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This qualitative study focused on the academic experience of first-year students in Québec universities during the COVID-19 confinement. Transitioning to university studies requires a psychosocial adaptation process, which can facilitate the academic experience. With the rise of COVID-19 in March 2020, confinement was mandatory, leaving students to study from home without any social adaptation, which may result in academic challenges. Following the psychosocial adaptation process to university studies and a phenomenological methodology, this research will study which strategies were used by the ten participants to meet the university academic demands in the COVID-19 confinement context, which coping skills were used, and what worked.

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Made available in DSpace on 2016-04-28T18:22:17Z (GMT). No. of bitstreams: 1 Rogerio da Costa Neves.pdf: 14600102 bytes, checksum: 1253ccf6b9d3df808eb871b68c46f462 (MD5) Previous issue date: 2011-05-05 / The objective of this research is to investigate and understand the phenomenon of complex issue treatment held during English classes in a public school in Rio de Janeiro taking into consideration students and teachers perspective. Complex issues are topics brought to the school environment through the use of determined materials, students request and teachers decision. These issues when dealt with allow numerous unfolding that may lead teachers and students to discuss topics that do not find in society a clear and defined positioning. Thus, they may arouse unexpected reactions from the part of those involved directly or indirectly in their treatment within school boundaries. This study was carried out with an initial group of 30 teachers who declared to hold this type of activity with their students. From this initial group, a focal group was created with 18 participants. There were also 37 students involved in this study who were able to discuss these issues during their English classes. With the intent of better understanding what really happened in my teaching practice I examined the official Brazilian documents (PCN, 1998; PCN-LE, 1998; OCEM, 2006) and also school documents (PPP, 2000). Based on these documents I tried to understand the paradigmatic changes that had taken place and that made realize the unsuitability of my own background education in relation to my present teaching practice. This led me to the study of the complexity theory (Morin, 1997/2008; Moraes, 1997/2006; Mariotti, 2007) which served as a theoretical-methodological basis for this research, the grounds on which all actions, interactions, and retroactions of lived experiences took place. In search of a better understanding of my own practice I also made use of the global/localized knowledge concept (Canagarajah, 2004; Celani, 2004). The objective in using questionnaires, face-to-face interviews, e-mails, exchange of messages by means of a social network and Moodle was to discuss the relevance, appropriateness, frequency and objectives of complex issue treatment. I was able to describe and interpret the phenomenon making use of a hermeneutic-phenomenological methodological approach (van Manen, 1990; Freire, 2003, 2007). The interpretation of the phenomenon revealed the existence of only one phenomenon in which students and teachers present their perspectives on what it is to discuss complex issues. Teachers in their texts brought about four themes: precaution, choice, absence and the other. These themes signal to a number of precautions taken and choices made by teachers when developing these activities. Teachers also reveal what they perceive as to be inexistent, or insufficient when dealing with these issues. Students texts unveiled three themes: impressions, changes and the other. These themes comprise what they believe to be the role of school and the results that could be achieved by activities like the ones developed during this research / O objetivo desta tese é investigar e compreender o fenômeno da discussão de assuntos complexos durante as aulas de Inglês de uma escola pública do Rio de Janeiro na perspectiva de seus professores e alunos. Assuntos complexos (ACs) são questões levadas para o ambiente escolar por meio dos materiais utilizados, pela sugestão dos alunos e decisão dos professores, que ao serem tratadas permitem desdobramentos que suscitarão a discussão de tópicos que não possuem na sociedade um posicionamento claro e definitivo, sendo assim difícil de prever as reações que essas discussões suscitarão. A pesquisa foi conduzida com um grupo inicial de 30 professores que declararam manter este tipo de atividade com seus alunos, dos quais 18 fizeram parte um grupo focal. Os alunos, trinta e sete, eram, por sua vez, todos alunos de língua inglesa e em suas aulas tinham a oportunidade de discutir esses assuntos. Com o propósito de melhor compreender aquilo que ocorria em minha prática busquei os documentos oficiais PCN (Brasil, 1998), PCN-LE (Brasil, 1998), OCEM (Brasil, 2006) e por fim o PPP (2000) da escola onde se desenvolveu a pesquisa e a partir desses documentos procurei entender as mudanças paradigmáticas que ocorreram e que fizeram com que minha formação escolar e acadêmica não mais satisfizesse o que vivia em minha prática docente. O estudo desses documentos e das razões que levaram a uma mudança paradigmática me levaram à teoria da complexidade (Morin, 1997/2008; Moraes, 1997/2006; Mariotti, 2007) que serviu de fundamentação teórico-metodológica para esta pesquisa, o terreno onde se desenvolveram todas as ações, interações, retroações das experiências vividas por aqueles que participaram dessas experiências. Buscando uma maior compreensão de minha prática naquilo que diz respeito à discussão de assuntos complexos, lancei mão também do binômio saber global/localizado (Canagarajah, 2004, 2005/2008; Celani, 2004a). Os questionários, entrevistas presenciais e por e-mail; e as discussões mantidas em um site de relacionamentos e no Moodle, tiveram por objetivo discutir a pertinência da discussão de assuntos complexos no ambiente escolar, sua frequência, sua importância e seus objetivos. A partir da abordagem hermenêutico-fenomenológica (van Manen, 1990; Freire, 2003, 2007) pude descrever e interpretar o fenômeno. A interpretação das experiências textualizadas revelou que o fenômeno da discussão de assuntos complexos pode ser compreendido como um único fenômeno no qual professores e alunos revelam suas perspectivas sobre o mesmo. Professores revelam quatro temas principais que são: cuidados, escolhas, ausências e o outro. Esses sinalizam para um número de cuidados que professores tomam e as escolhas que têm de fazer ao desenvolverem este tipo de atividade; revelam ainda, aquilo que percebem não existir, ou ser insuficiente ao tratar desses assuntos. Por fim, expressam a importância que seus pares e seus interlocutores têm ao buscar parâmetros que determinem seus comportamentos. Os alunos, por sua vez, manifestam em seus textos três temas principais: impressões, mudanças e o outro. Neles manifestam aquilo que acreditam ser o papel da escola e o que percebem como sendo o resultado da inserção das discussões de assuntos complexos no ambiente escolar

Made available in DSpace on 2016-04-28T18:22:22Z (GMT). No. of bitstreams: 1 Taciana Oliveira Carvalho Coelho.pdf: 25426812 bytes, checksum: 2a5e8e74137c041fd6c658d08bb7628f (MD5) Previous issue date: 2011-08-19 / Faculdades Integradas Tereza D'Ávila / This study aims to describe and interpret the phenomenon critical-reflective education of literacy teachers mediated by the reading of the children s literature book A fada que tinha ideias [The fairy who had ideas] (Almeida, 1976). The objective is to give a contribution of social relevance to the transformation of those teachers pedagogical practice. Theoretical constructs about teachers criticalreflective education, as suggested by Ghedin (2002), Perrenoud (2002), Schön (2000), Freire, P. (1970/1984, 2002), Dewey (1933/1959), among others, are discussed and the children's literature book is the trigger element of the critical reflection proposed. Among the various methodological options available for research in Applied Linguistics, I discovered an innovative and attractive interpretive path in the hermeneutic-phenomenological approach (van Manen, 1990; Ricoeur, 1976, 2001; Freire, M.M., 2010, 2007a, 2007b, 1998). The experience of reading and reflecting about the book was registered in texts produced by 55 participants of Letra Viva Alfabetização, a program for literacy teachers, which is offered by the Municipal Department of Education in a city of Vale do Paraíba region, in the state of São Paulo. Based on the textualization, thematization and validation processes proposed by van Manen (1990) and also on refinement and re-signification movements proposed by Freire, M.M. (2010, 2009, 2008a, 2007a, 2006), it was possible to identify five hermeneutic-phenomenological themes that constitute the structure of the investigated phenomenon, as presented in this thesis / O objetivo desta pesquisa é descrever e interpretar o fenômeno formação críticoreflexiva de professoras-alfabetizadoras mediada pela leitura da obra A fada que tinha ideias (Almeida, 1976), visando a uma contribuição de relevância social para a transformação de sua prática pedagógica. No trabalho, são discutidos construtos teóricos sobre formação docente, reflexão e reflexão-crítica, como propostos por Ghedin (2002), Perrenoud (2002), Schön (2000), Freire, P. (1970/1984, 2002), Dewey (1933/1959), entre outros; e uma obra de literatura infanto-juvenil é utilizada como elemento desencadeador da reflexão crítica proposta. Das várias opções metodológicas existentes para a investigação em Linguística Aplicada, descobri na Abordagem Hermenêutico-Fenomenológica (van Manen, 1990; Ricoeur, 1976, 2001; Freire, M.M., 2010, 2007a, 2007b, 1998) um caminho interpretativo inovador e atraente. A experiência de leitura e reflexão sobre o livro foi registrada em textos por 55 participantes do Programa Letra Viva - Alfabetização para professores alfabetizadores, curso de formação continuada oferecido pela Secretaria de Educação da Rede Municipal de Ensino de uma cidade do Vale do Paraíba, São Paulo. Tendo como base os processos de textualização, tematização e ciclo de validação propostos por van Manen (1990) e os movimentos de refinamento e ressignificação propostos por Freire, M.M. (2010, 2009, 2008a, 2007a, 2006), foi possível identificar cinco temas hermenêutico-fenomenológicos que constituem a estrutura do fenômeno experienciado pelas participantes desta investigação, como apresentado neste trabalho

Made available in DSpace on 2016-04-28T18:22:46Z (GMT). No. of bitstreams: 1 Mara Cristina Ferreira Cunha.pdf: 2569391 bytes, checksum: 871548677ccea58979e226be9826a3df (MD5) Previous issue date: 2013-10-22 / This work aims to describe and interpret the phenomenon ressignification of the English reading activity of a high school students group in a public school in the city of São Paulo in classes planned with the contribution from these students. The theoretical basis of this research relied on texts about the reading activity (Grellet, 1981/1985; Nuttall, 1982/1985; P. Freire, 1993/2007, Kleiman, 2011, 2012) and collaborative learning (P. Freire, 1970/2010; Magalhães, 2011). This research was conducted in the light of Hermeneutic-Phenomenological Approach (van Manen, 1990; Freire, 1998, 2009, 2010, 2012). Questionnaires, a reflexive reports, reflexive questions, reflexive diaries and field notes are the instruments for text collection. The interpretation of the texts points to three main themes which appear as central in this lived experience: disinterest, interest and challenges, and these themes present subthemes which express the desire to study the English language, resistance to classes based on tasks which are common in public schools, such as translation and grammar, and invest their focus in activities meaningful to their lives, and see the teacher as a partner when she/he gives them voice. Thus, this research aims to contribute to the area of teaching-learning, providing information about this English reading activity as a lived experience held in and through collaboration of the students / Este trabalho tem como objetivo descrever e interpretar o fenômeno ressignificação da atividade de leitura em língua inglesa de um grupo de alunos do ensino médio em uma escola da rede pública estadual na cidade de São Paulo em aulas planejadas a partir da contribuição dos estudantes. A fundamentação teórica dessa pesquisa está baseada em textos sobre a atividade de leitura (Grellet, 1981/1985; Nuttall, 1983/1985; P. Freire, 1993/2007, Kleiman, 2011, 2012) e sobre a aprendizagem colaborativa (P. Freire, 1970/2010; Magalhães, 2011). Esta pesquisa foi realizada à luz da Abordagem Hermenêutico-Fenomenológica (van Manen, 1990; Freire, 2009, 2010). Questionários, um relato reflexivo, questões reflexivas, diários reflexivos e notas de campo foram os instrumentos de coleta de textos. A interpretação dos textos indica que esses alunos expressam o desejo de estudar a língua inglesa, apresentam resistência à trabalhos comuns nas aulas de inglês da escola pública, como por exemplo, a tradução e o estudo calcado na gramática, investem seu foco em atividades cujo sentido é explícito para as suas vidas e veem no professor um parceiro quando este lhes dá voz. Assim, esta pesquisa pretende contribuir para a área de ensino-aprendizagem, fornecendo informações sobre esta atividade de leitura em inglês, como uma experiência vivida, realizada por meio da colaboração dos estudantes

Le jeu de transition offensive est défini comme le passage pour une équipe d’un statut de défenseur à celui d’attaquant. Selon les entraîneurs de football, ce moment, symbolisé par la récupération du ballon dans la dynamique du jeu, offre des potentialités plus importantes d’inscrire un but. Ce travail de thèse a ainsi cherché à décrire la coordination entre les partenaires durant la réalisation de plusieurs moments de transition offensive extraits de matchs au cours d’une saison. Il s’inscrit dans la ligne de recherche de la cognition collective. Il cherche à décrire le partage de contenus cognitifs permettant aux membres d’une équipe de se coordonner dans un environnement dynamique et incertain. Par coordination, nous entendons l’articulation des contributions interdépendantes de plusieurs joueurs d’une même équipe en vue d’atteindre un objectif commun. Nous avons d’abord caractérisé les connaissances partagées par les joueurs autour du jeu de transition offensive au début du championnat. Nous avons ensuite décrit les relations entre les buts visés par les joueurs durant la réalisation de ces moments ainsi que le partage d’informations contextuelles et de connaissances en acte. Notre étude apporte des éléments relatifs à la compréhension d’un collectif sur un moment particulier du jeu. A partir des résultats, nous contribuons à la réflexion sur les dispositifs d’entraînement au football en nous référant au cadre de l’ergonomie constructive. Nous introduisons notamment les concepts de capabilités et d’environnements capacitants dans l’aide au développement d’un collectif efficace / In team sports, offensive transition situation is defined as the switch from defensive to offensive status as a consequence of a beneficial turn-over in the ball possession. For soccer coaches, this situation is considered to give rise to opportunities to score a goal. The whole aim of this work is to describe and characterize how teammates of a same team are coordinated themselves during various offensive transition situations in situ. For this purpose, we adopt the team cognition’s line of research to describe the way teammates share cognitive contents enabling coordination. First, we have identified knowledge elements shared by players related to offensive transition situation at the beginning of the season. Then, we have characterized (a) the forms of connection between the objectives aimed at by the players, (b) the sharing of contextual information and (c) the sharing of knowledge elements during offensive transition situations. Our results shed the light on new knowledge elements for the comprehension of a team during complex and dynamic situations as such as diversity of shared elements and characterization of the evolution of the forms of sharedness. As a practical perspective, we propose a reflection about soccer training based on the constructive ergonomics approach supporting approach of both capabities and enabling environments for the development of efficacy collective in soccer.

Syftet med denna studie är att jämföra KBT (kognitiv beteendeterapi) och fenomenologi ur ett återhämtningsinriktat perspektiv. Den mer klassiska synen gällande tillfrisknandet från psykisk ohälsa, kan ses i likställighet till att bli botad eller symptomfri. I opposition till denna syn betonas istället vikten, ur perspektivet återhämtning, av att skapa ett nytt liv genom främst en värdefull social gemenskap. Därav utgör den professionelles förmåga, att stötta sin klient utifrån dennes individuella behov, en hörnsten inom återhämtning. KBT är relevant inom socialpsykiatri, då det är en väl implementerad behandlingsmetod. Den syftar främst till att uppnå en beteendeförändring hos klienten, exempelvis genom att förändra kognitiva tankemönster. Bortsett från KBT, utgör fenomenologi en relevant del. Detta då fenomenologi är en erkänd filosofisk metod inom detta område, som skiljer sig i jämförelse med KBT då den ej utgår från en specifik metodologisk grund. Därav ligger intresset av att jämföra dessa inriktningar ur ett gemensamt fenomen, så som återhämtning. Denna jämförelse har resulterat i väsentliga skillnader mellan båda inriktningar. De skiljer sig främst åt gällande synen på den professionella rollen och dennes förhållningssätt, samt synen på mätbara framsteg. Ur ett fenomenologiskt perspektiv präglas den professionelles roll av dennes förmåga att förhålla sig följsam och neutral, i jämförelse med KBT som nästintill förespråkar en mer aktiv och engagerad professionell roll. Gällande klientens mätbara framsteg, skiljer sig det fenomenologiska perspektivet i jämförelse med KBT, genom synen på framsteg som icke-synliga eller märkbara men trots det meningsfulla. / The aim of this study is to compare CBT (Cognitive behavioral therapy) and phenomenology through a recovery-oriented perspective. Recovery stands for an individual process, which can be seen in contrary to the more traditional view of being cured or symptom free, regarding mental illness. Instead of being cured for example, recovery emphasizes the process of constituting a new life, partially through a social community. A cornerstone in recovery is hence the practitioner’s ability to support its client, through her individual needs. CBT is relevant within the field of social psychiatry, since it is a well-implemented method of treatment. It mainly aims towards achieving a change of behavior, by addressing cognitive patterns. Phenomenology constitutes an acknowledged philosophical method in this field, but differs in the sense of not standing on a methodological base, as CBT. In this aspect lays the interest of comparing these methods through a common phenomenon, such as recovery. This comparison has resulted in a basic disparity between the two methods, predominantly regarding the view of the practitioner’s role and approach, as well as the perception of progress as measurable. The practitioner’s role, through a phenomenological perspective, features the ability to approach its client in a flexible and neutral manner, in opposition to a CBT-oriented practitioner, which advocates a more active and concerned approach. Regarding the clients progress as measurable, the phenomenological standpoint differs in comparison to CBT, through the perception of progress as being partly non-visible or noticeable but despite that meaningful.

This doctoral study examines whether MFIs in Ethiopia have developed the managerial readiness to face emerging threats and seize the opportunities within the context of unpredictable changes and turbulences. The interpretative phenomenological approach (IPA) has been used to collect, shape, and interpret the lived experiences, intuitions, and insights of 10 CEOs of MFIs. The data were interpreted using the double hermeneutic and analysed through the lenses of the theory of organisational agility and the Cynefin framework to make decisions. The premise of this study is that MFIs without agile organisational capability may fail to prepare and respond to changes in the external environment. The study results show multiple impediments that restrict MFIs from being adaptive towards achieving double bottom lines, i.e., the creation of social and financial value. MFIs in Ethiopia suffer from “pain points” such as inflation, illiquidity, and turbulences. The challenges include: the weak governance practice of nominal shareholders, outdated decision-making processes causing delays, staff turnover reducing enterprising capacity, and MFIs lacking sufficient digital and technological infrastructure. The study found most MFIs are incapable of responding quickly and innovatively to seize opportunities or to overcome adversities. The conclusion is that MFIs in Ethiopia have inadequate agile organisational capability to make strategic choices and execute operational processes during multiple and complex changes. The findings of the research are important, and pertinent for a better understanding of the organisational agility of social enterprises. The study has provided five recommendations to enhance policies and practical actions to build the agile organisational capabilities of social enterprises.

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