Made available in DSpace on 2015-05-14T12:42:37Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1547185 bytes, checksum: 5fa3bdf0da71fc2e660dddc503304697 (MD5) Previous issue date: 2011-12-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Based on the concerns referring to the tutor´s work of distance education, this research, of ethnographic and netnographic nature, linked to the interpretivist paradigm of qualitative nature, and based on the Applied Linguistics, aimed at investigating, at the light of the epistemological assumptions of Sociodiscursive Interactionism (ISD) (Bronckart, 2004, 2006, 2008, 2009 [1999]), the true role of this professional. We justify our choice for this theoretical basis for seeking to understand in a better way the work of tutor in distance education, since the ISD conceives the language action is a symbolic artifact through which man carries out his work, and that is through the analysis of this action that it is possible to interpret and understand this kind of act. In addition to the ISD, we also based our work in the following theories: (i) the Ergonomic of Activity (AMIGUES 2004), with the prescriptive and realized work, (ii) Clinic of Activity (Clot, 2007 [1999]) with the idea of real work, and (iii) the Language about Work (NOUROUDINE, 2002), which refers to the interpreting language. We were interested in researching how the representations of the tutors of EAD, from the Arts course, in UEPB point to the role of these professionals. The data to be analyzed in this study were the manual of attributions and four interviews. As for the categories for data analysis, we used the classification of prototypically prescriptive texts and the Semiology of the Act in reference to the manual analysis, and we used the enunciation mechanisms, the modalizations to analyze the tutors´ representations. The results of this study pointed to an uncertainty regarding the definition of the role of the tutors. The appreciative modalization, the most prevalent in the discourse of the tutors indicated dissatisfaction with lack of details in the prescriptive documents, which gave us support to confirm our hypothesis that the requirements directed to tutors of distance education are not detailed enough and that this fact brings difficulties to the way tutors understand their role. This work also served to indicate that, according to the view of the educational authorities responsible for the distance education, identified as the true protagonists of prescriptive texts, sometimes the tutor is responsible for his /her act, and in other moments the tutor is someone who is seen an executor of prescribed activities, and therefore, this duality of roles also helps to complicate the definition of the role of the tutor in distance education. / A partir das inquietações referentes ao trabalho do tutor da Educação a Distância (EAD), esta pesquisa, de natureza etnográfica e netnográfica, vinculada ao paradigma qualitativo de cunho interpretativista, e fundamentada na Linguistica Aplicada, objetivou investigar, a luz dos pressupostos epistemológicos do Interacionismo Sociodiscursivo (ISD) (BRONCKART, 2004, 2006, 2008, 2009 [1999]), qual o verdadeiro papel deste profissional. Justificamos nossa escolha por este aporte teórico por buscarmos compreender melhor o trabalho de tutoria da EAD, uma vez que, para o ISD, a ação de linguagem é um artefato simbólico através do qual o homem realiza seu trabalho; e que é por meio da análise desta ação que se faz possível interpretar e compreender este tipo de agir. Além do ISD, ancoramonos também nas teorias sobre: (i) a Ergonomia da Atividade (AMIGUES, 2004), que aborda noções de trabalho prescrito e trabalho realizado, (ii) a Clínica da Atividade (CLOT, 2007 [1999]), que trata da ideia de trabalho real, e (iii) a Linguagem sobre o Trabalho (NOUROUDINE, 2002), que se refere à linguagem interpretativa. Interessou-nos pesquisar de que forma as representações dos tutores da EAD do curso de Letras da Universidade Estadual da Paraíba (UEPB) sinalizam para o papel destes docentes. Os dados analisados comprendem o manual de atribuições do tutor e quatro entrevistas, duas em áudio e duas no chat. Quanto à categorização dos dados, utilizamo-nos, em relação à análise do manual, da classificação dos textos prototipicamente prescritivos e da Semiologia do Agir; e em relação à análise das representações dos tutores, baseamo-nos na classificação de Bronckart (op. cit.) referente aos mecanismos enunciativos, particularmente as modalizações. Os resultados deste estudo apontaram para uma incerteza, por parte dos tutores participantes da pesquisa, quanto à definição do papel desses profissionais. Os modalizadores apreciativos, os mais preponderantes nos discursos dos tutores, indicaram uma insatisfação quanto à ausência de pormenores nas prescrições, o que nos deu respaldo para confirmar nossa hipótese de que as prescrições direcionadas aos tutores da EAD não são suficientemente detalhadas o que termina dificultando a compreensão do papel deste profissional. Este trabalho também serviu para indicar que, na visão das autoridades educacionais responsáveis pela EAD, apontadas como os verdadeiros protagonistas dos textos prescritivos, o tutor ora é responsável pelo seu agir, ora é visto como um executor de atividades prescritas, dualidade esta que contribui também para dificultar a definição do papel do tutor na EAD.

Made available in DSpace on 2015-05-14T12:42:50Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 2679314 bytes, checksum: 63999dacf32ce9d2456a31e755582f3e (MD5) Previous issue date: 2012-04-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation binds itself to the investigation scope of Applied Linguistics, anchored on theoretical methodological orientations of Sociodiscoursive Interactionism BRONCKART 1999, 2006b, 2008), hereinafter called ISD, and in the contributions of the Clinics of Activity. (CLOT, 2007). This perspective preconizes that, from the linguistic-discoursive analysis about the speeches, we can achieve the way that the human acts are represented. The research, characterized as qualitative-interpretivist, aims to investigate the relationship between that was said, that was prescribed and that was done in Native Language teachers' works with the objective of reaching a better comprehension of the peculiarities and challenges of teaching. Based on that, we analyzed how two teachers recently graduated in Languages, and who act on Primary Education, look beyond their classes in discursive dimensions, real prescriptives. The corpus was formed by interviews with the teachers, their lesson plans, and the given classes transcriptions. For the purpose of data triangulation, the analysis categories used are, respectively, the study of teachers' speeches voices, the semanthical roles seen in their self-prescriptions and the interactions between teachers and students in class. The analysis indicated that in the previously planned speeches teachers make allowance for the social, historical and cultural aspects in teaching, however, in a given class and all of the inherent impasses and deals, the actions were modified and have no correspondence with the ones that was discursively represented previously. It is noteworthy that the subjective options of each person, obviously supported by the collective dimension, built in a social-historical way, drive the chose actions in class. Finally, the research, which is included in the GELIT's actions, highlights the importance of investing in inicial teacher training and enhance the experience built on the daily practice of teaching. / O presente trabalho vincula-se ao escopo de investigação da Linguística Aplicada, ancorado nas orientações teórico-metodológicas do Interacionismo Sociodiscursivo (BRONCKART 1999, 2006b, 2008), doravante ISD, e nas contribuições da Clínica da Atividade (CLOT, 2007). Essa perspectiva preconiza que, a partir da análise linguísticodiscursiva dos textos discursos, podemos chegar ao modo como é representado o agir humano. A pesquisa, de caráter qualitativo interpretativista, buscou investigar a relação entre o dito, o prescrito e o realizado no trabalho de professores de Língua Materna a fim de compreender melhor as peculiaridades e desafios do trabalho docente. Com este embasamento, analisamos como dois professores recém formados no curso de Licenciatura em Letras, e que atuam na Educação Básica, objetivam suas aulas nas dimensões discursivas, prescritivas reais. Nosso corpus foi constituído de entrevistas realizadas com os docentes, dos seus planos de aula, e das transcrições da efetivação dessas aulas. Como categorias de análise, para efeito de triangulação dos dados, utilizamos respectivamente o estudo das vozes que ecoaram nos discursos dos dois docentes, os papéis semânticos evidenciados em suas autoprescrições e as interações professor-aluno em sala de aula. A nossa análise indicou que nos discursos previamente planejados os professores correspondem a uma prática de ensino que leva em conta o social, o histórico e o cultural, contudo, diante da aula realizada e de todos os impasses e negociações ali existentes, as ações se modificam e não correspondem exatamente ao que, anteriormente, foi discursivamente representado. Ressalta-se que as opções subjetivas de cada um, obviamente respaldadas na dimensão coletiva, construída sóciohistoricamente, direcionam as escolhas das ações em suas aulas. Por fim, a pesquisa, que se inclui nas ações do Grupo de Estudos em Letramentos, Interação e Trabalho (GELIT-UFPB), destaca a importância de se investir na formação inicial dos professores e valorizar a experiência construída no dia a dia da prática docente.

abstract: The purpose of this study was to answer the following question, How does one's conceptualizations of misbehavior account for the way classroom misbehavior is constructed, interpreted, and negotiated between teachers and students? The literature on school disciplinary inequities from 2000 to 2010 was systematically reviewed. Utilizing qualitative research methods, this study drew insights from sociocultural theory and symbolic interactionism to investigate discipline inequities in moment-to-moment interactions between students and teachers during classroom conflicts. Fieldwork lasted approximately one school year and involved five male students and their two respective teachers. Data collection procedures included surveys, face to face and stimulated recall interviews, and direct and video observations. Findings revealed misbehavior is a ubiquitous notion in classroom everyday life; it is also malleable and dependent on contextual factors. In addition, classroom disciplinary moments between teachers and students are greatly influenced by intra and interpersonal factors. The situated intricacies and sophistication of teachers' and students' interpretations of negotiated classroom disciplinary moments are also reported. This study also sheds new insights into the situated nature of misbehavior as it arises from teachers' and students' sense making of classroom disciplinary moments and the findings have implications for teachers, school administrators, policy makers, students, and parents/guardians. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2014

O contexto social de pobreza exige práticas efetivas para a garantia de qualidade e segurança alimentar de crianças, entre elas a amamentação. No entanto, os índices de aleitamento materno entre populações de baixa renda não se mostra promissor, indicando a necessidade de se conhecer como se dá o processo de prática do aleitamento materno em comunidades que vivenciam a pobreza. Este estudo teve os objetivos: Compreender o significado de amamentar e como se desenvolve a prática de amamentação da mulher moradora da Comunidade Mangabeira, próxima ao aterro sanitário da cidade de Arapiraca-Alagoas. Adotou-se o método qualitativo, tendo como referencial teórico o Interacionismo Simbólico, Modelo Pesando Riscos e Benefícios; a estratégia do DSC para organização dos dados. Foram coletados dados quantitativos para caracterização biológica e social da mulher e sobre a prática de amamentação, que ampliaram, de forma descritiva, o entendimento da experiência de amamentação das 35 mulheres participantes do estudo, residentes na comunidade, que sobrevivem da catação de material reciclado e que tinham tido a experiência de amamentar pelo menos um de seus filhos. Os resultados mostram que elas têm baixa escolaridade e renda não superior a dois salários mínimos, a média de idade é 36,2 anos, com taxa de fecundidade de 4,2 filhos por mulher. Apenas 58,3% das mulheres referem ter amamentado exclusivamente seus filhos e a mediana de AM é 22,3 meses, sendo maior que a mediana para os estados do Nordeste. Com base nos dados qualitativos, emergiram três temas explicativos da experiência de amamentar: Determinada a amamentar: do saber à necessidade; Prática de amamentar: cuidado familiar e coletivo; Fragilidades na valorização da amamentação. A amamentação é utilizada como recurso contra a fome do recém-nascido, pois dificilmente as mulheres conseguem adquirir alimentos de outras fontes, mas ao mesmo tempo o aleitamento materno mostra uma prática frágil do pondo de vista das escolhas dessas mulheres, podendo ser substituído por outro alimento quando é possível obtê-lo. Essa prática está sujeita à condição e disponibilidade física e emocional da mulher para amamentar, apesar de reconhecida a sua importância para suprir a necessidade da criança. Não sendo valorizada pela sua importância em si, a amamentação é vista como uma experiência normal, previsível e habitual, a ser incorporada no seu cotidiano enquanto for possível ou necessária. O significado da amamentação para essas mulheres mostra-se como sendo uma experiência nem boa, nem ruim, mas apenas normal. Considerações finais: Além de medidas sociais de distribuição de benefícios para as famílias carentes, urge o acompanhamento de mães e lactentes dessas famílias, para garantir a valorização e oportunidade do AME e práticas que favoreçam a segurança alimentar de crianças e adultos que vivem em situações de extrema pobreza como as aqui retratadas. / The social context of poverty demands effective practices to assure nutritional quality and safety for children, including breastfeeding. Nevertheless, breastfeeding rates in low-income populations are far from promising, pointing at a need to identify how breastfeeding is carried out in poor communities. The objectives of the present study were: to understand the meaning of breastfeeding and how it takes place among the women living in the Mangabeira Community, located near the municipal sanitary landfill of Arapiraca, Alagoas state, Brazil. The qualitative method was used, with Symbolic Interactionism and the Weighing Risks and Benefits Model as the theoretical frameworks; and the Corporate Sustainable Development strategy was used to organize the data. Quantitative data were collected for the biological and social characterization of the women and of the breastfeeding practice. Through a descriptive approach, this analysis improved the understanding of the breastfeeding experience of the 35 study subjects. The participants were women living in the referred community, who survive by collecting recyclable material, and who had breastfed at least one of their children. The results reveal that the women have a low education level, income of two minimum salaries or less, mean age of 36.2, and a fecundity rate of 4.2 children per woman. Only 58.3% of the women reported having exclusively breastfed their children, and the breastfeeding median was 22.3 months, i.e., higher than that of Brazilian Northeastern States. Based on the qualitative data, three explanatory themes emerged from the breastfeeding experience: Determined to breastfeed: from knowing to needing; The breastfeeding practice: family and collective care; Weaknesses in valuing breastfeeding. Breastfeeding is used as a resource against the newborns hunger, as the women face difficulties to obtain food from any other sources. Breastfeeding is also noticed as a fragile practice from the standpoint of the womens choices, as it can be replaced when other alternatives are available, and is subject to the womans physical and emotional conditions, regardless it being acknowledged as important in meeting the childs needs. Because the importance of breastfeeding is undervalued, it is seen as a common, predictable and habitual experience, which is incorporated in ones everyday life whenever possible or needed. The meaning of breastfeeding to these women is revealed as being a merely common experience, one that is neither good nor bad. Conclusions: In addition to the social measures to provide benefits for poor families, there is an urgent need to follow the mothers and breastfeeding women of these families, so as to assure the valorization and opportunity of exclusive breastfeeding and the practices that favor the nutritional safety of children and adults living in extreme poverty, as those described herein.

Made available in DSpace on 2016-03-15T19:30:50Z (GMT). No. of bitstreams: 1 Bruno Felix von Borell de Araujo.pdf: 5387313 bytes, checksum: 5efd83e0ed804d085ba283e5635406b5 (MD5) Previous issue date: 2011-12-20 / Fundo Mackenzie de Pesquisa / The objective of this study was to understand how social meanings of dignity are built in the relationship between a local community and the companies placed in its geographic area. This is a qualitative research developed by the Constructivist Grounded Theory method. The study, that is exploratory-descriptive, is based the interpretative paradigm of social research. The theoretical perspective that guided the study was the Structural Symbolic Interactionism. The local community chosen for this study was the city of Litoral (fictitious name), located in the state of Espirito Santo. In this town, there are two large companies whose relationship with the community of Litoral has been the object of the present study. We built a substantive theory from 24 interviews with 20 residents, internet content, participant observation,photographic records, official literature of the city and the companies studied and notes in a field diary. The results suggest that the meanings of dignity in the relationship among the informed social actors are built by community members according to how they interpret and evaluate the care present in the conducts of companies towards objects of dignity. In this evaluation process, the community takes into account the interpretation that they make about the benefits and the intentions that underlie the conduct of the companies. This judgement is based on the expectations that the members of the community have about how that relationship should be, what may vary according to the tangibility of the firm in question and the timing of such a judgment. This process of construction of meanings takes place in a space of interactions between people and individuals ans objects. Suggestions for future research and practice are provided. / O objetivo do estudo foi o de compreender como são socialmente construídos os significados de dignidade no âmbito da relação entre uma comunidade de local e as empresas situadas em sua imediação geográfica. Trata-se de uma pesquisa qualitativa desenvolvida pelo método da Grounded Theory Construtivista. O estudo, de natureza exploratório-descritiva, se encontra alicerçado no paradigma interpretativo de pesquisa social. A perspectiva teórica que orientou a realização do estudo foi a do Interacionismo Simbólico Estrutural. A comunidade de local escolhida foi a da cidade de Litoral (nome fictício), situada no estado do Espírito Santo. Nessa cidade,encontram-se duas empresas de grande porte cuja relação com a comunidade de Litoral foi objeto do presente estudo. A partir de 24 entrevistas com 20 moradores, conteúdos da internet, observações participantes, registros fotográficos, literatura oficial sobre a cidade e as empresas em questão e anotações no diário de campo foi construída uma teoria substantiva visando o alcance do objetivo determinado. Os resultados sugerem que os significados de dignidade no âmbito da relação entre os atores sociais de interesse nessa pesquisa são construídos pela comunidade de acordo com a forma como seus membros interpretam e avaliam o zelo presente nas condutas empresariais frente a objetos de dignidade. Nesse processo de avaliação, os membros da comunidade levam em consideração sua interpretação a respeito dos benefícios que as condutas empresariais trazem para eles e as intenções que subjazem às ações das organizações. Esse julgamento é baseado nas expectativas que os membros da comunidade possuem a respeito de como deve ser essa relação, o que pode variar de acordo com a tangibilidade da empresa em questão e o momento em que tal julgamento é realizado. Esse processo de construção de significados ocorre em um espaço de interações entre pesssoas e entre indivíduos e objetos. Sugestões para pesquisas futuras e para a prática são apresentadas.

The general purpose of this qualitative study is to investigate how individuals today, in a societywhere people spend more and more time on social media, create and alter their identity throughimages. The study is focused on Instagram, the most widespread social media only focused onphotos. The study is based on a postmodern perspective and focuses on symbolic interactionism,identity capital and psychological self. The empirical data was collected through semi-structuredinterviews with fifteen Instagram users, most of who are from the Stockholm, Sweden region. Thestudy was influenced by the Grounded Theory method where emergent themes describing howindividuals alter and create their identity through images were deduced from the interviews. Thesethemes were: showing a nuanced image of themselves, images as a means of conveying identity forrecognition, imagification as personal branding tool and reflexive social interaction.The findings suggest that individuals show only a selected, a nuanced, part of their identity onInstagram and Instagram gives a greater freedom to express what people want to express as theiridentity and their self. By using photos in social media individuals are not as limited as they wouldotherwise be in the real world in terms of how they want to market their identity. But there is also afrustration among many users of Instagram and other social media as many feel that the nuancedand perfected image that many people convey is fake and annoying to see and this could thus havea negative impact on that person’s personal brand. Images were seen to be more efficient than textfor the purpose of personal branding and it also appeared that identity creation through imagescould create a more expressive society.

Conselho Nacional de Desenvolvimento Científico e Tecnológico / The teaching profession is, constantly, object of study in much research that aims to understand how this métier is constituted. Among some results, it is the confirmation that it is a profession that presents difficulties in constituting its own professional space, to the extent that it is common to have external individuals to the teaching activity orienting how the teacher has to act. In view of this, our study proposed to investigate the representations that a professor of graduate in law, active lawyer, presents about the teaching work, since he is an individual whose formation was aimed to another area of knowledge, the advocacy. Thus, we had, besides the central objective to apprehend the representations about the teaching work presented by the teacher, also the specific objectives to identify which of his social roles, lawyer or teacher, predominated in his speech; to apprehend which actants of the teaching work were instituted in his text and, besides, to perceive what, in his perspective, characterizes the teaching work. For this purpose, we made use of the theoretical-methodological support of the Sociodiscursive Interactionism, with emphasis on the works by Bronckart (2012), Bronckart (2006) Bronckart e Machado (2004), Machado (2009) e Machado e Bronckart (2009), over all because the Sociodiscursive Interactionism considers that the representations constructed in and about the texts are fundamental to the human development. Thereby, the transcription of the interview performed with the professor was analyzed in four moments. Initially, we analyzed the context of production, after the organizational levels, of enunciation and semantics. The analysis of these levels allowed us to answer our questions of research and to come to the following conclusions: the predominant social role in the interview was of the professor, the main actants of the teaching work instituted in his text were the students, considered by the professor as agents, and the teachers, understood by him as actors, and the characteristics of the teaching work identified in the text indicate that, for the interviewer, the teaching work is personal, interpersonal, mediated, impersonal and interactional. Regarding the representations of the teaching work, the professor understands it as a profession that demands specific knowledge and that it needs that its professionals recognize themselves as teachers. Moreover, it is represented as a profession marked by the unpredictability and in which the results do not depend exclusively on the teacher, because the students have an important role in learning. Finally, the interviewer represents the teaching as a profession in which its professionals have little autonomy, because of the current interventions of the third party in the way of acting of the teacher. / A profissão docente é, constantemente, objeto de estudo de muitas pesquisas que objetivam entender como é constituído esse métier. Dentre alguns resultados, está a constatação de que se trata de uma profissão que apresenta dificuldades em constituir um espaço profissional próprio, na medida em que é comum haver sujeitos externos à atividade docente orientando como o professor deve agir. Em vista disso, nosso estudo se propôs a investigar as representações que um professor de graduação em Direito, advogado atuante, apresenta sobre o trabalho docente, por se tratar de um sujeito cuja formação foi voltada para outra área do conhecimento, a advocacia. Dessa forma, tínhamos, além do objetivo central de apreender as representações sobre o trabalho docente apresentadas pelo professor, também os objetivos específicos de identificar qual de seus papéis sociais, advogado ou professor, predominou em seu discurso; de apreender quais actantes do trabalho docente foram instaurados em seu texto e, ainda, de perceber o que, em sua perspectiva, caracteriza o trabalho do professor. Para tanto, valemo-nos do aporte teórico-metodológico do Interacionismo Sociodiscursivo (ISD), com ênfase às obras de Bronckart (2012), Bronckart (2006) Bronckart e Machado (2004), Machado (2009) e Machado e Bronckart (2009), sobretudo em virtude de o ISD considerar que as representações construídas nos e sobre os textos são fundamentais para o desenvolvimento humano. Sendo assim, a transcrição da entrevista realizada com o professor foi analisada em quatro momentos. Inicialmente, analisamos o contexto de produção, em seguida, os níveis organizacional, enunciativo e semântico. A análise desses níveis nos permitiu responder nossas questões de pesquisa e chegar às seguintes conclusões: o papel social predominante na entrevista foi o de professor, os principais actantes do trabalho docente instaurados em seu texto foram os alunos, considerados pelo professor como agentes, e os professores, entendidos por ele como atores, e as características do trabalho docente identificadas no texto indicam que, para o entrevistado, o trabalho do professor é pessoal, interpessoal, mediado, impessoal e interacional. Quanto às representações do trabalho docente, o professor entende-o como uma profissão que exige conhecimentos específicos e que necessita que seus profissionais se reconheçam professores. Ainda, é representado como uma profissão marcada pela imprevisibilidade e na qual os resultados não dependem unicamente do professor, em razão de os alunos terem importante papel na aprendizagem. Por fim, o entrevistado representa a docência como uma profissão na qual seus profissionais possuem pouca autonomia, dadas as correntes intervenções de terceiros no modo de atuação do professor.

Pupils from a low SES differ in their development within the same school context. It is argued that the mechanisms through which education and the school environment as a whole can contribute to the successful development of children from a low SES should be identified and mapped. Therefore a focus on the mechanisms that lead to children with a low SES succeeding, in addition to discussing the reasons for these children not succeeding is proposed. The present research is drawn upon bio-ecological and symbolic interactionist theories of human development in an effort to understand resilience as involving person-context transactions. Specifically, the resilience of adolescents in the school context is studied as a joint function of personal characteristics and social contextual affordances that either promote or thwart the development of person-level, resilient-enhancing characteristics. The study employed inductive as well as deductive methods for knowledge development. Firstly, the concept of “resilience” was defined and operationalized in a Resilience Questionnaire (VVL). This questionnaire was validated on 399 middle-adolescents from five Educational Opportunity Schools in the Netherlands. Secondly, the inductive “Grounded Theory” method was followed with 21 middle-adolescents from three of the five Educational Opportunity Schools. In answer to the main question “How does the school environment contribute to the resilience of middle-adolescent students?”, the school environment can contribute to resilience through facilitating safety and good education. Resilient and Not-Resilient middle-adolescents differ in their dependence on the school environment for their access to these resilience-enhancing circumstances and factors. In relation to the first sub question, “What are resilient middle-adolescents’ perceptions of the contribution of the school environment to their resilience?”, the school environment contributes to the resilience of resilient middle-adolescents by challenging them (e.g with high expectations) and by offering opportunities to create constructive relationships with adults and fellow students in the school environment (e.g through informal conversations and through keeping order in the classroom). In answer to the second and third sub questions, “What are the perceptions of not-resilient middle-adolescents of the contribution of the school environment to their state of resilience?” and “How can the comparison between these two perceptions be explained?”, Not-Resilient middle-adolescents identify and utilise the services and potentially protective factors in the school enviroment less of their own accord than Resilient middle-adolescents do. The school environment can contribute to the resilience of Not-Resilient middle-adolescents by facilitating an overview, insight and positive future expectations in a very direct, controlling manner: An overview over risks for one’s own development and the presence of potential resources to assist one’s own development; insight into his or her own abilities to deal with possible risks; and positive future expectations on the improvement of a situation after a problem or risk has occurred. In summary, the daily situations in the school environment offer enough tools to contribute to the resilience of resilient and not-resilient middle-adolescents. These should, however, be recognised by both the middle-adolescent and the adults in the school environment as opportunities for development, which should subsequently be grasped in order to learn to deal with these challenges constructively. / Thesis (PhD (Learning Supoort, Guidance and Counselling))--University of Pretoria, 2007. / Educational Psychology / PhD / unrestricted

Deinstitutionalization has had an impact increasing the number of offenders with mental health problems within the correctional system. Furthermore, preliminary research claims that offenders with mental health problems are disproportionately denied when applying for parole. The reasons for this are not well understood. This exploratory qualitative research draws on 48 decisions from the Parole Board of Canada decision registry, four interviews with former parole board members, and observation data from 17 parole hearings to explore how mental health problems are constructed within the conditional release decision-making process. Against a risk logic back drop, this institutional ethnography analyzes the way parole board members understand and operationalize mental health within the decision-making process. Self-regulation, medication compliance, and the role of the expert were strong themes that emerged through a content analysis. By integrating symbolic interactionism and a governmentality framework, the current study explores how mental health in parole decision-making is influenced by individual, organizational, and macro-level risk rationalities that draw on neoliberal responsibilization strategies and "psy" expertise. The findings are presented within Hawkin’s (2002) legal decision-making framework. Policy and human rights implications are discussed.

The present dissertation it is about the docents work in the fields, of how this work is expressed in the speech of the teachers at/from the fields, and the family-school as a part of this work. In the years of 2009 and 2012, there was an uprising, leaded by the rural community against the activities developed by the school professionals that attended this community, culminating in some of them dropping out to work in this location. Parents and school showed to have goals that should converge, however, at this school there were some conflicts that put an end in the dialog and the partnership between parents and school. In this dissertation, the objective is to identify and interpret the representations about the professors work at/from the fields and the family-school relationship as partners. This research relies on theoretical assumptions of an Interactionist social-discursive approach, as well as contributions of Ergonomics and Clinicof Work, pursuing a review of the activity of the teacher from the rural area. The research that composes this work was made by analyzing texts from reports of docent practices, made by a teacher. To know better the representations about the docent work, in the context presented herein, brings to light possibilities, perspectives for transformation of the relationship between school and community. / Esta dissertação tem como tema a linguagem, suas relações com o trabalho docente e está vinculada ao projeto `Análise do trabalho do professor de línguas expresso em textos produzidos por, para e sobre esse profissional da educação, coordenado pela professora Adriana Cintra de Carvalho Pinto, do Programa de Pós-graduação de Linguística Aplicada da Universidade de Taubaté. Sendo assim a dissertação tem como objetivo geral interpretar e avaliar como o trabalho do professor de línguas é representado em textos produzidos por e sobre ele, com a finalidade de descobrir e compreender o conjunto de significações construídas sobre esse trabalho. Esta pesquisa também procura significações para o trabalho de uma professora do/no campo, por meio da avaliação das figuras interpretativas desse trabalho e foi realizada mediante a análise do relato sobre a prática docente, feito por uma professora que atende às crianças de área rural, colhida após a prévia aprovação do Comitê de Ética em Pesquisa e em consentimento esclarecido da relatora. A fim de analisar a atividade dessa profissional, os dados obtidos foram estudados à luz dos pressupostos teóricos de uma abordagem interacionista sociodiscursiva, bem como de contribuições da Ergonomia e da Clínica do Trabalho. Os dados da pesquisa revelaram figuras interpretativas do agir do professor, tanto tradicionais quanto progressistas, unindo o conhecimento que tem de seu aluno e do conteúdo a ser trabalhado para driblar as dificuldades inerentes à profissão, principalmente a falta de prescrições para o professor do campo. Conhecer essas representações sobre o trabalho docente na zona rural trouxe à tona o vislumbre de possibilidades e perspectivas de transformação dessa relação da escola com a comunidade, bem como contribuições para o professor que trabalha com alunos oriundos da área rural.