increase or decrease face-to-face- and cyber-bullying involvement. As hypothesized, adolescents with EBD were significantly more involved in both face-to-face- and cyber-bullying and –victimization. Predictive factors were uniquely identified for on- and off-line bullying and victimization. The current findings demonstrate a need to approach bullying prevention proactively by aiming resources at the source of social aggression. / Graduate

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2017-06-26T18:01:30Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Claudio Braz de Figueiredo.pdf: 526247 bytes, checksum: ac58547efa4bf056d40aa6ecac0b5d11 (MD5) / Made available in DSpace on 2017-06-26T18:01:30Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Claudio Braz de Figueiredo.pdf: 526247 bytes, checksum: ac58547efa4bf056d40aa6ecac0b5d11 (MD5) Previous issue date: 2017-05-08 / The present dissertation was developed in the Masters in Education of Unoeste, in the Area of concentration: Educational Institution and Educator Training. Research Line: Training and Pedagogical Practice of the Teaching Profession. The research investigated the management of a face-to-face support center of a private distance learning institution in the interior of the state of São Paulo. A qualitative approach was adopted, developing as a case study. Participants included: a polo manager, a polo coordinator, three tutors and fifteen students from the final stages of the courses, five of each of the courses: Pedagogy, Administration and Logistics. The data collection was performed through semi-structured interviews. The data were organized and interpreted using the technique of content analysis. The results indicated that the adopted management is characterized as centralizing, in which decisions are taken without the dialogue with the poles, this implies in damages to the use of available technological resources and pedagogical support and makes difficult the work of the tutor face-to-face. It is hoped that the results of this research may contribute to further research on Distance Education management, mainly in the context of the face-to-face support poles. / A presente dissertação foi desenvolvida no Mestrado em Educação da Unoeste, na Área de concentração: Instituição Educacional e Formação do Educador. Linha de pesquisa: Formação e Prática Pedagógica do Profissional Docente. A pesquisa investigou a gestão de um polo de apoio presencial de uma instituição privada de ensino superior a distância, do interior do estado de São Paulo. Adotou-se uma abordagem de natureza qualitativa, desenvolvendo-se como um estudo de caso. Como participantes da pesquisa contou-se com: um gestor de polo, um coordenador de polo, três tutores e quinze alunos das etapas finais dos cursos, sendo cinco de cada um dos cursos: Pedagogia, Administração e de Logística. A recolha de dados foi realizada por meio de entrevistas semiestruturadas. Os dados foram organizados e interpretados recorrendo-se à técnica de análise de conteúdo. Os resultados alcançados indicaram que a gestão adotada caracteriza-se como centralizadora, em que as decisões são tomadas sem o diálogo com os polos, isso implica em prejuízos à utilização dos recursos tecnológicos e de apoio pedagógico disponíveis e dificulta o trabalho do tutor presencial. Espera-se que os resultados desta pesquisa possam contribuir para novas investigações acerca de gestão da Educação a Distância, principalmente, no contexto dos polos de apoio presencial.

Denna studie är en intervjustudie som presenterar lärares användning av flerformsundervisning (blended teaching), flippat klassrum (flipped classroom) och fjärrundervisning i engelskundervisning. I studien har totalt fem engelsklärare som undervisar i årskurs 4, 5 eller 6 och som använder sig av fjärrundervisning, flippat klassrum och/flerformsundervisning intervjuats. Resultatet har visat att dessa lärare generellt upplever att deras pedagogiska-, ämnes- och tekniska kunskaper inte påverkas om de undervisar med något av det tidigare nämnda eller i en klassrumsundervisningssituation (face-to-face teaching), vilket kan liknas med att undervisning som sker i klassrummet utan tekniska hjälpmedel. I intervjuerna har det även tydliggjorts för vilka tekniska verktyg och pedagogiska metoder som kan användas i flippat klassrum, flerformsundervisning och fjärrundervisning i engelskämnet. Dessutom uttrycker flera av respondenterna att de under utbrottet av covid-19 fått utveckla sina kunskaper om fjärrundervisning och att de dessutom kommer fortsätta med denna undervisningsform när covid-19 är över.

The aim of this study is to investigate how the transition into remote education in Swedish upper-secondary schools due to the COVID-19 pandemic has affected the implementation of communicative tasks during lessons in English as a foreign language, and its consequences on students’ willingness to speak. For this purpose, the following three research questions were posed: 1. In which ways have communicative classroom activities in Swedish upper-secondary schools been affected by remote education according to English as a foreign language learners? 2. According to English as a foreign language learners, in which ways have their willingness to speak English been affected by remote education in Swedish upper-secondary schools? 3. What are some aspects that have influenced English as a foreign language learners’ willingness to speak English during remote education in Swedish upper-secondary schools? A total of 128 students from different upper-secondary schools and regions in Sweden were surveyed, after which three of them were interviewed. The data were then analyzed using a univariate and content analysis method. The results of the study suggest that remote education has entailed an immense impact on the communicative classroom. All studied communicative activities decreased in amount, as did the students’ willingness to speak English. This is a consequence of aspects such as technical complications, difficulties in reading others’ body language, locational restraints, and learning objectives.

Audience Response Systeme (ARS) sind in der Lage, Probleme in der universitären Lehre, wie die fehlende Interaktion zwischen dem Lehrenden und den Studierenden, durch die Benutzung technischer Werkzeuge in der Lehrveranstaltung zu lösen. Der Einsatz solcher Systeme bringt jedoch eigene Probleme mit sich: Der Lehrende muss oftmals sein Lehrkonzept an das jeweilig gewählte System anpassen, da dieses in seinem Funktionsumfang und seinen unterstützten didaktischen Konzepten sehr eingeschränkt ist. Eine Adaption oder gar eine Erweiterung des Funktionsumfangs zur Unterstützung selbst gewählter didaktischer Konzepte wird selten erlaubt, ebenso wie stark kollaborative Szenarien. Diese Arbeit stellt grundlegende Gedanken zur Konzeption und Umsetzung einer Lernumgebung vor, die in der Lage ist, verschiedenste didaktische Abläufe auf Grundlage eines einheitlichen (Meta-)Modells zu modellieren und ihren Funktionsumfang auf den gewählten Anwendungsfall anzupassen. Neben klassischen Anwendungsfällen sollen weitergehende, stark kollaborative Anwendungsfälle unterstützt werden und die Funktionalität einfach erweiterbar sein. Durch den Einsatz in realen Anwendungsszenarien und damit verbundenen Lasttests und Benutzerbefragungen soll das System evaluiert werden.

Syftet med min uppsats är att undersöka socialarbetares upplevelser av digital teknik i kontakt med klienter och samverkanspartners, för att se vilka förändringar som uppstått när samtalen genomförs digitalt och vilka möjligheter och utmaningar det medför. Detta eftersom jag ville undersöka om socialarbetare upplever att den sociala närvaron förändras när samtalen sker digitalt.   Studien har genomförts med hjälp av sju intervjuer med socialarbetare som är verksamma i en mindre kommun. De arbetar inom myndighetsutövning eller öppenvård på individ- och familjeomsorgen (IFO). Den insamlade datan har analyserats genom en tematisk analys. Resultatet visar att samtliga socialarbetare föredrar fysiska samtal framför digitala samtal. De upplever dock videosamtal som ett bra komplement till fysiska möten, exempelvis med människor som har social fobi eller i möten med andra aktörer som skola och hälso- och sjukvård. Socialarbetarna upplever den digitala tekniken som utmanande eftersom de inte har någon stor vana av att använda videosamtal. Intervjupersonerna upplever vinster när det gäller effektivitet då den digitala tekniken bland annat underlättar samtal med människor på annan ort.  Min slutsats är att socialarbetarna som har deltagit i intervjuerna ser ett värde i att fortsätta ha fysiska samtal eftersom dessa skapar en närhet till klienten som de anser är viktig, vilket de upplever är svårare vid videosamtal. Jag kan även konstatera att digitala metoder skapar nya flexibla möjligheter och ökar tillgängligheten för socialarbetarna att möta individer som inte vill eller kan träffas fysiskt.

The aim of this study was to explore how hospital social workers within emergency hospital care units find the challenges with the therapeutic relation when working online or over the phone. To find out more, we have interviewed seven hospital social workers. They were asked about challenges and advantages in working on a distance, related to the therapeutic relation. We wanted to find out if it is possible to obtain the same level of therapeutic relation when counselling changed from being given face to face to a digital encounter during the Covid 19 pandemic. Empirical data was analyzed with Asplunds theory of social responsiveness.  The study results in two different answers. First, it shows that hospital social workers experience increased flexibility as a relation strengthener and that it attracts patients that wouldn´t normally seek counselling. The second result shows that according to hospital social workers, there is something in the communication pattern that is missing when you are not in the same room as the patient and thus, there is also something in the therapeutic relation that is missing. Hospital social workers confirmed difficulties confirming patients when body language was missing or when technical problems sometimes reduced the understanding of patients' stories and there was a need for repeating in a painful situation. Peoples' different needs have become very clear throughout the study as our result show that it has been positive for the therapeutic relation to offer different counselling opportunities. / Syftet med studien har varit att undersöka hur hälso- och sjukvårdskuratorer inom akutsjukvården upplever den terapeutiska relationen i deras stödjande arbete på distans. För att få veta mer har vi intervjuat sju sjukhuskuratorer inom akutsjukvården och frågat dem om möjligheter och utmaningar med att arbeta på distans kopplat till den terapeutiska relationen. Vi ville veta om det gick att uppnå samma nivå av terapeutisk relation när det stödjande arbetet på sjukhusen styrdes om till att i större utsträckning än tidigare ges på distans. Materialet, vår empiri, har analyserats utifrån en hermeneutisk tolkningstradition och resultatet har analyserats med hjälp av Asplunds teori om social responsivitet.    Studiens resultat visar på två olika svar. Det ena resultatet visar att kuratorer upplever att det är relationsstärkande när patienten själv får välja var och hur man vill ha sitt samtal med kuratorn vid samtal på distans. Det andra resultatet visar att det finns något i kommunikationen, och därmed också i den terapeutiska relationen som går förlorat när samtalet inte sker fysiskt och kuratorn och patienten inte kan ta del av varandra med både verbalt språk och kroppsspråk. Kuratorerna har berättat om svårigheter att bekräfta patienten när man inte ser minspel och kroppsspråk eller när ljudet fungerar dåligt och man kan behöva be patienten upprepa något mitt uppe i en känslosam berättelse. Kuratorerna har också poängterat att de sannolikt kunnat fånga upp fler patienter än vad de annars hade gjort genom att kunna erbjuda samtal på distans och därigenom uppnått en terapeutisk relation, även om kontakten skedde på distans. Människors olika behov har blivit tydligt genom studien och genomsyrar våra resultat som visar på kuratorernas upplevelse av att det har varit relationsstärkande att kunna erbjuda olika samtalsmöjligheter.