Submitted by Jailda Nascimento (jmnascimento@pucsp.br) on 2016-10-21T19:09:08Z No. of bitstreams: 1 Maria Mulé Slemenson.pdf: 1614728 bytes, checksum: 19a0170cc16e10fff1ac70955ccc0ac1 (MD5) / Made available in DSpace on 2016-10-21T19:09:08Z (GMT). No. of bitstreams: 1 Maria Mulé Slemenson.pdf: 1614728 bytes, checksum: 19a0170cc16e10fff1ac70955ccc0ac1 (MD5) Previous issue date: 2016-09-06 / The aim of this research was to conduct an analysis of the perceptions and recommendations given by literacy professors towards the online learning proposed by Projeto Trilhas. Created in 2012 by Instituto Natura and Comunidade Educativa CEDAC, in partnership with Brazilian Education Ministry (Ministério da Educação MEC), the proposed online learning has educational content designed to support professors who teaches children from 4 to 6 years of age for reading, writing and speaking skills. By encouraging educators to reflect on the conceptions and teaching methods of the Projeto Trilhas, the online programme – the focus of this research – aims to complement the existing education content and to enrich the classroom exercises. As a theoretical basis for this study, it was adopted the reference of writing and reading teachings by Delia Lerner, Claudia Molinari, Mirta Castedo and Ana Teberosky among others. Given the significant scope of Projeto Trilhas and its representative potential amongst different regions and workplaces, the data collection was carried out using the “Survey” methodology. With the help of a structured questionnaire, it was possible to gather responses from 42% of the total population of teachers who completed the online programme, a total of 997 participants, covering different segments: Kindergarten, Primary and Secondary Education. Alongside the user survey, two other phases of work were performed. The first one included the elaboration of a list of possible proficiency and teaching skills that can be developed by educators that adopt Projeto Trilhas methods. In the second phase, the potential development of such proficiency and skills in the online programme activities was verified. Results indicate that, from the educators' perspective, the online programme is a powerful educational strategy that contributes to their training and favours the teaching recommendations to be applied in the classroom. One of the most popular suggestions from the educators was the development of new remote online learning courses, with more study hours, certified by the MEC and addressing other areas of learning. It therefore follows that the objectives that have been established were achieved thanks to the legitimacy of the online programme confirmed by the professors who underwent the online training in Projeto Trilhas, and bolstered by a set of recommendations for the improvement and expansion of the online learning programme / Nesta pesquisa procurou-se realizar uma análise das percepções e recomendações de professores alfabetizadores acerca da proposta formativa on-line do Projeto Trilhas. Implementado em 2012 pelo Instituto Natura e pela Comunidade Educativa CEDAC, em parceria com o Ministério da Educação (MEC), trata-se de um conjunto de materiais pedagógicos que têm como objetivo apoiar os docentes que atuam com crianças de 4 a 6 anos de idade no campo da leitura, da escrita e da oralidade. O curso on-line, foco da investigação, pretende complementar o potencial de uso dos materiais pedagógicos e enriquecer as experiências realizadas nas salas de aula, a partir da reflexão dos professores sobre suas premissas, concepções e possibilidades de usos práticos. Como embasamento teórico deste estudo, foram adotados os referenciais sobre o ensino da leitura e a escrita de Delia Lerner, Claudia Molinari, Mirta Castedo, Ana Teberosky, dentre outras. Considerando a significativa abrangência do Projeto Trilhas e o potencial de representatividade por diferentes regiões e contextos de trabalho, a metodologia de coleta de dados foi a Survey. A partir de um questionário estruturado foi possível obter respostas de 42% do universo total de professores concluintes do curso on-line, num total de 997 participantes, contemplando diferentes segmentos: Educação Infantil, Ensino Fundamental e Ensino Médio. Paralelamente à investigação com os usuários, outras duas etapas de trabalho foram realizadas. Na primeira delas, foi elaborada a lista de competências e habilidades docentes possíveis de serem desenvolvidas por professores que se apropriam das propostas do Projeto Trilhas. Na segunda, verificou-se o potencial de desenvolvimento de tais competências e habilidades nas atividades do curso on-line. Os resultados indicam que, na percepção dos docentes, o curso on-line é uma potente estratégia formativa que contribui para a sua formação, favorecendo que as propostas pedagógicas sejam incorporadas em sala de aula. Dentre as sugestões mais frequentes, indicam a elaboração de novos cursos a distância, com mais horas de duração, certificados pelo MEC e que contemplem outras áreas do conhecimento. Conclui-se que os objetivos do trabalho foram alcançados a partir da legitimação do curso on-line pelos professores e da sistematização de um conjunto de recomendações para aprimoramento e ampliação da proposta formativa

<p>Local and international pundits concur that education systems play a pivotal role in fostering and developing values in learners. In some countries, like South Africa, the values and rights&nbsp / enshrined in the Constitution and the Bill of Rights resonate in the Schools Act. As one of the concerns of education is nationbuilding, my study investigates if the integration of the values does&nbsp / achieve tolerance and co-operation in the classroom by examining how learners make sense of values in the Mathematical Literacy curriculum. While I firmly believe that educational&nbsp / institutions have a responsibility to integrate positive values into all aspects of the school curriculum, it is my contention that learners cannot fully benefit from values specifically related to the&nbsp / Mathematical Literacy curriculum itself on their own. All stakeholders in education need to come together to establish an informed understanding of policy documents and reconcile the complexities and challenges that surround the transmission of values, so that educators will be able to assist learners in a meaningful way. The classroom life of a learner is intricately woven&nbsp / with that of the teacher. In order to unearth the views and practices of learners and teachers, I adopted a participatory approach. The qualitative study that ensued was conducted in three Mathematics Literacy classrooms at secondary schools in Cape Town, South Africa. The observation sessions afforded me the opportunity to experience and appreciate how the teachers&nbsp / integrate values into the Mathematical Literacy lessons while observing learners‟ behaviour in the classroom. The interactions and interviews with both learners and teachers aided in further unravelling their understanding and implementation of values in the Mathematical Literacy lessons. For learners to develop into responsible, caring and morally just citizens who arecapable of critical thought, they&nbsp / equire an education that provides them with the necessary opportunities and tools to develop. Mathematical Literacy is able to provide learners with the relevant opportunities and thinking&nbsp / tools to construct meaning around moral concepts. I strongly believe that for learners to accomplish this goal, educators need to be appropriately capacitated to facilitate opportunities for their&nbsp / learners.I did not find any evidence in the literature that suggests a fail-safe theoretical approach to success in values education. I am of the opinion that for any measure of success in values education, a combination of these theories of learning and moral development has to be employed.</p>

<p>Local and international pundits concur that education systems play a pivotal role in fostering and developing values in learners. In some countries, like South Africa, the values and rights&nbsp / enshrined in the Constitution and the Bill of Rights resonate in the Schools Act. As one of the concerns of education is nationbuilding, my study investigates if the integration of the values does&nbsp / achieve tolerance and co-operation in the classroom by examining how learners make sense of values in the Mathematical Literacy curriculum. While I firmly believe that educational&nbsp / institutions have a responsibility to integrate positive values into all aspects of the school curriculum, it is my contention that learners cannot fully benefit from values specifically related to the&nbsp / Mathematical Literacy curriculum itself on their own. All stakeholders in education need to come together to establish an informed understanding of policy documents and reconcile the complexities and challenges that surround the transmission of values, so that educators will be able to assist learners in a meaningful way. The classroom life of a learner is intricately woven&nbsp / with that of the teacher. In order to unearth the views and practices of learners and teachers, I adopted a participatory approach. The qualitative study that ensued was conducted in three Mathematics Literacy classrooms at secondary schools in Cape Town, South Africa. The observation sessions afforded me the opportunity to experience and appreciate how the teachers&nbsp / integrate values into the Mathematical Literacy lessons while observing learners‟ behaviour in the classroom. The interactions and interviews with both learners and teachers aided in further unravelling their understanding and implementation of values in the Mathematical Literacy lessons. For learners to develop into responsible, caring and morally just citizens who arecapable of critical thought, they&nbsp / equire an education that provides them with the necessary opportunities and tools to develop. Mathematical Literacy is able to provide learners with the relevant opportunities and thinking&nbsp / tools to construct meaning around moral concepts. I strongly believe that for learners to accomplish this goal, educators need to be appropriately capacitated to facilitate opportunities for their&nbsp / learners.I did not find any evidence in the literature that suggests a fail-safe theoretical approach to success in values education. I am of the opinion that for any measure of success in values education, a combination of these theories of learning and moral development has to be employed.</p>

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This dissertation interrogates the deficit assumptions about English proficiency of skilled immigrants who were recruited by Canadian governments between the late 1990s and early 2000s. Through the lens of literacy as social practice, the eighteen-month ethnographic qualitative research explores the sequential experiences of settlement and economic integration of seven well-educated Chinese immigrant professionals. The analytical framework is built on sociocultural approaches to literacy and learning, as well as the theories of discourses and language reproduction. Using multiple data sources (observations, conversational interviews, journal and diary entries, photographs, documents, and artifacts collected in everyday lives), I document many different ways that well-educated Chinese immigrants take advantage of their language and literacy skills in English across several social domains of home, school, job market, and workplace. Examining the trans-contextual patterning of the participants’ language and literacy activities reveals that immigrant professionals use literacy as assistance in seeking, negotiating, and taking hold of resources and opportunities within certain social settings. However, my data show that their language and literacy engagements might not always generate positive consequences for social networks, job opportunities, and upward economic mobility. Close analyses of processes and outcomes of the participants’ engagements across these discursive discourses make it very clear that the monolithic assumptions of the dominant language shape and reinforce structural barriers by constraining their social participation, decision making, and learning practice, and thereby make literacy’s consequences unpredictable. The deficit model of language proficiency serves the grounds for linguistic stereotypes and economic marginalization, which produces profoundly consequential effects on immigrants’ pathways as they strive for having access to resources and opportunities in the new society. My analyses illuminate the ways that language and literacy create the complex web of discursive spaces wherein institutional agendas and personal desires are intertwined and collide in complex ways that constitute conditions and processes of social and economic mobility of immigrant populations. Based on these analyses, I argue that immigrants’ successful integration into a host country is not about the mastery of the technical skills in the dominant language. Rather, it is largely about the recognition and acceptance of the value of their language use and literacy practice as they attempt to partake in the globalized new economy.

This dissertation interrogates the deficit assumptions about English proficiency of skilled immigrants who were recruited by Canadian governments between the late 1990s and early 2000s. Through the lens of literacy as social practice, the eighteen-month ethnographic qualitative research explores the sequential experiences of settlement and economic integration of seven well-educated Chinese immigrant professionals. The analytical framework is built on sociocultural approaches to literacy and learning, as well as the theories of discourses and language reproduction. Using multiple data sources (observations, conversational interviews, journal and diary entries, photographs, documents, and artifacts collected in everyday lives), I document many different ways that well-educated Chinese immigrants take advantage of their language and literacy skills in English across several social domains of home, school, job market, and workplace. Examining the trans-contextual patterning of the participants’ language and literacy activities reveals that immigrant professionals use literacy as assistance in seeking, negotiating, and taking hold of resources and opportunities within certain social settings. However, my data show that their language and literacy engagements might not always generate positive consequences for social networks, job opportunities, and upward economic mobility. Close analyses of processes and outcomes of the participants’ engagements across these discursive discourses make it very clear that the monolithic assumptions of the dominant language shape and reinforce structural barriers by constraining their social participation, decision making, and learning practice, and thereby make literacy’s consequences unpredictable. The deficit model of language proficiency serves the grounds for linguistic stereotypes and economic marginalization, which produces profoundly consequential effects on immigrants’ pathways as they strive for having access to resources and opportunities in the new society. My analyses illuminate the ways that language and literacy create the complex web of discursive spaces wherein institutional agendas and personal desires are intertwined and collide in complex ways that constitute conditions and processes of social and economic mobility of immigrant populations. Based on these analyses, I argue that immigrants’ successful integration into a host country is not about the mastery of the technical skills in the dominant language. Rather, it is largely about the recognition and acceptance of the value of their language use and literacy practice as they attempt to partake in the globalized new economy.