Nesta pesquisa buscamos investigar o movimento de significação de problemas na Abordagem Didática do Ensino por Investigação a partir das contribuições da perspectiva histórico-cultural. Metodologicamente, o trabalho foi organizado em duas etapas: a primeira compreende as discussões teóricas vygotskyanas sobre a noção de problema pautada na humanização, com foco no processo de significação na dimensão pedagógica. Nessa perspectiva, identificamos e discutimos alguns elementos que podem ajudar a potencializar o processo de significação de problemas mediadores de segunda ordem, isto é, problemas conceituais, cujo critério de seleção pauta-se em temas ou conteúdos de ciências. Esses elementos foram denominados de elementos significadores, quais sejam: necessidades, contradições, colaborações e imaginações. A partir dessas discussões, buscamos analisar a noção de problema no ensino por investigação, bem como seu papel e função nas Sequências de Ensino Investigativas (SEI). Constatamos duas noções de problemas nesta abordagem de ensino, as quais estão situadas na perspectiva da Alfabetização Científica, quais sejam: os problemas didáticos que são elaborados previamente pelo professor para serem trabalhados em sala de aula, cujo critério de seleção é conceitual e os novos problemas que surgem no decorrer da implementação da atividade, isto é, emergem das interações entre aluno-aluno e aluno-professor. A segunda etapa da pesquisa foi compreendida pela análise qualitativa de uma aula investigativa de ciências, integrada a uma Sequência de Ensino Investigativa, denominada Navegação e Meio Ambiente, realizada com alunos do 3º ano do ensino fundamental de uma escola municipal de São Paulo-SP. Dentre os resultados empíricos, destacamos que o movimento de significação do problema didático ocorreu em três grandes momentos: o primeiro foi marcado pela transformação da função mediadora do PD em objeto de conhecimento, tornando-se o motivo da atividade. O segundo momento foi marcado pelas tensões vivenciadas pelos estudantes e pela professora ao enfrentar o problema didático. Neste momento, diferentes sentidos sobre o PD foram atribuídos pelos alunos, assim como diferentes PPS emergiram da relação de enfrentamento ao problema didático, mediando e potencializando o processo de significação do PD. O terceiro e último momento de significação do PD foi marcado pela sua resolução a partir da estratégia de simulação do PD utilizada pela professora. Com base nos resultados teórico-empíricos, defendemos a tese de que os problemas didáticos comumente abordados em propostas norteadas pelos princípios do ensino por investigação podem apresentar aspectos que envolvem a humanização do ponto de vista de Vygotsky, a partir da relação estabelecida com os elementos significadores: necessidades, contradições, colaborações e imaginações, manifestadas nos PPS. Os problemas didáticos, portanto, podem ser qualificados como problemas conceituais significativos, próximos de uma prática social significativa para os alunos investigarem, desde que diferentes PPS emerjam das tensões vivenciadas em sala de aula, provocadas pelos diferentes sentidos atribuídos pelos sujeitos ao problema em estudo. / In this research, we aimed to investigate the movement of problem significations in the Didactic Approach of Research Teaching from the contributions of the cultural-historical perspective. Methodologically, our work was organized in two stages: the first one comprises the Vygotskian theoretical discussions about the notion of problem based on humanization, focusing on the process of signification in the pedagogical dimension. From this perspective, we identified and discussed some elements that may help potentializing the signification process of second order mediating problems, that is, conceptual problems, whose selection criterion is related to sciences themes or contents. These elements have been denominated signifying elements, namely: needs, contradictions, collaborations and imaginations. From these discussions, we seek to analyze the notion of problem in teaching by investigation, as well as its role and function in the Sequences of Investigative Teaching. We found two notions of problems in this teaching approach, situated in the perspective of Scientific Literacy, which are: the didactic problems, that are elaborated previously by the teacher to be implemented in the classroom, whose selection criterion is conceptual and the new problems, that arise during the activitys implementation, that is, emerge from the interactions student-student and student-teacher. The second stage of the research consisted in the qualitative analysis of a sciences research class, integrated to an Investigative Teaching Sequence, called Navigation and Environment, carried out with 3rd year elementary school students of a municipal school of São Paulo, Brazil. Among the empirical results, we highlight that the movement of signification of the didactic problem occurred in three great moments: the first was marked by the transformation of the mediating function of the DP into object of knowledge, becoming the motive of the activity. The second moment was marked by the tensions experienced by the students and the teacher in facing the didactic problem. At this point, different senses of the DP were attributed by the students, just as different PSP emerged from the relation in coping with the didactic problem, mediating and potentializing the DPs signification process. The third and last moment of signification of the DP was marked by its resolution based on the DPs simulation strategy used by the teacher. Based on the theoretical-empirical results, we defend the thesis that the Didactic Problems commonly addressed in proposals guided by the principles of research teaching can present aspects that involve humanization from Vygotsky s point of view, from the relation established with the signifying elements: needs, contradictions, collaborations and imaginations, manifested in the PSP. The Didactic Problems, therefore, can be qualified as signifying conceptual problems, close to a significant social practice for the students to investigate, since different PSP emerge from the tensions experienced in the classroom, provoked by the different senses attributed by the subjects to the problem under study.

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No. of bitstreams: 1 elzicleiatavaresdossantos.pdf: 3936340 bytes, checksum: 56a8ccb07e3f4d6c06baaeee38ed1f63 (MD5) Previous issue date: 2012-08-31 / Esta tese de doutorado está voltada para compreender os significados construídos pelo futuro docente no aprendizado com e sobre as tecnologias digitais no interior da disciplina Tecnologia da Informação e Comunicação (TICE) do curso de Pedagogia da FACED/UFJF. A pesquisa, realizada no interior do grupo de pesquisa Linguagem, Interação e Conhecimento (LIC) na Faculdade de Educação da UFJF, foi fundamentada nos estudos histórico-culturais da constituição do ser humano. Compreende-se que os estudantes do curso de Pedagogia são adultos em processo de aprendizagem e desenvolvimento que apresentam especificidades e singularidades no aprender com e sobre as tecnologias digitais. Encontra-se na obra de Vygotsky o fio norteador para a discussão da aprendizagem do adulto e da apropriação da cultura digital pelos sujeitos investigados. Também Bakhtin e Paulo Freire foram importantes interlocutores no desenvolvimento deste trabalho. Busca-se destacar alguns conceitos relevantes para este estudo: apropriação, sentido e significado, cultura digital, colaboração, zona de desenvolvimento proximal e compreensão ativa. O processo ensino-aprendizagem dos estudantes na disciplina TICE foi acompanhado no primeiro semestre letivo de 2010, a partir da observação colaborativa nas aulas ministradas no Infocentro e no ambiente de aprendizagem Moodle em conjunto com os demais instrumentos metodológicos: questionário; diário on-line de aprendizagem no ambiente Moodle sobre duas atividades realizadas; produções escritas dos estudantes (mensagens nos fóruns de discussão on-line de textos e dos grupos, projetos e avaliação final); e entrevista dialógica com a professora. Para compreender os enunciados dos sujeitos, foi incorporado um olhar indiciário voltado para pistas e indícios, buscando estabelecer relações entre os fatos singulares e o contexto histórico cultural mais amplo. Os indícios construídos foram: indícios dos significados e sentidos da cultura digital no curso de Pedagogia; indícios da apropriação, colaboração e tensão no aprender com e sobre as tecnologias digitais pelo estudante adulto; indícios da relação do aprender com o ensinar. A pesquisa mostrou que a disciplina TICE contribuiu para que os futuros docentes construíssem outros significados e sentidos para o aprender e o ensinar com as tecnologia digitais. O estudo evidenciou, além disso, que as tecnologias digitais por si mesmas não dão conta do processo ensino-aprendizagem e que o “outro” é insubstituível nas relações de ensino e aprendizagem. Nesse sentido, circunscreve-se a importância da mediação da professora na disciplina, que teve uma dupla função: mediar o conhecimento e a docência com e sobre as tecnologias digitais no ensino. / This thesis is focused on understanding the meanings constructed by future teachers learning with and about digital technologies within the discipline of Information Technology and Communications (ITEC) of the Faculty of Education FACED / UFJF. The search, conducted within the research group Language, Interaction and Knowledge (LIC) in the Faculty of Education UFJF, was founded in historical and cultural studies of the constitution of the human being. It is understood that the students of Pedagogy adults are in the process of learning and development that have specific and particular requirements and learn about digital technologies. It lies in the work of Vygotsky that the wire for guiding the discussion of adult learning and appropriation of digital culture by the subjects investigated. Also Bakhtin and Paulo Freire were important partners in the development of this work. The aim is to highlight some concepts relevant to this study: ownership, sense and meaning, digital culture, collaboration, zone of proximal development and active understanding. The teaching-learning process of the students in the discipline ITEC was accompanied in the first semester of 2010, from observation in collaborative classes taught in Infocentro and learning environment Moodle together with other methodological tools: questionnaire; Daily Online learning environment Moodle on two activities, students' written productions (messages in the discussion forums online texts and groups, projects and final evaluation); interview and dialogue with the teacher. To understand the statements of the subjects, was built facing a look evidentiary clues and evidence in order to establish relations between the singular facts and historical context broader cultural. The signs were constructed: evidence of significance and meanings of digital culture in the course of Pedagogy; evidence of ownership, collaboration and tension in and learn about digital technologies for the adult student; evidence of the relationship of learning to teach. Research has shown that discipline ITEC contributed to future teachers build meanings and other senses to learn and teach with digital technology. The study showed also that digital technologies by themselves do not account for the teaching-learning process and that the "other" is irreplaceable in the relations of teaching and learning. Accordingly, circumscribes the importance of mediation of the teacher in the discipline, had a dual role: mediating knowledge and teaching with and about digital technologies in education.

Made available in DSpace on 2014-08-20T13:48:02Z (GMT). No. of bitstreams: 1 CLARICE Vaz Peres ALVES_Tese.pdf: 2113676 bytes, checksum: 85d610e17f0656964c126a7705c73f2d (MD5) Previous issue date: 2013-10-09 / Even though there are several studies that show both the difficulties which students from all levels have to write their texts and the attempts to change this situation, the problem has persisted. Therefore, based on this context, this study aimed at evaluating whether a pedagogical intervention with Pedagogy students taking their teaching degree at the Universidade Federal de Pelotas, in Pelotas, RS, Brazil led to learning and the development of their awareness raising strategies and of their capacity to control their written production while triggering the use of superior psychological functions in this process. The intervention was supported by the Cultural-historical approach in Psychology and by Textual Linguistics. The pedagogical intervention was carried out in the light of interpsychological processes (Vygotski, 1998) and of the process approach to the study of texts. Five out of seventeen students who took part in this study composed the corpus of this qualitative research. They were interviewed at the beginning of the semester, when the pedagogical intervention was implemented; then, a selection process was carried out. The evaluation of the intervention was conducted after the students wrote ten texts (abstracts), answered a questionnaire (after the intervention) and took part in interviews, both before and after the intervention. Results showed that the pedagogical intervention not only triggered students awareness regarding the elements that are needed to produce well-written texts but also developed the control of such aspects. Findings also revealed that writing practices developed in the pedagogical intervention potentialized the use of superior psychological functions. Therefore, the results of this study imply that the teaching of written text production, mediated by interpsychological processes and the process approach to the study of texts, enables students to become more proficient writers. / Apesar da existência de diversos estudos que revelam as dificuldades que os estudantes, pertencentes a diferentes níveis de ensino, apresentam para redigir seus textos e as tentativas de mudanças sobre essa situação, o problema ainda persiste. Assim, a partir desse contexto, este trabalho tem como objetivo avaliar os efeitos de uma intervenção pedagógica sobre o desenvolvimento da tomada de consciência e da capacidade de controle da escrita e sobre o emprego de funções psicológicas superiores, relacionadas a essa atividade, em um grupo de estudantes de um Curso de Licenciatura em Pedagogia. O estudo foi amparado pelos preceitos da abordagem psicológica Histórico-Cultural e da Linguística Textual. A intervenção pedagógica foi realizada com base em processos interpsicológicos (VYGOTSKI, 1998) e na abordagem processual de texto. A pesquisa, de caráter qualitativo, contou com a participação de dezessete estudantes. Desse total, cinco constituíram o corpus deste estudo, cuja escolha não foi aleatória. O critério que utilizamos para a seleção dos estudantes foi a disponibilidade deles em contribuir com nosso estudo. A avaliação da intervenção ocorreu mediante a produção de dez textos, pertencentes ao gênero resumo; um questionário, aplicado pós-intervenção e entrevistas, realizadas antes e após a intervenção. Os resultados encontrados apontam que a intervenção pedagógica que realizamos propiciou aos acadêmicos que dela participaram a tomada de consciência acerca de elementos necessários à produção de textos escritos, bem como o desenvolvimento do controle sobre alguns desses aspectos. Os achados também revelam que as práticas de escrita desenvolvidas na intervenção pedagógica potencializaram o emprego de funções psicológicas superiores. Portanto, os resultados deste estudo sugerem que o ensino da produção de textos escritos, mediado pelos processos interpsicológicos e pela abordagem processual de texto, possibilita aos estudantes tornarem-se escritores mais proficientes.

Syftet med studien är att få reda på hur olika fiollärare arbetar med improvisation inom den klassiska musiken i grundskolan, kulturskolan och gymnasiet. Vilka faktorer som påverkar lärarens syn på improvisation och användningen av det i undervisningen redovisas i studien. Intervjuer av sju fiollärare som är verksamma som fiolpedagoger och musiker redovisas i studien och har analyserats genom kulturhistoriskt perspektiv. Intervjuerna behandlades med en tematisk analys som omfattar lärarnas bakgrund, utbildning, arbetsuppgifter och improvisationens användning i undervisningen. Denna studie tar upp hur lärarnas bakgrund påverkar deras syn och användning av improvisation. Vygotskijs kulturhistoriska perspektiv följs och redovisas genom redogörelse av hans böcker och artiklar. Frågor om hur civilisationen ständigt förändrar människans psykiska egenskaper och beteende tas upp och Vygotskyjs idéer redovisas. Improvisationens användning är mycket bred och används i poesi, dans, teater och musik. Olika musikgenrer som grundas på improvisation har undersökts i studien. Under 1900-talet försvann improvisation från musikutbildningarna och tonade ner i de musikaliska framträdandena. Vilka faktorer som har påverkat försvinnandet av improvisation i den klassiska musiken är något som i denna uppsats lyfts fram. Fyra av sju fiollärare använder improvisatoriska moment i undervisningen. Det framkom inte någon koppling mellan användning av improvisation i undervisningen samt fiollärarnas bakgrund och utbildning. De fiollärare som är intresserade av improvisation som fenomen, undervisningsmetod och ämne av personliga skäl eller eget intresse för ämnet använder improvisation i sin undervisning. / The purpose of the study is to find out how violin teachers work with improvisation in classical music education. What factors affect the teacher's view of improvisation and the use of improvisation are presented in the study. Interviews of seven violin teachers who are working as violin teachers and musicians are reported in the study. The interviews have been analysed through a cultural-historical perspective and were issued as a thematic analysis that includes teachers' backgrounds, education, essential tasks as teachers and use of improvisation in teaching. This study reveals how teachers' backgrounds affect their interpretations and use of improvisation in teaching. Vygotsky's cultural-historical perspective is followed and stated by the report of his books and articles. Vygotsky's ideas about how civilization constantly affects the mental characteristics and behaviour of man are reported. Improvisation's use is very wide and used in poetry, dance, theatre and music. Different music genres based on improvisation have been investigated in the study. During the 20th century improvisation disappeared from music education and tinted down in the musical performances. The elements, which have influenced the disappearance of improvisation in classical music and theories about these facts, are highlighted in this study. Four out of seven violin teachers use improvisational moments in the classroom, but there was no connection between the use of improvisation in teaching as well as performance and the background of the teachers. The violin teachers who are interested in improvisation as phenomena and subjects for personal reasons use improvisation in their teaching.

Please read the abstract in the section 07summary of this document / Thesis (DPhil (Cultural History))--University of Pretoria, 2007. / Historical and Heritage Studies / unrestricted

This study can be described as a journey into the discourse of ‘sangomahood’. It focuses on the narrative of a female sangoma in South Africa and how she experiences her ‘sangomahood’ and gives meaning to it in her specific cultural context. By qualitatively exploring her narrative an attempt was made to understand and illuminate the experiences informing her ‘sangomahood’. This journey starts with an introduction to the two discourses of health namely the dominant, scientific discourse of Western medicine and the alternative discourse of traditional healing. In this part of the journey the historical, anthropological and sociological perspectives on medicine are discussed, as well as the different views of Western medicine and traditional healing pertaining to healers, practices, illness and patients. The methodology and context of the research are then explained. Narrative analysis is used to explore the themes in the sangoma’s narration. The sangoma’s narrative is then introduced by means of five letters that I, as the researcher, write to her. In these letters I also reflect on the difference between her experience and mine, as well as the impact of her narrative on me as a psychologist trained in the Western perspective. This journey was undertaken to create a greater understanding of the culture and experience of ‘sangomahood’. This research also intends to make psychologists aware that the telling of a narrative is never a neutral process and that their clients’ stories always have a certain impact on them, as listeners. Each individual experience is shaped through time, by a specific cultural context which becomes the lens through which people experience and shape the world. / Dissertation (MA (Counselling Psychology))--University of Pretoria, 2008. / Psychology / unrestricted

Summaries in Afrikaans and English / Die Pinkster Protestante Kerk (PPK) is deel van die wereldwye Pinksterbeweging en het op I 0 Oktober 1958 ontstaan uit die Apostoliese Geloofsending (AGS), die grootste Pinksterkerk in Suid-Afrika. Verskeie redes kan toegedig word vir die ontstaan. Eerstens was daar die doelbewuste poging van die AGS om die struikelblokke uit die weg te ruim ten einde as kerk deur die Nederduitse Gereformeerde kerk erken te word. 'n Tweede hoofrede was die party-politieke bedrywighede van pastoor Gerrie Wessels, 'n lid van die Uitvoerende Raad van die AGS. Die skrywer toon aan hoedat rassisme en Apartheid beslag gekry het in die ekklesiologie en missiologie van die PPK. Daar is tans vier aparte outonome rassekerke. Rassisme is die hoof oorsaak vir 'n onverenigde kerk. Deur die loop van die kerk se geskiedenis was daar vyf konstitusionele opsette ten einde eenheid te laat realiseer, maar sender veel sukses. 'n Sesde konstitusionele opset, een PPK, word tans beding. / The Pentecostal Protestant Church (PPC) is part of the worldwide Pentecostal Movement and originated from the Apostolic Faith Mission (AFM), the largest Pentecostal Church in South Afiica, on October 10, 1958. There are various reasons that contributed to the birth of the church. Firstly, the AFM removed on purpose the obstacles that stood in the way in order to be acknowledge as a church by the Dutch Reformed Church. The party-political involvement of pastor Gerrie Wessels, an Executive Council member of the AFM, was the second main reason. The writer indicates how racism and Apartheid took root in the ecclesiology and missiology of the PPC. At the moment there are four separate outonomous race churches. The main reason for a not united church is racism. The church had five different constitutions in the course of her history in an attempt to bring forth unity, but without success. A six constitutional design for one PPC is currently being negotiated. / Christian Spirituality, Church History and Missiology / M. Th. (Sendingwetenskap)

Na presente pesquisa foram contempladas intersecções entre os discursos de dois pares de gêmeos, seus responsáveis e dois de seus professores sobre os modos desses gêmeos agirem, pensarem e se comportarem no mundo. Procurou-se identificar se a construção das narrativas dos gêmeos sobre os significados que atribuem à vida familiar, à vida escolar, a si próprios e à relação com seu co-gêmeo é permeada pelos discursos e práticas educativas dos pais e professores e se as práticas educativas nas quais os gêmeos se inserem e os discursos que eles escutam a respeito de si próprios podem se configurar como profecias auto-realizadoras. O discurso a respeito dos processos de desenvolvimento humano, especialmente do desenvolvimento de gêmeos, costuma seguir forte tradição determinista. A fim de romper com tradições deterministas forjadas por pressupostos endógenos ou exógenos, utilizou-se referencial teórico bakhtiniano (BAKTHIN, 2003, 2009), da psicologia histórico-cultural de Vygotsky (1984, 1993, 1997, 2000, 2004) e de autores que seguem essa linha teórica - como Oliveira (1990, 1993, 1997, 2002), Pino (2000, 2005), Rossetti-Ferreira et al. (2004, 2008, 2010), Smolka (1993, 2002, 2004), Rego (1994, 1996, 1998, 2004) - além de estabelecer debates com autores da sociologia (LAHIRE, 1997, 2002; ELIAS, 1994). O referencial teórico adotado privilegia as relações situadas social e historicamente, as significações que o indivíduo faz de si próprio e de seu mundo e a noção de sujeito discursivo e da importância das narrativas. Esta investigação visa compreender o lugar do outro nas narrativas e nas versões que os gêmeos construíram sobre si. Conhecer as expectativas de importantes agentes do processo educativo e as maneiras de apropriação desses discursos pelos gêmeos pode ajudar a reorientar modos de agir e de educar essa parcela da população. Apesar de a pesquisa ser feita especificamente com gêmeos, sua contribuição se dá também num campo mais amplo, do desenvolvimento em geral. Isso ocorre porque gêmeos são tratados como casos emblemáticos do estudo do desenvolvimento ao evidenciarem o caráter de construção da subjetividade, possibilitando o estudo de questões que acabam sendo postas para todos os indivíduos. Num âmbito maior, a pesquisa possibilita entender como as pessoas constroem versões de si próprias atravessadas pelos discursos que os outros constroem a respeito delas. A análise aponta para a importância de práticas sócio-discursivas dos outros para a constituição das versões que as pessoas fazem sobre si. A conclusão também incide sobre a necessária reflexão, por parte de pais e de professores, a respeito de seus papéis como mediadores entre seus filhos/alunos e o mundo cultural e simbólico que eles vivem, uma vez que as práticas discursivas e educativas utilizadas por eles são internalizadas por seus filhos/alunos. Constata-se, também, que os gêmeos fazem uma atualização dos lugares e dos significados sociais estabelecidos pelos pais e professores sobre seus modos de ser, de agir e de pensar e que as práticas sócio-discursivas podem, portanto, se configurar, muitas vezes, como fortes circunscritores dos processos de desenvolvimento desses jovens. / In the present study were covered intersections between discourses of two pairs of twins, their parents and two of their teachers about the ways these twins act, think and behave in the world. We sought to identify whether the construction of narratives of the twins on the meanings they attach to family life, school life, themselves and the relationship with their cotwin is permeated by the discourses and educational practices of parents and teachers and practices education in which the twins are in and the discourses they hear about themselves can be configured as self-fulfilling prophecies. Speaking about the processes of human development and especially the twin development typically follows a strong tradition of determinism. In order to break with tradition forged by deterministic assumptions endogenous or exogenous, we used theoretical Bakhtinian (BAKTHIN, 2003, 2009) and cultural-historical psychology of Vygotsky (1984, 1993, 1997, 2000, 2004) and authors who follow this theoretical line, as Oliveira (1990, 1993, 1997, 2002), Pino (2000, 2005), Rossetti-Ferreira et al. (2004, 2008, 2010), Smolka (1993, 2002, 2004), Rego (1994, 1996, 1998, 2004) and to establish discussions with authors in sociology (LAHIRE, 1997, 2002; ELIAS, 1994) theoretical framework capable of focusing on links situated socially and historically, the meanings that the individual makes of himself and his world and the notion of subject and the importance of discursive narratives. This research aims to understand the other\'s place in the narratives and versions built on the twins themselves. Knowing the expectations of important stakeholders in the educational process and ways of appropriation of these discourses by the twins can help to reorient ways and to educate this segment of the population. Although the research was done specifically with twins, its contribution is made also in a broader field of development in general. This is because twins are treated as emblematic cases of the development study which show the character of subjectivity construction, allowing the study of questions that are put to all individuals. On a wider scale, the research allows to understand how people construct versions of themselves traversed by the speeches that others built about them. The analysis points to the importance of socio-discursive practices of others to the formation of the versions that people have about themselves. The conclusion also relates to the necessary reflection of parents and teachers about their roles as mediators between their children / students and the cultural and symbolic world that they live, as the discursive practices and practices used by them are internalized by their children / students. There is relevant that the twins make an update of the \"places\" and social meanings established by parents and teachers about their ways of being, acting and thinking and that the sociodiscursive practices can therefore be set often as strong constraints of development processes of these young people.

Summaries in Afrikaans and English / Die Pinkster Protestante Kerk (PPK) is deel van die wereldwye Pinksterbeweging en het op I 0 Oktober 1958 ontstaan uit die Apostoliese Geloofsending (AGS), die grootste Pinksterkerk in Suid-Afrika. Verskeie redes kan toegedig word vir die ontstaan. Eerstens was daar die doelbewuste poging van die AGS om die struikelblokke uit die weg te ruim ten einde as kerk deur die Nederduitse Gereformeerde kerk erken te word. 'n Tweede hoofrede was die party-politieke bedrywighede van pastoor Gerrie Wessels, 'n lid van die Uitvoerende Raad van die AGS. Die skrywer toon aan hoedat rassisme en Apartheid beslag gekry het in die ekklesiologie en missiologie van die PPK. Daar is tans vier aparte outonome rassekerke. Rassisme is die hoof oorsaak vir 'n onverenigde kerk. Deur die loop van die kerk se geskiedenis was daar vyf konstitusionele opsette ten einde eenheid te laat realiseer, maar sender veel sukses. 'n Sesde konstitusionele opset, een PPK, word tans beding. / The Pentecostal Protestant Church (PPC) is part of the worldwide Pentecostal Movement and originated from the Apostolic Faith Mission (AFM), the largest Pentecostal Church in South Afiica, on October 10, 1958. There are various reasons that contributed to the birth of the church. Firstly, the AFM removed on purpose the obstacles that stood in the way in order to be acknowledge as a church by the Dutch Reformed Church. The party-political involvement of pastor Gerrie Wessels, an Executive Council member of the AFM, was the second main reason. The writer indicates how racism and Apartheid took root in the ecclesiology and missiology of the PPC. At the moment there are four separate outonomous race churches. The main reason for a not united church is racism. The church had five different constitutions in the course of her history in an attempt to bring forth unity, but without success. A six constitutional design for one PPC is currently being negotiated. / Christian Spirituality, Church History and Missiology / M. Th. (Sendingwetenskap)

Na presente pesquisa foram contempladas intersecções entre os discursos de dois pares de gêmeos, seus responsáveis e dois de seus professores sobre os modos desses gêmeos agirem, pensarem e se comportarem no mundo. Procurou-se identificar se a construção das narrativas dos gêmeos sobre os significados que atribuem à vida familiar, à vida escolar, a si próprios e à relação com seu co-gêmeo é permeada pelos discursos e práticas educativas dos pais e professores e se as práticas educativas nas quais os gêmeos se inserem e os discursos que eles escutam a respeito de si próprios podem se configurar como profecias auto-realizadoras. O discurso a respeito dos processos de desenvolvimento humano, especialmente do desenvolvimento de gêmeos, costuma seguir forte tradição determinista. A fim de romper com tradições deterministas forjadas por pressupostos endógenos ou exógenos, utilizou-se referencial teórico bakhtiniano (BAKTHIN, 2003, 2009), da psicologia histórico-cultural de Vygotsky (1984, 1993, 1997, 2000, 2004) e de autores que seguem essa linha teórica - como Oliveira (1990, 1993, 1997, 2002), Pino (2000, 2005), Rossetti-Ferreira et al. (2004, 2008, 2010), Smolka (1993, 2002, 2004), Rego (1994, 1996, 1998, 2004) - além de estabelecer debates com autores da sociologia (LAHIRE, 1997, 2002; ELIAS, 1994). O referencial teórico adotado privilegia as relações situadas social e historicamente, as significações que o indivíduo faz de si próprio e de seu mundo e a noção de sujeito discursivo e da importância das narrativas. Esta investigação visa compreender o lugar do outro nas narrativas e nas versões que os gêmeos construíram sobre si. Conhecer as expectativas de importantes agentes do processo educativo e as maneiras de apropriação desses discursos pelos gêmeos pode ajudar a reorientar modos de agir e de educar essa parcela da população. Apesar de a pesquisa ser feita especificamente com gêmeos, sua contribuição se dá também num campo mais amplo, do desenvolvimento em geral. Isso ocorre porque gêmeos são tratados como casos emblemáticos do estudo do desenvolvimento ao evidenciarem o caráter de construção da subjetividade, possibilitando o estudo de questões que acabam sendo postas para todos os indivíduos. Num âmbito maior, a pesquisa possibilita entender como as pessoas constroem versões de si próprias atravessadas pelos discursos que os outros constroem a respeito delas. A análise aponta para a importância de práticas sócio-discursivas dos outros para a constituição das versões que as pessoas fazem sobre si. A conclusão também incide sobre a necessária reflexão, por parte de pais e de professores, a respeito de seus papéis como mediadores entre seus filhos/alunos e o mundo cultural e simbólico que eles vivem, uma vez que as práticas discursivas e educativas utilizadas por eles são internalizadas por seus filhos/alunos. Constata-se, também, que os gêmeos fazem uma atualização dos lugares e dos significados sociais estabelecidos pelos pais e professores sobre seus modos de ser, de agir e de pensar e que as práticas sócio-discursivas podem, portanto, se configurar, muitas vezes, como fortes circunscritores dos processos de desenvolvimento desses jovens. / In the present study were covered intersections between discourses of two pairs of twins, their parents and two of their teachers about the ways these twins act, think and behave in the world. We sought to identify whether the construction of narratives of the twins on the meanings they attach to family life, school life, themselves and the relationship with their cotwin is permeated by the discourses and educational practices of parents and teachers and practices education in which the twins are in and the discourses they hear about themselves can be configured as self-fulfilling prophecies. Speaking about the processes of human development and especially the twin development typically follows a strong tradition of determinism. In order to break with tradition forged by deterministic assumptions endogenous or exogenous, we used theoretical Bakhtinian (BAKTHIN, 2003, 2009) and cultural-historical psychology of Vygotsky (1984, 1993, 1997, 2000, 2004) and authors who follow this theoretical line, as Oliveira (1990, 1993, 1997, 2002), Pino (2000, 2005), Rossetti-Ferreira et al. (2004, 2008, 2010), Smolka (1993, 2002, 2004), Rego (1994, 1996, 1998, 2004) and to establish discussions with authors in sociology (LAHIRE, 1997, 2002; ELIAS, 1994) theoretical framework capable of focusing on links situated socially and historically, the meanings that the individual makes of himself and his world and the notion of subject and the importance of discursive narratives. This research aims to understand the other\'s place in the narratives and versions built on the twins themselves. Knowing the expectations of important stakeholders in the educational process and ways of appropriation of these discourses by the twins can help to reorient ways and to educate this segment of the population. Although the research was done specifically with twins, its contribution is made also in a broader field of development in general. This is because twins are treated as emblematic cases of the development study which show the character of subjectivity construction, allowing the study of questions that are put to all individuals. On a wider scale, the research allows to understand how people construct versions of themselves traversed by the speeches that others built about them. The analysis points to the importance of socio-discursive practices of others to the formation of the versions that people have about themselves. The conclusion also relates to the necessary reflection of parents and teachers about their roles as mediators between their children / students and the cultural and symbolic world that they live, as the discursive practices and practices used by them are internalized by their children / students. There is relevant that the twins make an update of the \"places\" and social meanings established by parents and teachers about their ways of being, acting and thinking and that the sociodiscursive practices can therefore be set often as strong constraints of development processes of these young people.