Social, cultural, economic and political processes influence conditions of children’s development and determine changes in their self-development. Entrenching consumer culture and consumerism, promoted by it, determine the change in the attitude towards the child as a consumer. The dissertation defines constructs of children’s consumer culture and children’s as consumers’ behaviour, highlights sociocultural, educational conditions of their manifestation as well as threats and possibilities of consumer culture and the related phenomenon – TV advertising – for children. Meaningfulness of (self-)development of children’s resistance to consumerism, analysed in the dissertation, is grounded on the idea that children, not being conscious consumers, must learn both to adjust to consumer culture and resist its mass culture, levelling everything. The aim of the research is to study the experience of pre-primary age children’s consumption, the situation of (self-)development of resistance to consumerism in the family and, based on critical attitude to consumer culture and knowledge of the phenomenon of consumerism in children’s culture, to disclose educational conditions for (self-)development of their resistance to consumerism. Conducting the research on (self-)development of pre-primary children’s resistance to consumerism, the mixed method approach was applied, in parallel combining qualitative and quantitative research methods of data collection and analysis. As the result of the... [to full text] / Socialiniai, kultūriniai, ekonominiai, politiniai procesai veikia vaikų vystymosi sąlygas ir lemia ugdymosi pokyčius. Įsigalinti vartotojiška kultūra bei jos skatinamas vartotojiškumas lemia požiūrio į vaiką kaip vartotoją kaitą. Disertacijoje apibrėžti vaikų vartotojiškos kultūros, vaikų kaip vartotojų elgsenos konstruktai, išryškintos jų raiškos sociokultūrinės, edukacinės sąlygos, vartotojiškos kultūros bei su ja susijusio reiškinio – TV reklamos – grėsmės ir galimybės vaikams. Disertaciniame darbe analizuojamo vaikų atsparumo vartotojiškumui ugdymo(si) prasmingumas grindžiamas idėja, jog vaikai nebūdami sąmoningi vartotojai turi išmokti ne tik prie vartotojiškos kultūros prisitaikyti, bet ir atsispirti jos visa niveliuojančiai masinei kultūrai. Tyrimo tikslas – ištirti priešmokyklinio amžiaus vaikų vartojimo patirtį, atsparumo vartotojiškumui ugdymo(si) situaciją šeimoje ir, remiantis kritiniu požiūriu į vartotojišką kultūrą bei žiniomis apie vartotojiškumo reiškinį vaikų kultūroje, atskleisti jų atsparumo vartotojiškumui ugdymo(si) pedagogines sąlygas. Atliekant priešmokyklinio amžiaus vaikų atsparumo vartotojiškumui ugdymo(si) tyrimą taikyta mišrių metodų prieiga, lygiagrečiai derinant kokybinius ir kiekybinius tyrimo duomenų rinkimo ir analizės metodus. Kaip disertacinio tyrimo rezultatas, papildantis ugdymo praktiką, pristatomas tyrimo rezultatais grįstų pedagoginių sąlygų, skirtų vaikų atsparumui vartotojiškumui ugdyti, struktūrinis modelis.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2017-05-22T13:15:55Z No. of bitstreams: 2 Dissertação - Rhanya Rafaella Rodrigues - 2017.pdf: 3318689 bytes, checksum: 6699e30f5ef3af03787ed15fb2893906 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-05-22T13:16:17Z (GMT) No. of bitstreams: 2 Dissertação - Rhanya Rafaella Rodrigues - 2017.pdf: 3318689 bytes, checksum: 6699e30f5ef3af03787ed15fb2893906 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-05-22T13:16:17Z (GMT). No. of bitstreams: 2 Dissertação - Rhanya Rafaella Rodrigues - 2017.pdf: 3318689 bytes, checksum: 6699e30f5ef3af03787ed15fb2893906 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-04-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The process of L2 acquisition tends to produce many controversies regarding the level of advanced performance of learners. Whereas some researchers attribute proficiency level to pedagogical practices worked up in the classroom, others affirm that individual differences, that is, specific characteristics of learners, interfere in this process (ORTIZ-PREUSS; SANZ, 2016). Nonetheless, Sanz (2005) suggests it should be investigated the relations between pedagogical conditions and individual differences of learners, in order to further explain the variability in final proficiency level of L2 adult learners. In addition, another prominent aspect is the lack of researches on acquisition of intonation in Spanish/L2. Based on that, in this research, we propose to observe the effects of explicit instruction in acquisition of total declaratory and interrogative utterances, which possess the most distinct intonational patterns between Portuguese and Spanish (DIAS, 2015). Intending to analyse possible interactions between effects of explicit instruction and IDs – Individual Differences (age, frequency of use, teaching experience and attention span capacity) in the acquisition of these utterances, we conducted a semi-experimental research of quantitative nature. The research participants were Brazilian learners of Spanish from intermediate-advanced level who were in the context of Spanish teaching graduation course and in the context of a language course center. These participants were divided into groups of four, considering: i) the context (graduation course or free course); and ii) the intervention (experimental or control). For obtaining the data, we used the following instruments: linguistic pre-test, linguistic post-test, questionnaire of linguistic background and proficiency, and test of attentional capacity (ANT). It should be noted that we used a free software, PRAAT, not only in the explicit instruction, as a way of evidencing the melodic contours produced by students, but also in the data analysis, to assigning scores to correct or incorrect utterance production. The participants of experimental groups were submitted to a period of explicit instruction about the target utterances in between pre-test and post-test. The results indicate that scores of participants of experimental groups enhanced after receiving explicit instruction, although differences in the analysis cannot be considered significant among the groups. Besides that, we observed the association between explicit instruction and age, frequency of use, general mastery of skills, having lived in Hispanic-speaking country and teaching experience. It was also verified that total interrogative utterances are more difficult for Brazilian learners of Spanish/L2 when compared to declaratory utterances. Lastly, the results point out that explicit instruction can contribute to the acquisition of this study’s target-utterances, however, we must consider that some IDs can maximize or supply the effects of explicit instruction. Keywords: Pedagogical Conditions. Individual Differences. Intonation. Spanish/L2. Effects of Explicit Instruction. Total Declaratory and Interrogative Utterances / O processo de aquisição de L2 tende a gerar muitas controvérsias no que se refere ao nível de desempenho avançado dos aprendizes. Enquanto alguns estudiosos atribuem o nível de proficiência obtido às práticas pedagógicas desenvolvidas em sala de aula, outros afirmam que são as diferenças individuais (DIs), ou seja, as características pessoais de cada aprendiz, que interferem nesse processo (ORTIZ-PREUSS; SANZ, 2016). No entanto, Sanz (2005) sugere que se deve investigar a interação entre as condições pedagógicas e as diferenças individuais dos aprendizes, com vistas a explicar melhor a variabilidade no nível de proficiência avançado de aprendizes adultos de L2. Além disso, outro aspecto que chama a atenção é a carência de pesquisas sobre a aquisição da entoação em espanhol/L2. A partir disso, neste estudo, propõe-se a observar os efeitos da instrução explícita na aquisição de enunciados declarativos e interrogativos totais, que são os que apresentam padrão entoacional mais divergente entre a língua portuguesa e a língua espanhola (DIAS, 2015). Espera-se, também, analisar possíveis interações entre efeitos da instrução explícita e DIs (idade, frequência de uso, experiência linguística, experiência docente e capacidade atencional) na aquisição desses enunciados. À vista disso, realizou-se uma pesquisa semi-experimental de natureza quantitativa. Participam do estudo 19 aprendizes brasileiros de espanhol em nível intermediário-avançado, que fazem parte do contexto de licenciatura em espanhol e do contexto de curso de idiomas. Os participantes estão divididos em quatro grupos, considerando-se: i) o contexto (graduação ou curso livre); e ii) a intervenção (experimental ou controle). Para a obtenção de dados foram usados os seguintes instrumentos: pré-teste e pós-teste linguístico, questionário de histórico e proficiência linguística e teste de capacidade atencional (ANT). Cabe ressaltar que usou-se o software de uso livre PRAAT, tanto na instrução explícita, como forma de evidenciar os contornos melódicos produzidos pelos alunos, quanto na análise de dados, para a atribuição dos escores de acerto ou erro na produção dos enunciados. Os participantes dos grupos experimentais foram submetidos a um período de instrução explícita sobre os enunciados-alvo, entre o pré-teste e o pós-teste. Os resultados indicam que os escores dos participantes dos grupos experimentais aumentaram após o recebimento da instrução explícita, embora as análises não tenham revelado diferença significativa entre os grupos. Além disso, observa-se associação entre efeitos de instrução explícita e idade, frequência de uso, domínio geral de habilidades, vivência em país de fala hispana e experiência docente. Verifica-se, também, que os enunciados interrogativos totais são considerados os que apresentam produção mais difícil aos aprendizes brasileiros de espanhol/L2, em comparação com os enunciados declarativos. Os resultados indicam que a instrução explícita pode contribuir para a aquisição dos enunciados-alvo deste estudo, no entanto, deve-se considerar que algumas DIs podem maximizar ou suprir os efeitos da instrução explícita. Palavras-Chave: Condições Pedagógicas. Diferenças Individuais. Entoação. Espanhol/L2. Efeitos da Instrução Explícita. Enunciados Declarativos e Interrogativos Totais.

Abstrakt Syftet med examensarbetet har varit att bidra med kunskap om fritidslärares förutsättningar att påverka utformningen av den fysiska inomhusmiljön på fritidshemmet. Studiens syfte uppnås med hjälp av frågeställningarna som fokuserar på vilka förutsättningar fritidslärarna har och ges i dagsläget enligt rektorerna och fritidslärarna.  För att ta reda på det här har en kvalitativ studie genomförts på två olika skolor som har genererat fyra intervjuer med fritidslärare och två intervjuer med rektorer. Intervjuerna genomfördes genom fysiska besök på skolorna där informanterna arbetade och därmed kunde den fysiska inomhusmiljön observeras. Det empiriska materialet har analyserats genom en tematisk analys och har genererat två teman. Temana har sedan analyserats med Engeströms verksamhetsteori (1987) där har tre primära- och fyra sekundära motsättningar identifierats i fritidslärarnas förutsättningar att påverka utformningen av den fysiska inomhusmiljön.  I resultatet framkommer det att rektorerna har fullt förtroende för fritidslärarna när det kommer till inköp av förbrukningsmaterial och möblering av den befintliga fysiska inomhusmiljön. Enligt fritidslärares utsagor ökar möjligheten att påverka utformningen av den fysiska inomhusmiljön när fritidslärarna delar en samsyn och planeringstid med klasslärare och har tillgång till egna lokaler. De förutsättningar fritidsläraren inte kan påverka är hur stor budget de har tillgång till, avtal, lokaltillgång och deras tjänsts utformning gällande planeringstid och undervisningstimmar i klass. Genom att svara på studiens syfte har studien kunnat bidra till ökad kunskap om fritidslärarens förutsättningar att påverka utformningen av den fysiska inomhusmiljön. / The purpose has been to contribute with knowledge about leisure teachers' conditions to influence the design of the physical environment at the leisure center. The purpose of the study is achieved with the help of the questions that focus on what conditions the leisure teachers have and are currently given according to the principals and the leisure teachers. To find out, we performed a qualitative study at two different schools that generated four interviews with leisure teachers' and two interviews with principals. The interviews were at the schools where the informants worked and thus the physical environment could be observed. The empirical material has been analyzed through a thematic analysis and has generated two themes. Themes have been analyzed with Engeström's Activity theory (1987), where we have identified three primary and four secondary contradictions in the leisure teachers' conditions to influence the design of the physical indoor environment. The results show that the principals have full trust in the leisure teachers when it comes to purchasing consumables and furnishing the existing physical environment. The possibilities to influence the design of the physical environment increases when the leisure teachers share consensus and planning time with the classteacher and have access to their own premises. Additionally, the leisure teachers' express that they do not have influence over the budget they have access to, agreements, premises access and the design of their time schedule in terms of planning and teaching hours in class. By responding to the purpose of the study, we have been able to increase knowledge about the leisure teachers' conditions to influence the physical environment.