Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2016-03-10T17:16:21Z No. of bitstreams: 2 Tese - Thelma Maria de Moura Bergamo - 2015.pdf: 1679439 bytes, checksum: b5b3a4febf6751a0bffdff17e1fe2655 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-03-14T13:55:26Z (GMT) No. of bitstreams: 2 Tese - Thelma Maria de Moura Bergamo - 2015.pdf: 1679439 bytes, checksum: b5b3a4febf6751a0bffdff17e1fe2655 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-03-14T13:55:26Z (GMT). No. of bitstreams: 2 Tese - Thelma Maria de Moura Bergamo - 2015.pdf: 1679439 bytes, checksum: b5b3a4febf6751a0bffdff17e1fe2655 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-08-19 / The present thesis was developed under the stream dealing with Fundaments of Educational Processes within a study field between Philosophy and Education, and is the result of theoretic research that, adopting the work of Michel Foucault as a basis, recognizes, as did said author, the relationship between subject and truth as an articulate axis between the aforementioned study fields. The study was structured upon three research axes that conventionally comprise philosophical work – archaeology, geneaology and ethics – assuming the centrality of the experience concept as an investigation problem, added to the importance of understanding the subjectivation spaces that historically constitute the correlation between the domains of knowledge, normativity types and subjectivity forms. The objective was to reason upon today's figure of the master and the demands put upon this person in the context of Modernity. Departing from an archaeologic reflection analysing episthemologic transformations between the Classic era and Modernity, it strives to establish the way in which the relationships between knowledge and power produce subjectivation experiences. Fields such as literature, political speech, manufacture of thruths regarding the subject and parrhesia are analysed in order to understand Modernity from what we are no longer able to think or to be, recurring to the strategy used by Foucault himself. The impossibilty to establish a mastery relationship as was constituted in Greek-Roman antiquity with basis on efffective convergency between the master's thought, speech and actions is admitted. Therefore, the possibility to create a mastery experience that takes into account both ethics and aesthetics of existence, nowadays, appears to be based upon the specific intellectual concept as a subject capable to mobilize knowledge to act locally, promoting (un)subjectivity experiences for himself and for others that share his existence. / Esta tese, da Linha de Pesquisa Fundamentos dos Processos Educativos, no campo de estudos entre a Filosofia e a Educação, é o resultado de uma pesquisa teórica que adotou como referencial a obra de Michel Foucault e reconhece, no pensamento desse autor, a relação sujeito e verdade no como um eixo articulador entre os seus diversos campos de estudo. Estrutura-se sobre os três eixos de pesquisa em que convencionalmente se divide o trabalho do filósofo - arqueologia, genealogia e ética - e assume a centralidade do conceito de experiência como problema de investigação e a importância da compreensão dos espaços de subjetivação constituídos historicamente em correlação entre os domínios do saber, tipos de normatividade e formas de subjetividade, com o objetivo de pensar a figura do mestre e as exigências que sobre ele recaem na Modernidade. Partindo de uma reflexão arqueológica, analisa as transformações epistemológicas ocorridas entre a Idade Clássica e a Modernidade, para estabelecer a forma como as relações entre saber e poder produzem experiências subjetivadoras. Os campos da literatura, das políticas discursivas, da produção de verdades sobre o sujeito e da parrhesía são analisados para, recorrendo à estratégia utilizada pelo próprio Foucault, compreender a Modernidade a partir daquilo que não nos é mais possível pensar ou ser. Admitida a impossibilidade do estabelecimento de uma relação de mestria na forma como se constituiu a relação entre mestre e discípulo na Antiguidade greco-romana, elaborada sobre as bases de uma convergência efetiva entre o pensar, o falar e o fazer do mestre, as possibilidades criação de uma experiência de mestria comprometida com a ética e estética da existência, nos dias de hoje, são pensadas a partir do conceito de intelectual específico, um sujeito capaz de mobilizar saberes para agir localmente promovendo experiências (des)subjetivantes para si e para aqueles com os quais compartilha a existência.

Inledning: Idén till denna studie framkom efter vår verksamhetsförlagda utbildning (VFU) från förskollärarprogrammet på Högskolan Väst. Musiken och sången finns alltid närvarande genom sångstunder, spontansång vid matbordet eller i form av sångtexter och noter uppsatta på väggarna. Dock är de lärarledda musikaktiviteterna ofta i återskapande form, eller call-response form, det vill säga att barn upprepar något som en pedagog sjunger först. Hur kan det komma sig att musiken, som i läroplanen inte har en uttalad koppling till språket, har en förhållandevis stor roll i förskoleverksamhetens vardag? Syfte: Studiens syfte är att undersöka hur pedagoger använder musik och musikaktiviteter i språkutvecklande syfte i förskolan. Frågeställningar som användes var på vilka sätt musik kan användas i språkutvecklande syfte, och hur förskolans pedagoger talar om kopplingen mellan musik och språkutveckling. Metod: För att svara på dessa frågeställningar valde vi att använda oss av den kvalitativ forskningsmetod, närmare bestämt fokusgrupper. Genom de diskussioner som uppstår i fokusgrupper vidgas deltagarnas synsätt, erfarenheter och åsikter med hjälp av de andra deltagarnas perspektiv. Vi valde just denna metod då vi anser att den ger oss data som kan ge svar på de frågeställningar som framställts. Studien utfördes på förskolor i Västsverige, med deltagare i spridd ålder från flera olika kommunala förskolor samt en öppen förskola inom samma område. Resultat: Resultatet visar att musiken till stor del används som ett språkutvecklande verktyg på grund av det intresse och den uppmärksamhet musiken bidrar med, den sprider glädje och hjälper barn att slappna av. Det är lätt att variera lärarledda aktiviteter samt anpassa nivån på lärandeobjektet till varje individs behov och nivå. Enligt vissa pedagoger ses inte användningen av instrument i musikaktiviteter som nödvändigt för barns språkutveckling, men det ses som en stor tillgång att ha musikaliskt kunniga pedagoger i arbetslaget. Det syns även skillnad i arbetssättet på förskolor och på öppna förskolan, där öppna förskolan inte har samma krav på verksamheten. Trots det sker sångstunder och musikaktiviteter regelbundet där syftet ofta är att stötta barn i sin språkliga utveckling.

English as a Second Language (ESL) learners at the upper elementary level have struggled to demonstrate the vocabulary required to read in English at grade-level. Although multimedia technologies have demonstrated positive effects as language acquisition educational tools at the university level, it remains unclear how useful they are for language acquisition at the elementary level. This quasi-experimental study used dual coding theory as a framework to examine the relationship between the level of reading comprehension upper elementary students developed and their construction of word meanings through use of multimedia technologies. The study utilized convenience sampling of 85 students divided into treatment and control groups in a Puerto Rican Montessori school. The treatment consisted of use of multimedia technologies that included video, audio, images, and words in a digital environment for vocabulary acquisition instruction. Data sources included pretest and posttest results for the Maze Close test that measures reading comprehension. These results were analyzed using a paired t test. Results indicated that students in treatment groups developed greater reading comprehension than did those in control groups. However, the difference in scores between the groups was not significant, so the null hypothesis was not rejected. Further research is required in order to determine whether a positive relationship can exist between multimedia technology usage and development of upper elementary student vocabulary and reading comprehension. This study indicates the importance of examining whether multimedia technology use in elementary student English reading comprehension can create reading gains for upper elementary ESL students.