Learners in South Africa underachieve in Mathematics. Amidst many other factors that influence the Mathematics scenario in South African schools, one major aspect of the Mathematics classroom culture is the Language of Learning and Teaching (LoLT). For many learners the LoLT, namely English, is not their main language. The question arises of whether Setswana learners with Limited English Proficiency (LEP) are disadvantaged because the LoLT is English and if so, what could be done about it. The interaction between language and thought is discussed against the background of the learning theories of Piaget, Vygotsky and van Hiele, as well as the Network Theory of Learning. From this study the importance of language for conceptualisation becomes clear, especially that of the mother tongue. The circle is then narrowed down to take a look at the vital part that language plays in Mathematics and the problems that exist for the learner when negotiating meaning during the journey between natural language and the mathematical register. Focusing on the situation of the Setswana Mathematics learner with English as LoLT, the views of parents and teachers come under scrutiny as well as government policies regarding the LoLT. The techniques and strategies of teachers in the English Second Language Mathematics classrooms (ESL-classrooms) are investigated. In this regard code-switching is of importance and is discussed extensively. These theoretical investigations led to an empirical study. Firstly, a quantitative study was undertaken by means of a survey to investigate the language situation in schools where Setswana is the main language. Furthermore, the views of those teachers, who teach Setswana learners with English as LoLT, on how English as LoLT influences Setswana Mathematics learners' conceptualisation were investigated. A sample of 218 teachers in the North-West Province of South Africa was used in this survey. A complex language situation crystallises where no one-dimensional answer can be recommended. Code-switching has clearly made large inroads into the Mathematics classroom, but teachers' views on the expediency of using Setswana, especially for formal notes, terminology and tests, vary considerably. Secondly, a qualitative study was undertaken in two schools. The study investigated the possibility that notes in Setswana as well as in English, and the aid of an English/Setswana glossary of Mathematical terminology in daily tasks as well as in tests, would be of value to learners. It was clear from the sample that the new terminology is difficult for the teachers in question because they are used to the English terminology. Some learners also find the Setswana terminology difficult. However, the learners experience the use of the Setswana in the notes positively. It was clear from the interviews with the learners that by far the most of the learners in the sample felt that the Setswana/English notes as well as the glossary helped them to understand better. The learners oscillate between English and Setswana to understand the explanation given or the question asked. Most of the learners are of opinion that tests where questions are asked in both languages contribute to a better comprehension of what is asked. They also experience the glossary of English/Setswana terminology supplied in the test as an important aid. Recommendations comprise that the Setswana Mathematics register should be expanded and final examinations set in both Setswana and English. Furthermore, teachers should be educated to use new terminology effectively as a scaffold to ensure adequate conceptualisation, as well as to manage code-switching in a structured way. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

This study evaluates a teacher development course on the use of English as the language of learning and teaching (LoLT). The course was developed and implemented in a sample of Intermediate Phase classrooms in four rural primary schools of the Free State Province. The course was a language intervention programme in an integrated district development project funded by the Flemish Government. The project was implemented from 2002 to 2004. The course was developed and implemented by Sacred Heart College Research and Development Unit in collaboration with the School of Languages of the North-West University. The course aimed at developing teachers' knowledge and skills in using learners' basic interpersonal communication skills in their home languages and in English to develop their English cognitive academic proficiency. It practically demonstrates communicative language teaching, co-operative learning and reflective practice. The evaluation of the English as LoLT Course explored the multiple perspectives of its evaluation audience; the interrelatedness of the course content and the learning milieu; planning, learner participation and assessment in Outcomes-based education (OBE), teaching practice, and the conceptual development and transfer of English in everyday communication and as the LoLT. The findings and recommendations of the study highlight the need to develop teachers' own English language usage and their participation in professional working groups to develop their knowledge and skills as facilitators, reflective practitioners, and curriculum developers. In addition, the study evaluates the Context Adaptive Model (Lynch, 1996; 2003) selected to guide the evaluation of the English as LoLT Course at a meta-evaluation level. The validation of the language programme evaluation model is mainly related to the epistemological claims of utilitarian pragmatism and interpretivism in programme evaluation research. The ability of the model to facilitate valid findings according to these epistemological claims in the evaluation of the English as LoLT Course is evaluated. Core criteria of flexibility, appropriateness, clarity of description and clarity of logic were identified and used to evaluate the language programme evaluation model. The findings and recommendations of the study attempt to offer a response to the need for quality assured language learning programmes in teacher development, especially for programmes in the use of English as a LoLT in the multilingual and multicultural rural context of South Africa. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2008.

This study evaluates a teacher development course on the use of English as the language of learning and teaching (LoLT). The course was developed and implemented in a sample of Intermediate Phase classrooms in four rural primary schools of the Free State Province. The course was a language intervention programme in an integrated district development project funded by the Flemish Government. The project was implemented from 2002 to 2004. The course was developed and implemented by Sacred Heart College Research and Development Unit in collaboration with the School of Languages of the North-West University. The course aimed at developing teachers' knowledge and skills in using learners' basic interpersonal communication skills in their home languages and in English to develop their English cognitive academic proficiency. It practically demonstrates communicative language teaching, co-operative learning and reflective practice. The evaluation of the English as LoLT Course explored the multiple perspectives of its evaluation audience; the interrelatedness of the course content and the learning milieu; planning, learner participation and assessment in Outcomes-based education (OBE), teaching practice, and the conceptual development and transfer of English in everyday communication and as the LoLT. The findings and recommendations of the study highlight the need to develop teachers' own English language usage and their participation in professional working groups to develop their knowledge and skills as facilitators, reflective practitioners, and curriculum developers. In addition, the study evaluates the Context Adaptive Model (Lynch, 1996; 2003) selected to guide the evaluation of the English as LoLT Course at a meta-evaluation level. The validation of the language programme evaluation model is mainly related to the epistemological claims of utilitarian pragmatism and interpretivism in programme evaluation research. The ability of the model to facilitate valid findings according to these epistemological claims in the evaluation of the English as LoLT Course is evaluated. Core criteria of flexibility, appropriateness, clarity of description and clarity of logic were identified and used to evaluate the language programme evaluation model. The findings and recommendations of the study attempt to offer a response to the need for quality assured language learning programmes in teacher development, especially for programmes in the use of English as a LoLT in the multilingual and multicultural rural context of South Africa. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2008.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present thesis is part of the Training, Knowledge and Professional Development Research at the Program of Postgraduation in Education (PPGE) in the Federal University of Santa Maria (UFSM) which has its line and focuses on integrated learning of teaching technical courses in high school. It aims at understanding how is the learning of teaching by teachers who work with technical courses in high school is integrated. We seek thus to ascertain the formative processes of teachers working in the school culture and identify the implications on teacher s learning. This study uses qualitative methodology which will develop from the sociocultural narrative approach. The narratives of thirteen (13) teachers of integrated technical courses in high school (mechanical and electrical courses) from the Technical College investigated constitute the elements of analysis. Vygostki studies (1995 , 2003, 2007); Bakhtin (1986); Freitas (1994 , 1996, 1998); Bolzan (2002, 2006 , 2008, 2010 , 2011, 2013) and Connelly; Clandinin (1995) are the theoretical support underlying the investigative design of this research. The authors Isaia (2006 , 2007, 2009); Isaia; Bolzan (2008) ; Bolzan (2012 ); Maciel; Isaia; Bolzan (2012 ); Maciel (2009 ); Vygotsky (1993, 2005, 2007); Leontiev (1984); Davidov; Markova (1987) and Kosulin (2002) help us understand the fabric of the learning of teaching when discussing the teaching activity of study and training processes as stimuli for teacher learning. The discussion of school culture is outlined by authors such as Paro (2008 ); Nóvoa (2005); Minayo (2006); Bolzan (2002); Bolzan and Isaia (2007); Forquin (1993) and Vygotski (1995). The authors Frigotto, Ciavatta; Ramos (2005); Manfredi (2002); Regattieri; Castro (2009); Kunze (2009) and Kuenzer (1997) help us understand the professional and technological education and specific courses integrated to high school. In the analysis of the narratives teachers noted the existence of a large category: Learning of teaching, which consists of two dimensions, school culture and teaching culture . These dimensions are arranged from analysis axes/unfolding of dimensions which are structured by categorical elements. These elements are permeated by auxiliary stimuli arising from the research context and are mainstreamed by the teacher habitus. In this sense, it was evident throughout the study, collected through narratives, which in technical high school courses built this college belongs to a public IHE, the learning of teaching is much more the existence of a teacher habitus, which begins to reorganize school culture effectively than by the existence of a teaching activity study. Also evidenced, voltages that are essential for the learning of teaching, they are: individuality and colaboratividade; ownership of education and ownership of research and extension; general and specific training and teaching culture and school culture. We then, that in this process, measures are being taken, but there is still lack of articulation between school culture and teaching culture. / Esta tese insere-se na linha de pesquisa Formação, Saberes e Desenvolvimento Profissional do programa de Pós-graduação em Educação (PPGE) da Universidade Federal de Santa Maria (UFSM) e tem como foco a aprendizagem da docência nos cursos técnicos de ensino médio integrado. Objetiva compreender como ocorre a aprendizagem da docência dos professores que trabalham com cursos técnicos de ensino médio integrado. Buscamos assim, conhecer os processos formativos dos professores que trabalham nesta cultura escolar bem como identificar as implicações destes na aprendizagem docente. O presente estudo utiliza a metodologia qualitativa a qual se desenvolveu a partir da abordagem narrativa sociocultural. As narrativas dos treze (13) docentes dos cursos técnicos de ensino médio integrado (eletrotécnica e mecânica) do Colégio técnico investigado constituirão os elementos de análise. Os estudos de Vygostki (1995, 2003, 2007); Bakhtin (1986); Freitas (1994, 1996, 1998); Bolzan (2002, 2006, 2008, 2010, 2011, 2013) e, Conelly; Clandinin (1995) são os subsídios teóricos que fundamentam o desenho investigativo desta pesquisa. Os autores Isaia (2006, 2007, 2009); Isaia; Bolzan (2008); Bolzan (2012); Maciel; Isaia; Bolzan (2012); Maciel (2009); Vygotski (1993, 2005, 2007); Leontiev (1984); Davídov; Márkova (1987) e Kosulin (2002) nos ajudam a compreender a tessitura da aprendizagem da docência quando discutem a atividade docente de estudo e os processos formativos como estímulos para a aprendizagem docente. A discussão sobre a cultura escolar é delineada por autores como Paro (2008); Nóvoa (2005); Minayo (2006); Bolzan (2002); Bolzan e Isaia (2007); Forquin (1993) e Vygotski (1995). Os autores Frigotto, Ciavatta; Ramos (2005); Manfredi (2002); Regattieri; Castro (2009); Kunze (2009) e, Kuenzer (1997) nos ajudam a compreender a educação profissional e tecnológica e as especificidades dos cursos de ensino médio integrado. Na análise das narrativas docentes evidenciamos a existência de uma grande categoria: A aprendizagem da docência, a qual é constituída por duas dimensões, a cultura escolar e a cultura docente. Estas dimensões são organizadas a partir de eixos de análise/desdobramento das dimensões os quais são estruturados por elementos categoriais. Estes elementos são permeados por estímulos auxiliares decorrentes do contexto investigativo e são transversalizados pelo habitus docente. Neste sentido, foi evidenciado ao longo do estudo, por meio das narrativas colhidas, que nos cursos técnicos de ensino médio integrado deste Colégio pertencente a uma IES pública, a aprendizagem da docência ocorre muito mais pela existência de um habitus docente, que passa a reorganizar a cultura escolar, do que efetivamente, pela existência de uma atividade docente de estudo. Evidenciamos também, tensões que são imprescindíveis para a aprendizagem da docência, são elas: individualidade e colaboratividade; apropriação do ensino e a apropriação da pesquisa e da extensão; formação geral e a formação específica e, cultura docente e cultura escolar. Temos então, que neste processo, medidas estão sendo tomadas, mas ainda há carência da articulação entre cultura escolar e cultura docente.

This work is part of a project developed within the line of research ―Formation, Knowledge, and Professional Development‖ of the graduate program in Education at Federal University of Santa Maria (UFSM). It is based on studies related to the formation of teachers who teach Math in an inclusion context, aiming at contextualizing Special Education in the Brazilian scenario. To do so, it involved mainly the theoretical assumptions of historical-cultural theory and teaching guiding activity (TGA). As research question this study aims to answer: what elements show to be relevant to the organization of teaching towards the appropriation of the concept of number in an inclusion context? To answer this question, this work investigated the teaching organization towards the appropriation of the concept of number within the inclusion context. To fulfill this objective, the movement of teaching organization directed to two included second graders, who had difficulties in acquiring such concept, was focused. Investigation actions were dynamised in a resource room of a public school situated in Pinhal Grande/RS, where the special educator organized and proposed the specialized teaching activities. In this sense, a didactic unity composed by two teaching activities based on TGA was proposed according to different leaning triggering situations. Data were collected by means of an investigative form, a field diary, audio and video recording, and photographic registers. As far as the analysis of episodes is concerned, it was structured in three moments: 1) the teacher-researcher s organization; 2) ―Camila, the girl who colors drawings‖ a proposal involving one-to-one correspondence; and 3) ―A fun summer afternoon‖ the grouping of activities being focused. In studies of event proceedings, we found indicators of a gradual increase in the number of publications related to the process of teaching and learning Math in the inclusion context, yet the lack of studies on teachers formation in this context is evident. According to data, it is fundamental, in the organization of Math teaching in the inclusion context, that teachers: know the students difficulties and potentialities; seize the logical-historical movement of the concept they are going to work with; engage in actions that allow them the sharing of actions with their peers; be oriented by a solid theoretical-methodological framework. For learning Math in this context, one needs collaboration among peers, mediation from teachers acting in the zone of proximal development by understanding that all students present developing capabilities, the ludic aspect of developed actions, and adaptations due to specific traits presented by students. Evidence shows that TGA, through their theoretical-methodological assumptions, can be transformed into a general way of teaching-organizing action to special education teachers acting in resource rooms. / Este trabalho decorre de um projeto desenvolvido no âmbito da linha de pesquisa ―Formação, Saberes e Desenvolvimento Profissional‖ do programa de pós-graduação em educação da Universidade Federal de Santa Maria (UFSM). Pautou-se em estudos relacionados à formação do professor que ensina matemática no contexto de inclusão, procurando contextualizar a educação especial no cenário brasileiro. Para tanto, envolveu, principalmente, os pressupostos teóricos norteadores da teoria histórico-cultural, da teoria da atividade e da atividade orientadora de ensino (AOE). Possuiu como questão investigativa: quais elementos se mostram como relevantes para a organização do ensino voltado para a apropriação do conceito de número no contexto de inclusão? E visando respondê-la, o objetivo principal investigou a organização do ensino para a apropriação do conceito de número no contexto de inclusão. A fim de contemplá-lo, enfocou-se o movimento de organização do ensino direcionado a duas alunas incluídas no 2º ano do Ensino Fundamental, que possuíam dificuldades quanto à apropriação do referido conceito. As ações de investigação foram dinamizadas numa sala de recursos pertencente a uma escola da rede pública estadual localizada no município de Pinhal Grande/RS, espaço onde a professora de educação especial organiza e propõe o atendimento educacional especializado. Nesse sentido, propôs-se uma unidade didática composta por duas atividades de ensino que seguiam a perspectiva da AOE, sendo delineadas por diferentes situações desencadeadoras de aprendizagem. Os dados foram coletados a partir de uma ficha investigativa, do diário de campo, da gravação em áudio e vídeo e de registros fotográficos. Já a análise, realizada a partir de episódios, estruturou-se em três momentos: 1) a organização da professora-pesquisadora; 2) ―Camila, a menina que colore desenhos‖ uma proposta envolvendo a correspondência um a um e, 3) ―Uma tarde de verão divertida‖ o agrupamento de quantidades em destaque. Nos estudos realizados em anais de eventos, encontramos indicativos de um aumento gradativo no número de publicações relativas ao processo de ensino e aprendizagem da matemática no contexto de inclusão, mas ainda assim, é evidente a carência de estudos acerca da formação de professores nesse contexto. Ainda de acordo com os dados, na organização do ensino de matemática no contexto de inclusão é imprescindível que o professor: conheça as dificuldades e potencialidades dos alunos; aproprie-se do movimento lógico-histórico do conceito que vai trabalhar; insira-se em ações que lhe permitam o compartilhamento de ações com seus pares; oriente-se a partir de uma sólida proposta teórico-metodológica. Para a aprendizagem da matemática nesse contexto, evidencia-se a colaboração entre pares; a mediação do professor atuando na zona de desenvolvimento proximal a partir da compreensão de que todos têm capacidades de desenvolvimento; o aspecto lúdico das ações desenvolvidas; a realização de adequações devido às características que são apresentadas pelos alunos. Também foram encontrados indícios de que a AOE, a partir de seus pressupostos teórico-metodológicos, pode se converter em um modo geral de ação de organização do ensino para o professor de educação especial que atua em sala de recursos.

Orientador: Ucy Soto / Banca: Mônica Ferreira Mayrinck O'kuinghttons / Banca: Nildiceia Aparecida Rocha / Resumo: Esta dissertação apresenta uma reflexão que envolve três grandes temáticas: mediação, fórum virtual e ensino-aprendizagem de língua (espanhola). Desenvolvemos nosso estudo a partir das seguintes questões de pesquisa: 1. Com base nas estratégias de mediação de Santarosa e nos critérios de mediação de Feuerstein, que procedimentos de mediação foram usados nos Fóruns educacionais do curso Español para Turismo? 2. Como se comportaram professores e alunos com relação a um possível papel de mediador no contexto dos fóruns virtuais? 3. O fórum se caracterizou como um lugar de discussão, de debate, propício às estratégias de mediação, como, a princípio, seria esperado desse gênero? Buscamos fundamentar nossos estudos em teorias sobre os gêneros discursivos, embasamo-nos em trabalhos de Bakhtin (2002) e Marcuschi (2005) para localizarmos o fórum educacional virtual nesse contexto. Apoiamo-nos na teoria de Vygotsky (1930/1998), Feuerstein (1980, 1982:1994, 2002), Gutiérrez & Prieto (1994) e Masetto (2000) para compreendermos o conceito de mediação, e buscamos em Santarosa (2002) a classificação dos tipos de mediação. Para responder nossos questionamentos, realizamos a coleta dos dados em fóruns educacionais de um curso virtual de extensão universitária, intitulado Español para Turismo. Nossa análise indica que a mediação é desempenhada, primeiro, pelo professor/tutor, mas os alunos também realizam diversas mediações, inclusive entendem a necessidade da promoção de debates. Verificamos que os alunos utilizam estratégias de mediação muito semelhantes à de seu professor. E concluímos que a mediação no ambiente virtual de aprendizagem é uma ação que pressupõe estratégias e metodologias diferentes da educação presencial, mas que se estabelece a partir das relações interpessoais e da interação do grupo... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This dissertation presents a reflection that involves three main themes: mediation, virtual forum and Spanish learning and teaching. We developed our study from the following research questions: 1. Based on Santarosa mediation strategies and on Feuerstein mediation criteria, what procedures were used in the educational forums of the Español para Turismo course? 2. How have teachers and students behaved in relation to a possible mediator role in the virtual forums context? 3. Has the forum been characterized as a discussion and debate spot, favorable to mediation strategies as, at first, would be expected from this genre? We attempted to found our studies on theories about discursive genres, we were based on Bakhtin (2002) and Marcuschi (2005) works to locate the educational virtual forum in this context. We we supported by Vygotsky (1930/1998), Feuerstein (1980, 1982:1994, 2002), Gutiérrez & Prieto (1994) theory to comprehend the mediation concept, and searched in Santarosa (2002) the classification of the types of mediation. In order to answer our questioning, we collected data in educational forums from a college extension virtual course, entitled Español para Turismo. Our analysis indicates that mediation is carried out, firstly, by the professor/tutor, but also the students perform diverse mediations and understand the need of promoting debates too. We verified that the students use very similar meditation strategies to their professor's. And we conclude that the mediation in the virtual environment of learning is an action that assumes different strategies and methodologies in the present education, but it's established through the interpersonal relations and group interaction. As being a case study, we believe the reflections in this dissertation are not conclusive, but can contribute with the development of other researches related to this subject and, mainly, for bettering the virtual courses strategies and methodologies / Resumen: Este trabajo presenta una reflexión que envuelve tres grandes temáticas: mediación, foro virtual y enseñanza-aprendizaje de lengua (español). Desarrollamos nuestro estudio a partir de las siguientes cuestiones de investigación: 1. Con base en las estrategias de mediación de Santarosa y en los criterios de mediación de Feuerstein, ¿qué procedimientos de mediación fueron usados en los Foros educacionales del curso Español para Turismo? 2. ¿Cómo se comportaron profesores y alumnos con relación a un posible papel de mediador en el contexto de los foros virtuales? 3. ¿El foro se caracterizó como un espacio de discusión, de debate, propicio a las estrategias de mediación, como, a principio, fue esperado de este género? Buscamos fundamentar nuestros estudios en teorías sobre los géneros discursivos, embasémonos en trabajos de Bakhtin (2002) y Marcuschi (2005) para localizar el foro educacional virtual en este contexto. Apoyamos nuestros estudios en la teoría de Vygotsky (1930/1998), Feuerstein (1980, 1982:1994, 2002), Gutiérrez & Prieto (1994) y Masetto (2000) para comprender el concepto de mediación, y buscamos en Santarosa (2002) la clasificación de los tipos de mediación. Para responder nuestros cuestionamientos, realizamos la coleta de los datos en foros educacionales de un curso virtual de extensión universitaria, intitulado Español para Turismo. Nuestra análisis indica que la mediación es desempeñada, primero, por el profesor/tutor, pero los alumnos también realizan diversas mediaciones, incluso entienden la necesidad de la promoción de debates. Verificamos que los alumnos utilizan estrategias de mediación muy semejantes a la de su profesor. Y concluimos que la mediación en el ambiente virtual de aprendizaje es una acción que presupone estrategias y metodologías distintas de la educación presencial, pero que se establece a partir de las relaciones interpersonales y de la interacción / Mestre

The researcher has observed and noted that out of the four regions of Swaziland, Shiselweni is the leading region with high schools that manifest a poor culture of learning and teaching. The summary of 2009 Junior Certificate results revealed that it is not only that Shiselweni had the lowest pass rate, but also that it recorded the highest number of failures when compared with the other three regions. The purpose of the study was to determine strategies that could be used by principals in promoting a culture of learning and teaching in Shiselweni high schools in Swaziland. The study pursued a qualitative research design which was explorative and descriptive. Qualitative methods were used to collect data from the respondents. Data was collected by means of focus group interviews with learners and teachers, and then through one-onone interviews with principals and parents. The sample was drawn from six high schools in the Shiselweni region that differed in their academic performance. Purposive sampling was used when selecting the schools and those who were to participate in the study. Data was constantly compared and analyzed using the coding method. Participants signed letters of consent and they were assured of the anonymity and confidentiality of the study. They were also made aware that they were not forced to participate in the study and that they were free to withdraw if they were so persuaded. Triangulation and the Guba’s trustworthiness model were used to enhance the reliability and validity of the study. Findings helped the researcher to arrive at recommendations on the role that principals should play in promoting a culture of learning and teaching in Shiselweni high schools in Swaziland. / Educational Studies / M. Ed. (Educational Management)

Made available in DSpace on 2014-06-11T19:26:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-08-13Bitstream added on 2014-06-13T20:15:50Z : No. of bitstreams: 1 gabrielli_ks_me_arafcl.pdf: 2846381 bytes, checksum: 8aa253c47e9e9d9f8ed78d3b83a80556 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta dissertação apresenta uma reflexão que envolve três grandes temáticas: mediação, fórum virtual e ensino-aprendizagem de língua (espanhola). Desenvolvemos nosso estudo a partir das seguintes questões de pesquisa: 1. Com base nas estratégias de mediação de Santarosa e nos critérios de mediação de Feuerstein, que procedimentos de mediação foram usados nos Fóruns educacionais do curso Español para Turismo? 2. Como se comportaram professores e alunos com relação a um possível papel de mediador no contexto dos fóruns virtuais? 3. O fórum se caracterizou como um lugar de discussão, de debate, propício às estratégias de mediação, como, a princípio, seria esperado desse gênero? Buscamos fundamentar nossos estudos em teorias sobre os gêneros discursivos, embasamo-nos em trabalhos de Bakhtin (2002) e Marcuschi (2005) para localizarmos o fórum educacional virtual nesse contexto. Apoiamo-nos na teoria de Vygotsky (1930/1998), Feuerstein (1980, 1982:1994, 2002), Gutiérrez & Prieto (1994) e Masetto (2000) para compreendermos o conceito de mediação, e buscamos em Santarosa (2002) a classificação dos tipos de mediação. Para responder nossos questionamentos, realizamos a coleta dos dados em fóruns educacionais de um curso virtual de extensão universitária, intitulado Español para Turismo. Nossa análise indica que a mediação é desempenhada, primeiro, pelo professor/tutor, mas os alunos também realizam diversas mediações, inclusive entendem a necessidade da promoção de debates. Verificamos que os alunos utilizam estratégias de mediação muito semelhantes à de seu professor. E concluímos que a mediação no ambiente virtual de aprendizagem é uma ação que pressupõe estratégias e metodologias diferentes da educação presencial, mas que se estabelece a partir das relações interpessoais e da interação do grupo... / This dissertation presents a reflection that involves three main themes: mediation, virtual forum and Spanish learning and teaching. We developed our study from the following research questions: 1. Based on Santarosa mediation strategies and on Feuerstein mediation criteria, what procedures were used in the educational forums of the Español para Turismo course? 2. How have teachers and students behaved in relation to a possible mediator role in the virtual forums context? 3. Has the forum been characterized as a discussion and debate spot, favorable to mediation strategies as, at first, would be expected from this genre? We attempted to found our studies on theories about discursive genres, we were based on Bakhtin (2002) and Marcuschi (2005) works to locate the educational virtual forum in this context. We we supported by Vygotsky (1930/1998), Feuerstein (1980, 1982:1994, 2002), Gutiérrez & Prieto (1994) theory to comprehend the mediation concept, and searched in Santarosa (2002) the classification of the types of mediation. In order to answer our questioning, we collected data in educational forums from a college extension virtual course, entitled Español para Turismo. Our analysis indicates that mediation is carried out, firstly, by the professor/tutor, but also the students perform diverse mediations and understand the need of promoting debates too. We verified that the students use very similar meditation strategies to their professor’s. And we conclude that the mediation in the virtual environment of learning is an action that assumes different strategies and methodologies in the present education, but it’s established through the interpersonal relations and group interaction. As being a case study, we believe the reflections in this dissertation are not conclusive, but can contribute with the development of other researches related to this subject and, mainly, for bettering the virtual courses strategies and methodologies / Este trabajo presenta una reflexión que envuelve tres grandes temáticas: mediación, foro virtual y enseñanza-aprendizaje de lengua (español). Desarrollamos nuestro estudio a partir de las siguientes cuestiones de investigación: 1. Con base en las estrategias de mediación de Santarosa y en los criterios de mediación de Feuerstein, ¿qué procedimientos de mediación fueron usados en los Foros educacionales del curso Español para Turismo? 2. ¿Cómo se comportaron profesores y alumnos con relación a un posible papel de mediador en el contexto de los foros virtuales? 3. ¿El foro se caracterizó como un espacio de discusión, de debate, propicio a las estrategias de mediación, como, a principio, fue esperado de este género? Buscamos fundamentar nuestros estudios en teorías sobre los géneros discursivos, embasémonos en trabajos de Bakhtin (2002) y Marcuschi (2005) para localizar el foro educacional virtual en este contexto. Apoyamos nuestros estudios en la teoría de Vygotsky (1930/1998), Feuerstein (1980, 1982:1994, 2002), Gutiérrez & Prieto (1994) y Masetto (2000) para comprender el concepto de mediación, y buscamos en Santarosa (2002) la clasificación de los tipos de mediación. Para responder nuestros cuestionamientos, realizamos la coleta de los datos en foros educacionales de un curso virtual de extensión universitaria, intitulado Español para Turismo. Nuestra análisis indica que la mediación es desempeñada, primero, por el profesor/tutor, pero los alumnos también realizan diversas mediaciones, incluso entienden la necesidad de la promoción de debates. Verificamos que los alumnos utilizan estrategias de mediación muy semejantes a la de su profesor. Y concluimos que la mediación en el ambiente virtual de aprendizaje es una acción que presupone estrategias y metodologías distintas de la educación presencial, pero que se establece a partir de las relaciones interpersonales y de la interacción

Made available in DSpace on 2016-06-02T20:25:06Z (GMT). No. of bitstreams: 1 3271.pdf: 2514165 bytes, checksum: 0d1c7fbeb64923fb070e9a9889365e1d (MD5) Previous issue date: 2010-09-10 / In recent years, research on Portuguese as foreign language teaching and learning has been the recipient of great academic interest. This is due to several factors, such as the creation of international partnerships (MERCOSUL), easier mobility (tourism) and interest in Brazilian nature and natural products. Furthermore, Portuguese is the native language of more than 250 million speakers, which makes it the sixth most spoken native language in the world, and the third in the West. In this growing field of research, one prominent topic is educational materials, and more particularly educational books used for teaching Portuguese as foreign language. In this dissertation, educational books are considered a multimodal genre that is crucial in the teaching-learning process (which also involves teachers and students). Considering educational books multimodal/multi-semiotic character, we propose an analysis of the images/pictures/photographs portraying Brazilian people and land. Based on the images presented by educational books, this study s guiding question is: how are Brazilians and Brazil portrayed in Portuguese as foreign language educational books? Thus, the investigation is carried out as qualitative research, as it follows criteria of representativeness, not of probabilistic sampling. / As pesquisas sobre o ensino e a aprendizagem de Português para estrangeiros têm despertado grande interesse acadêmico nos últimos anos. Isso se deve a diversos fatores, entre eles: os acordos internacionais (entre eles, o MERCOSUL), a facilidade de acesso e deslocamento (turismo) e o interesse nas belezas e produtos naturais brasileiros. Além disso, a Língua Portuguesa conta com mais de 250 milhões de falantes nativos, o que lhe dá o status de ser a sexta língua materna mais falada no mundo e a terceira língua mais falada no Ocidente. Neste crescente campo de pesquisa, inserem-se aquelas sobre material didático, mais especificamente o livro didático, utilizado nas aulas de português para falantes de outras línguas. Nesta dissertação, consideramos o livro didático um gênero multimodal de presença fundamental no processo de ensino e aprendizagem, no qual também se inserem alunos e professores. Diante desta característica multimodal/multissemiótica do livro didático, propõe-se neste trabalho analisar as imagens/gravuras/fotografias que retratam nosso povo e nosso país. Baseando-nos, portanto, nas imagens apresentadas pelos livros didáticos temos como pergunta norteadora deste estudo: de que forma o Brasil e os brasileiros são (re)tratados nas imagens dos livros didáticos de português para estrangeiros? Neste sentido, nossa investigação baseia-se na pesquisa de caráter investigativo-qualitativo, por obedecer a critérios de representatividade, não de amostra probabilística.

Made available in DSpace on 2016-06-02T20:25:23Z (GMT). No. of bitstreams: 1 6301.pdf: 13529065 bytes, checksum: 3dd0f5e7e2c7165dcea9b0758e2ff350 (MD5) Previous issue date: 2014-03-28 / This study aims at investigating the relations between a Thematic Task-Based Syllabus and the Communicative Competence (CC) of students of Portuguese as a second language. This qualitative, ethnographic - interpretative research is grounded in studies on CC (CANALE; SWAIN, 1980; CANALE, 1983; CELCE-MURCIA, 2007; HYMES, 1972) of foreign language learners in immersion context. The framework for the Thematic Task-Based Syllabus is founded on theoretical studies of Barbirato (2005), Ellis (2003), Nunan (1989). The thematic material used in this work is called Brasilidades and the theme is based on cultural perspectives of the Northeast and South parts of Brazil. The material was implemented in two courses of Portuguese as a second language in a university in the Southeastern part of Brazil. Each course lasted 30 hours, and the data was collected in the second semester of 2012 and the first semester of 2013. Some of the instruments used for data collection were: research diary, audio and video recording of the classes and questionnaires. The results suggest that the Thematic Task-Based Syllabus allow students a profound mobilization of their CC in communicative scenarios. This kind of syllabus has also shown to be consonant to the model of CC proposed by Celce-Murcia (2007) which places the discursive competence as the center of the CC model since this type of planning recovers primary functions of language such as communication and production of meaning through meaningful contexts. During the task phase, it also offers moments of interaction between students based on the discursive construction of language. / Este estudo tem por objetivo pesquisar as relações que podem ser estabelecidas entre um planejamento temático baseado em tarefas (PTBT) e a competência comunicativa (CC) em um curso de português língua estrangeira (PLE). Esta é uma pesquisa interpretativista, de cunho etnográfico, com tratamento qualitativo dos dados, alicerçada em estudos sobre a CC (CANALE; SWAIN, 1980; CANALE, 1983; CELCE-MURCIA, 2007; HYMES, 1972) de alunos de língua estrangeira em contexto de imersão. Incorporado à base deste estudo está o PTBT, ao qual os participantes desta pesquisa foram expostos. Embasamo-nos nos estudos de Barbirato (2005), Ellis (2003) e Nunan (1989) para a elaboração de um material didático chamado Brasilidades, cujo foco está nas Regiões Nordeste e Sul do país, interpretadas a partir de recortes culturais. Esse material foi implementado em duas turmas de português para estrangeiros, com carga horária de 30 horas cada curso e duração de um semestre cada turma, totalizando um ano de coleta de dados (2012-2013) em uma universidade no interior paulista. Para a coleta de dados, utilizamos caderno de observações, gravação das aulas em áudio e vídeo e questionários semiabertos. Os resultados demonstraram que o PTBT possibilita ao aluno uma profunda mobilização de sua CC perante os cenários comunicativos. Este planejamento também mostrou ser consoante com o modelo da CC proposta por Celce-Murcia (2007) que coloca o componente discursivo como centro do modelo da CC, pois o PTBT resgata funções primárias da linguagem de comunicar e produzir conhecimentos por meio de tema significativo, além de oferecer, nas tarefas, momentos de interação dos alunos fundados na construção discursiva da linguagem.