It is of primary concern, both from the perspective of the individual and of society at large, to take measures to prevent the occurrence of a negative development amongst young people. The starting point of this dissertation is the notion that interpersonal interactions that occur between people contribute to a process of learning, thus focus is placed upon the pedagogic interactions between society's authorities and young people in trouble. How such interactions contribute to the process of learning regarding the young people, and what that learning entails, is seen as a vital pedagogic question. The overriding aim of the dissertation is to identify aspects of learning that occur during the interactions between society's authorities and young people in trouble, in order to contribute to an understanding of how such interactions can be developed in a constructive manner. The thesis is based on the theories of man as a social being, dependent on relationships and interaction for the process of knowledge. The empirical study includes interviews with teachers, social workers, police officers and young people. Vignettes have formed the basis of discussions about the measures and initiatives taken by society and the types of experience the young people feel the measures and initiatives have led to. Since an element of authority is a component of the relationship between the representatives of society and the young people, the concept of governmentality formulated by Foucault has been used in the process of analysis. Also von Wright's concepts of punctual and relational perspective have been used in this process. The purpose of this study is to attempt to determine what consequences the various perspectives taken in the interactions may lead to, in relation to the knowledge these young people develop about themselves and about society. The result shows that society's representatives among themselves have different views of young people in trouble. Young people's experiences of interactions with society's representatives argue for the fact that their backgrounds often direct the course of the interaction and its contents. Young people testify about irrelevant measures and initiatives taken by society; that they are subject to prejudice and that the principle of "equality before the law" is not observed. Their experience has led them to feel that they have less of human dignity. The dissertation ends up in a discussion about the prerequisites necessary, in order that pedagogic interactions between a person in authority and young people in difficulties may proceed from a relational perspective. The ability to take the young person's perspective would thereby be a central aspect in the discussion about what measures and initiatives taken by society are appropriate to change a troubled lifestyle.

Made available in DSpace on 2016-04-28T18:23:32Z (GMT). No. of bitstreams: 1 Eduardo de Andrade Goncalves.pdf: 3416036 bytes, checksum: 1c42332f7c8e4d516ceb5d637b853e64 (MD5) Previous issue date: 2007-06-28 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This work aims at investigating five pedagogical meetings in a language institution, in order to understand, based upon the ocial-historical-cultural perspective (Vygotsky, 1934/1993), their organization as an activity for analyzing, reflecting and discussing to co-construct actions for the classroom pedagogical problems. Inserted in Applied Linguistics field and based upon Activity Theory (AT) (Leont´ev, 1977/2003), upon Language Utterance Theory (Bakhtin, 1929/1995) and upon Critical Refection (Freire, 1970; Smyth, 1992; Schön, 1992, 2000; Kemmis, 1987), this research analyses the organization of this activity, emphasizing the role of the language as mediator of the relations carried out by the subjects considering the pedagogical meeting as the place for teacher s development. This study is a critical-action research of collaborative characteristic (Magalhães, 1998, 2002, 2004; Liberali, 1999, 2002, 2004) in which as participant, as pedagogical-coordinator and researcher, I intended to observe, analyze, understand and collaborate for the educational practices transformation of the institution in focus. The data were ategorized and analysed starting from the language action situations, thematic content, and rototypic sequences (Bronckart, 2003); the turn-taking to discuss the verbal interaction characteristics that took place during the process (Kerbrat-Orecchioni, 1992, 1998). The data analysis shows that the meetings didn t constitute themselves as places for collaborativecritical- reflection development, prevailing the pragmatic reflection and opinions based upon the common sense. In the same manner, the rules and labour division were established asymmetrically and the object construction was based upon the teacher s social needs and, therefore, apart from the aims idealized by the coordinator for the activity. It also suggests that the researcher-coordinator didn t make use of inquiries that could help the group with the development of new meanings established by the critical reflection process / Este trabalho objetiva investigar cinco reuniões pedagógicas em uma escola de idiomas, visando compreender, dentro da perspectiva sócio-histórico-cultural (Vygotsky, 1934/1993), a constituição desse espaço como momento de análise, reflexão e discussão, a fim de co-construir ações para os problemas pedagógicos da sala de aula. Inserida na Lingüística Aplicada e fundamentada na Teoria da Atividade (Leont´ev, 1977), na Teoria Enunciativa da linguagem (Bakhtin, 1929/1995) e na Reflexão Crítica (Freire, 1970; Smyth, 1992; Schön, 1992, 2000; Kemmis, 1987), a pesquisa analisa a organização dessa atividade, com ênfase no papel da linguagem como mediadora das relações estabelecidas pelos sujeitos e considerando a reunião pedagógica como lócus para a formação docente. Trata-se de uma pesquisa-ação crítica de cunho colaborativo (Magalhães, 1998, 2002, 2004; Liberali, 1999, 2002, 2004) em que como participante, no papel de coordenador pedagógico e pesquisador, intencionei observar, analisar, compreender e colaborar para as transformações das práticas educativas da instituição focal. Os dados foram categorizados e analisados a partir de situações de ação de linguagem, conteúdo temático e seqüências prototípicas (Bronckart, 2003); os turnos de fala, para discutir a natureza das interações verbais ocorridas durante o processo (Kerbrat-Orecchioni, 1992, 1998). A análise dos dados evidencia que as reuniões não se onstituíram como espaços para formação crítico-reflexiva colaborativa, predominando as reflexões pragmáticas e as opiniões fundamentadas pelo senso comum. Do mesmo modo, as regras e a divisão de trabalho foram estabelecidas assimetricamente, a construção do objeto teve como base as necessidades sociais dos professores e, portanto, distante das metas idealizadas pelo coordenador para a atividade. Também sugere que o coordenador-pesquisador não fez uso de questionamentos capazes de auxiliar o grupo na formação de novos significados estabelecidos pelo processo de reflexão crítica

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present study has as its objective analyzing the process of diffusion of the ideário" of the New School in the daily of school groups from Sergipe, from1934 until the year of 1960. Based on the perspective of New Cultural History, it searched theoretical endorsement in the workmanships of Lourenço Filho, Marta Carvalho, Zaia Brandão and Clarice Nunes. The sources of research for this study had been the terms of visit and the bulletins of inspection, acts of the pedagogical meetings, periodicals, legislation, amongst other sources. The school groups chosen for the related study were the School Group Dr. Manoel Luis , João Fernandes de Brito and the Gumercindo Bessa . The escolanovista ideário was spread out in the courses of formation of teachers, in the work of school overseers and in pedagogical meetings in daily of school groups, a procedure established in the Regulation 262, of October of 1945, a ruling document of the Public Instruction from Sergipe. From this process of diffusion it had protruded the work of some intellectuals as Helvécio de Andrade, Rocha Lima, Nunes Mendonça and Acrísio Cruz. / O presente estudo tem como objetivo analisar o processo de difusão do ideário da Escola Nova no cotidiano dos grupos escolares sergipanos, o ano de 1934 até o ano de 1960. Pautando-se na perspectiva da Nova História Cultural, buscou respaldo teórico nas obras de Lourenço Filho, Marta Carvalho, Zaia Brandão, Clarice Nunes. As fontes de pesquisa para esse estudo foram os termos de visita e os boletins de inspeção, atas das reuniões pedagógicas, jornais, legislação, entrevistas. Os grupos escolares selecionados para o referido estudo foi o Grupo Escolar Dr. Manoel Luís , João Fernandes de Brito e o Gumercindo Bessa .O ideário escolanovista foi difundido nos cursos de formação de professores, no trabalho dos inspetores escolares e nas reuniões pedagógicas realizadas no cotidiano dos grupos escolares, procedimento estabelecido no Regulamento nº. 262, de outubro de 1945, documento normatizador da Instrução Pública sergipana. Nesse processo de difusão teve destaque o papel de vários intelectuais como Helvécio de Andrade, Rocha Lima, Nunes Mendonça e Acrísio Cruz. .