This study focuses on the strengths of early adolescents after losing a parent to suicide. Strengths is a global phenomenon and yet little research has been undertaken in South Africa pertaining to strengths in early adolescence. The goal of the study was to determine how the early adolescent experiences the suicidal death of a parent while simultaneously going through puberty, and what strengths were present to help them make meaning out of what happened in their lives. The research was conducted through a phenomenological design and followed a qualitative research approach within an interpretivist paradigm. The research design and approach allowed the participants to give meaning to the construct by sharing their own experiences. A total of 6 early adolescent girls from the ages of twelve to sixteen years were purposefully selected from the East Rand area, Gauteng. Five of the girls were Afrikaans speaking and one was English speaking. Three of the girls lost a mother to suicide and three of the girls lost a father to suicide. The qualitative data was collected in the form of individual in-depth interviews with the early adolescents. The interviews were voice recorded, transcribed and typed out by online transcribers. The raw data was checked by the researcher for accuracy and categorised to ascertain certain emerging themes. Thematic data analysis was used to transform the transcribed data into meaningful information. Principles and strategies to increase the trustworthiness of the data were done through a process of crystallisation. The researcher's objective was to understand and interpret the meanings the participants gave to their own experiences, to identify the strengths that emerged and make findings available to professionals and parents. The findings of the study revealed that early adolescents do present with certain strengths of an intrapersonal nature that assisted and support them through the grief and bereavement process after the suicide of a parent. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

This study focuses on the strengths of early adolescents after losing a parent to suicide. Strengths is a global phenomenon and yet little research has been undertaken in South Africa pertaining to strengths in early adolescence. The goal of the study was to determine how the early adolescent experiences the suicidal death of a parent while simultaneously going through puberty, and what strengths were present to help them make meaning out of what happened in their lives. The research was conducted through a phenomenological design and followed a qualitative research approach within an interpretivist paradigm. The research design and approach allowed the participants to give meaning to the construct by sharing their own experiences. A total of 6 early adolescent girls from the ages of twelve to sixteen years were purposefully selected from the East Rand area, Gauteng. Five of the girls were Afrikaans speaking and one was English speaking. Three of the girls lost a mother to suicide and three of the girls lost a father to suicide. The qualitative data was collected in the form of individual in-depth interviews with the early adolescents. The interviews were voice recorded, transcribed and typed out by online transcribers. The raw data was checked by the researcher for accuracy and categorised to ascertain certain emerging themes. Thematic data analysis was used to transform the transcribed data into meaningful information. Principles and strategies to increase the trustworthiness of the data were done through a process of crystallisation. The researcher's objective was to understand and interpret the meanings the participants gave to their own experiences, to identify the strengths that emerged and make findings available to professionals and parents. The findings of the study revealed that early adolescents do present with certain strengths of an intrapersonal nature that assisted and support them through the grief and bereavement process after the suicide of a parent. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

The study aimed at giving a thick description of African families' experiences, views, cultural beliefs and interpretations of traumatic brain injury (TBI), and making recommendations for rehabilitation. It was conducted from the qualitative research paradigm, adopting a phenomenological research method. Twenty-two pairs of participants (patients and their caregivers )were interviewed about their perception of TBI. The semi-structured interviews were conducted at the participants' homes in Sesotho, and where necessary in their home languages. The consequences of TBI were found to follow universal trends (Oddy, 1984). However, participants' perceptions, as shaped by their experiences, views and cultural beliefs, were found to be unique. On analysing the gathered data, using inductive data analysis, it was found that African families' interpretations of TBI were based on beliefs about witchcraft, thwasa, Satanism, ancestral anger and God's wish. Based on these findings, rehabilitation services in the form of education, advocacy, networking and family therapy are recommended. / Psychology / M.A.(Clinical Psychology)

Made available in DSpace on 2016-04-28T18:23:02Z (GMT). No. of bitstreams: 1 Sergio Miguel Gartner Pais de Oliveira.pdf: 3625928 bytes, checksum: 1b2f05e41d09488d59d288948302155a (MD5) Previous issue date: 2015-03-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims at describing and interpreting the collaborative writing in English (understood as a human experience phenomenon) developed by 9th grade students of a private Elementary School in Belo Horizonte (MG), from the complex thought perspective. The research involves the accomplishment of two writing assignments undertaken on the Google Docs plataform which uses Web 2.0 resources and whose goals were to motivate group work, practise writing skills in EFL, develop creativity, reflection, discussion and problem solving. The texts used for the interpretation of the phenomenon were collected from four online questionnaires. Records and comments written on students' work also served as textual material to understand the nature of the phenomenon studied. This research is primarily based on Morin`s notion of Complex Thought (1990, 2009, 2010) which can be understood as an open, inclusive and flexible thinking that sets a new look at the world, trying to understand the constant changes of the real world. The new paradigm dialogues with the opposite, with multiplicity, randomness, and uncertainty. Grounded on Complexity as the starting point, other theoretical components are also used to help the investigation, considering collaborative writing in teaching L2, procedural writing models, digital context of Web 2.0 and collaborative learning. These constructs interact with each other and are important for understanding the context of the research, as well as its characteristics and uniqueness. To conduct this research, a qualitative methodology is adopted, specifically, the Hermeneutic- Phenomenological Approach, according to Freire‟s (1998, 2007, 2009, 2010, 2012) and van Manen`s (1990) perspectives. This study reveals that the collaborative writing in digital context is structured around three comprehensive themes environment, interaction, tasks which are subdivided in subthemes that unveil the nature of the phenomenon under investigation. Based on the research undertaken it is possible to assert that collaborative writing in the digital environment can lead to new paths to a theory of writing in L2, engendering collaborative projects focused on writing in a foreign language. This study demonstrates that learners can develop communication and cooperation skills, as well as the development of critical thinking when there is a conducive learning environment for interaction / Esta pesquisa tem por objetivo descrever e interpretar a escrita colaborativa em inglês (entendida como fenômeno da experiência humana) desenvolvida em ambiente on-line, por alunos de um 9o ano do Ensino Fundamental de uma instituição privada de Belo Horizonte (MG), sob a ótica do Pensamento Complexo. O estudo envolve a realização de duas tarefas de escrita em língua inglesa realizada por grupos de alunos na plataforma Google Docs, que utiliza recursos da tecnologia web 2.0, as quais visavam motivar o trabalho em grupo, exercitar a habilidade de escrita em língua inglesa de forma colaborativa, promover a criatividade, reflexão, discussão e resolução de problemas. Os textos utilizados para a interpretação do fenômeno foram coletados de quatro questionários on-line. Os registros e comentários feitos nos próprios trabalhos dos alunos serviram, também, como material textual para entender a natureza do fenômeno estudado. A realização deste estudo baseia-se no pensamento complexo de Morin (1990, 2009, 2010), que pode ser entendido como um pensamento aberto, abrangente e flexível que configura em um novo olhar sobre o mundo, procurando entender as mudanças constantes do mundo real. O novo paradigma dialoga com os opostos, com a multiplicidade, a imprevisibilidade e as incertezas. Partindo do referencial da Complexidade, agrega-se ao estudo de componentes teóricos sobre a escrita colaborativa no ensino de L2, modelos de escrita processual, contexto digital da web 2.0 e aprendizagem colaborativa. Esses construtos dialogam entre si e são importantes para se compreender o contexto da pesquisa, sua característica e singularidade. Para realizar esta investigação, adota-se a metodologia de cunho qualitativa; especificamente, a abordagem hermenêuticofenomenológica, a partir da visão de Freire (1998, 2007, 2009, 2010, 2012) e van Manen (1990). Este estudo revela que a escrita colaborativa em contexto digital se estrutura em torno de três grandes temas ambiente, interação, tarefas os quais se subdividem em subtemas que, assim, revelam a natureza do fenômeno investigado. Com base na pesquisa realizada pode-se afirmar que a escrita colaborativa no meio digital pode trazer novos caminhos para a(s) teoria(s) de escrita em L2 e para o engendramento de projetos colaborativos com foco na escrita em língua estrangeira. Este estudo demonstra que aprendizes podem desenvolver capacidades de comunicação e cooperação com ajuda da tecnologia, bem como o desenvolvimento do pensamento crítico quando há um ambiente de aprendizagem propício para a interação

Made available in DSpace on 2016-04-28T18:23:48Z (GMT). No. of bitstreams: 1 Lidia Bravo de Souza.pdf: 1509193 bytes, checksum: 590697d98b576728bbc933d1b6add0b4 (MD5) Previous issue date: 2008-06-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation has the main purpose to describe and interpret, under the hermeneutic phenomenological approach, the experience of multilevel knowledge English language classes lived by first year Senior High School teachers and students in a federal institution. It is based on the theoretical postmodern social and cultural history principles having Vygotsky (1929/2001,1935/2003) and Bakhtin (1929/2004) as main postmodern theorists. In considering the social function of teaching English as a second language at public schools, this study is based on Celani (2002,2003,2004) and Moita Lopes (1996,1999,2001,2002,2003,2006). In order to understand the repercussions of culture and exclusion in the school context, this study is based on Sacristán (2002); and also on Souza-e-Silva (2003/2004) and Amigues (2004) to understand the institutional normative prescriptions that influence the teacher s job. Finally, it is supported by Fidalgo (2002), Rabelo (2004) and Zabala (1998) for fundamentals of evaluation in the school context. The data were collected throughout the school year of 2006, during and after English language classes of two different teachers. The participants included one pedagogical assistant, two English language teachers and seventy-one first year Senior High School students. The data included : (a) the transcriptions of audio recordings of semi-structured interviews with the teachers and the pedagogical assistant; (b) open-ended questions sent by e-mail messages to the participant teachers; (c) 18 audio-recorded classes; (d) two open-ended questionnaires answered by the participant students; (e) field notes and class observation notes. Data analysis is based on the thematization recommended by van Manen (1990), and its systematized procedures by Freire (2007). The themes emerged from the thematization were perceived as a universe in three dimensions: the institutional dimension and its prescriptions; the teaching dimension considering the challenges of the teacher as a mediator; and the students´ dimension, in their interactions with the teacher and with other students / Esta dissertação tem como objetivo descrever e interpretar, sob o enfoque da abordagem hermenêutico-fenomenológica, a experiência da heterogeneidade de conhecimento em língua inglesa, vivenciada por professores e alunos do primeiro ano do ensino médio em uma escola pública federal. A fundamentação teórica deste trabalho está ancorada: (a) nos princípios sócio-histórico-culturais pós-modernos, tendo como teóricos centrais Vygotsky (1929/2001,1935/2003) e Bakhtin (1929/2004); (b) em Celani (2002,2003,2004) e Moita Lopes (1996,1999, 2001, 2002, 2003, 2006), os quais contribuem com a visão de ensino-aprendizagem de inglês como língua estrangeira na escola pública e sua função social, aliada à uma postura crítica de saber global, respeitando os contextos locais; (c) em Sacristán (2002) para entender os reflexos da cultura e da exclusão no ambiente escolar; (d) e para compreender a influência das prescrições do trabalho do professor e do coletivo de trabalho no ensino, baseia-se nos estudos de Souza-e-Silva (2003/2004) e Amigues (2004). Recorro a Fidalgo (2002), Rabelo (2004) e Zabala (1998) para os fundamentos em avaliação no contexto escolar. Os dados para a pesquisa foram coletados ao longo do ano letivo de 2006 durante e após as aulas de língua inglesa em duas classes de primeiro ano do ensino médio. Participaram desta pesquisa 71 alunos(as), duas professoras de língua inglesa e uma assistente de coordenação. Os registros textuais foram gerados a partir de: (a) transcrições das gravações de entrevistas semi-estrutradas com as professoras, e com a assistente de coordenação; (b) questões semi-abertas enviadas pelo correio eletrônico para as professoras; (c) áudio-gravação e observação de 18 aulas; (d) dois questionários semi-abertos respondidos pelos alunos em sala; (e) registros de campo. A interpretação de dados ocorreu de acordo com o processo de tematização recomendada por van Manen (1990) e sua sistematização por Freire (2007). Os temas identificados delinearam o fenômeno da vivência da heterogeneidade de conhecimento em Língua Inglesa como um universo em três dimensões: a dimensão institucional e suas prescrições; a dimensão docente, quanto aos desafios do professor em sua função mediadora; e a dimensão discente, revelando o aluno na sua interação com o professor e com os outros alunos

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-08-18T14:30:34Z No. of bitstreams: 1 Lisa Paula Generoso.pdf: 617508 bytes, checksum: cd5e57b2cb2bf461556657e3f72b2e88 (MD5) / Made available in DSpace on 2016-08-18T14:30:34Z (GMT). No. of bitstreams: 1 Lisa Paula Generoso.pdf: 617508 bytes, checksum: cd5e57b2cb2bf461556657e3f72b2e88 (MD5) Previous issue date: 2016-08-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this research is to describe and interpret the phenomenon complex multimodal reading cycle in French, considering that multimodality is used to refer to different qualities of perception caused by different forms of sense production that involve different technologies, Rojo (2012) In this sense, multimodality suggests a look at five analytical methods: linguistic, visual, spatial, gestural and sonorous. The theoretical framework that supports this research is shaped by complexity, as envisioned by Morin (2006, 2009), reading from the multimodal perspective, as perceived by Rojo (2012), and the teaching of French as a Foreign Language, as conceived by Courtillon (2003). Methodologically, this study is grounded on the complex hermeneutic-phenomenological approach (AHFC), according to Freire (2007, 2010, 2012, 2015), who was initially based on van Manen (1990). This research engaged eight participants – beginners in the study of French as a foreign language - who work as public school teachers, dealing with various educational disciplines in various grades. The selection of these participants was motivated by the potential impact of the complex multimodal reading cycle on students of French, perceived by the researcher in her teaching experience. The research began with the identification of the participants’ profile, followed by classes that involved the reading of several classic texts. By the end of each class in which the complex multimodal cycle was developed, the participants produced “One minute Papers”, which revealed the way each one of them experienced this particular form of developing reading classes. The complex multimodal cycle of reading revealed that learning, knowledge, embarrassment, motivation, self-fulfillment, interest, and attention are the constructs that compound the phenomenon on focus in this study. This knowledge about the phenomenon becomes relevant since it may contribute to the development of the reading skill in French or other foreign languages in Brazil, inspiring further research and future applications / O objetivo desta pesquisa é descrever e interpretar o fenômeno ciclo multimodal complexo de leitura em língua francesa, sendo que a multimodalidade é utilizada para referir-se a diferentes qualidades de percepção sensorial provocadas por diversas formas de produção de sentido em que se envolvem diferentes tecnologias, Rojo (2012), na medida em que propõe um olhar para as cinco modalidades analíticas: a linguística, a visual, a espacial, a gestual e a sonora. A fundamentação teórica que sustenta a pesquisa encontra-se na complexidade, conforme a perspectiva de Morin (2006, 2009); na leitura, de acordo com a perspectiva multimodal de Rojo (2012) e no ensino de Francês como Língua Estrangeira, FLE, a partir do aporte de Courtillon (2003). Metodologicamente, este estudo se embasa na abordagem hermenêutico - fenomenológica complexa (AHFC), de acordo com Freire (2007, 2010, 2012, 2015), que se baseou, inicialmente, em van Manen (1990). Esta pesquisa contou com oito participantes, todos iniciantes no estudo da língua francesa, que atuam na rede pública como professores de variados ciclos pedagógicos e variadas disciplinas. A escolha deles foi motivada pelo impacto que o ciclo multimodal complexo de leitura em língua francesa pode potencialmente causar nos alunos, de acordo com a experiência prévia da pesquisadora que o utiliza nas aulas que leciona. A pesquisa teve início com o traçado do perfil de cada participante, seguido por aulas envolvendo a realização de várias leituras de textos clássicos. Ao final de cada aula em que o ciclo multimodal complexo de leitura foi utilizado, os participantes preencheram um instrumento denominado “One Minute Paper”, que revelou a vivência do fenômeno pela ótica de cada um. O ciclo multimodal complexo de leitura em língua francesa revelou que aprendizagem, conhecimento, constrangimento, motivação, autorrealização, interesse e atenção são os construtos que constituem a manifestação do fenômeno estudado nesta investigação. O conhecimento da essência do fenômeno em foco torna-se relevante, pois visa contribuir para o ensino de Francês e outras línguas estrangeiras no Brasil, inspirando novas pesquisas e aplicações futuras

Made available in DSpace on 2016-04-28T18:22:28Z (GMT). No. of bitstreams: 1 Maria Eugenia Witzler D Esposito.pdf: 5142318 bytes, checksum: 53bffaa168c4700a9dce350e63a023a1 (MD5) Previous issue date: 2012-02-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this research is to investigate and interpret, from the researcher-teacher-designer s perspective, two phenomena: design and implementation of a distance writing course for English for High School teachers in public schools, in São Paulo, designed according to the needs expressed by teachers working in this context, as well as the ones perceived in the official documents: Proposta Curricular do Estado de São Paulo para a disciplina de Língua Estrangeira Moderna (São Paulo, 2008) and Cadernos written by Secretaria da Educação do Estado de São Paulo (São Paulo, 2008). However, this study reveals a particular way of conceiving this research and course, as complexity is its foundation (Morin, 1999/2006a,b, 1990/2008, 2005/2006, among others), establishing a dialogue with the theoretical basis, the methodological approach, the course design and its implementation. In this study, I articulate Dewey s theory of thought formation (1933/1959, 1938/1971) to Schön s epistemology of practice (1991, 1992, 1998/2000), studies in the writing area (Zamel, 1985,1987; Ferris, 1995,2003; Grabe & Kaplan, 1996, among others) and online teaching (Palloff & Pratt, 1999; Horton, 2000, Filatro, 2003, 2008, among others). To investigate the nature of a lived experience, the methodological approach chosen was the hermeneutic-phenomenological one (van Manen, 1990 and Freire, 1998, 2007, 2008a,b, 2010). In this work, I present the needs revealed by the teachers and the official documents, I describe the different phases that are part and structure the phenomena in focus and I interpret them. The interpretation, under the perspective of the teacher researcher and course designer, reveals the themes that compose the design and implementation phenomena, besides their existing interrelation. The texts reveal seven main themes in relation to the design phenomenon: questionings, exploration, research, challenges, definitions, time and fear. In relation to the implementation phenomenon, five are the main themes: exploration, questionings, definitions, transformations and fear / O objetivo desta tese é investigar e interpretar, sob a perspectiva da professora pesquisadora e designer, dois fenômenos: desenho e implementação de um curso a distância de prática escrita em língua inglesa, para professores do Ensino Médio da rede pública estadual, na cidade de São Paulo, desenhado a partir das necessidades expressas por professores que atuam nesse contexto, na Proposta Curricular do Estado de São Paulo (São Paulo, 2008) e nos Cadernos redigidos pela Secretaria da Educação do Estado de São Paulo (São Paulo, 2008). Todavia, este trabalho revela um olhar diferenciado para a pesquisa e o curso, pois a complexidade é a base de todo o trabalho (Morin, 1990/2008, 1999/2006a,b, 2005/2006, entre outros), dialogando com a fundamentação teórica, a abordagem metodológica, o desenho e a implementação do curso. Na fundamentação teórica, articulo a teoria da formação do pensamento de Dewey (1933/1959, 1938/1971), à epistemologia da prática de Schön (1991, 1992, 1998/2000), estudos na área de produção escrita (Zamel, 1985,1987; Ferris, 1995,2003; Grabe & Kaplan, 1996, entre outros) e ensino a distância (Palloff & Pratt, 1999; Horton, 2000; Filatro, 2003, 2008 dentre outros). Investigando a natureza de uma experiência gerada, busco orientação na abordagem hermenêutico-fenomenológica, a partir da perspectiva de van Manen (1990) e Freire (1998, 2007, 2008a,b, 2010). No trabalho, apresento as necessidades expressas pelos professores e nos documentos oficiais, descrevo as diferentes fases que compreenderam e compuseram os fenômenos em foco e os interpreto. A interpretação, sob a perspectiva da professora pesquisadora e designer do curso, revela os temas que compreendem os fenômenos, além da inter-relação existente entre ambos. Os textos revelam sete temas principais em relação ao fenômeno desenho do curso: questionamentos, exploração, pesquisa, desafios, definições, tempo e medo. Em relação ao fenômeno implementação do curso, cinco são os temas principais: exploração, questionamentos, definições, transformações e medo

Made available in DSpace on 2016-04-28T18:22:29Z (GMT). No. of bitstreams: 1 Luciani Vieira Gomes Alvareli.pdf: 2106140 bytes, checksum: 81ca78c74e415a5204198cf75bb921ff (MD5) Previous issue date: 2012-05-11 / Faculdades Integradas Tereza D'Ávila / The objective of this study is to investigate the technological self-heteroecoformation as a phenomenon experienced by a professor who teaches in the Moodle environment. The context of this experience was a private college in the state of São Paulo and the information was collected during one semester of a course named Pronen (Programa de Nivelamento de Ensino).The research question established was: What is the nature of the self-heteroecoformation experienced by a professor acting in the Moodle platform in a private college in the state of São Paulo? The theoretical framework perceived in the light of Complexity (Morin, 2004, 2005a, 2005b, 2005c, 2007, 2008) is based on the education of reflective teachers (Dewey, 1959; Schön, 1987, 1995) and critical reflective teachers (Kemmis, 1987; Freire, P. 1996, Prado & Valente, 2002), on the technological education of teachers (Kenski, 2001; Almeida, 2003, 2005, Lopes, R.P., 2005, Moraes, 2007, 2008a, 2008b; Freire, M.M., 2006c, 2009, 2010; Barreto, A.A., 2008), on self-heteroecoformation (Pineau, 1998; Freire, M.M., 2009, Moraes, 2007, 2008a) and on the new information and communication technologies (Moraes, 2002; Oliveira, 2002; Freire, M.M., 2009), focused on digital learning environments (Almeida, 2003; Barreto, R.G., 2006; Moraes, 2008b). The methodology adopted is the Hermeneutic-Phenomenological approach from the perspective of van Manen (1990), Ricoeur (2002) and Freire, M.M. (2003b, 2006a, 2006b, 2007, 2010, forthcoming). The description and the interpretation of the manifestation of the phenomenon focused on this study are made through the processes of textualization, thematization and through the validation cycle (van Manen, 1990), operationalized by the routines of organization and interpretation proposed by Freire, M.M. (2006a, 2006b, 2007, 2010, forthcoming). The interpretation revealed that the phenomenon technological selfheteroecoformation experienced by a professor acting in the Moodle platform is structured by five major themes: sharing, isolation, trust, caring and engagement / O objetivo deste estudo é investigar o fenômeno auto-heteroecoformação tecnológica experienciada por um professor atuante na plataforma Moodle. Esta experiência foi vivenciada em uma instituição particular de Ensino Superior do estado de São Paulo, durante um semestre de um curso denominado Pronen (Programa de Nivelamento de Ensino). A pergunta de pesquisa: Qual a natureza da auto-heteroecoformação experienciada por um professor durante a docência na plataforma Moodle em uma instituição particular de Ensino Superior do estado de São Paulo? é a mola propulsora desta pesquisa. Os referenciais teóricos, percebidos à luz da Complexidade (Morin, 2004, 2005a, 2005b, 2005c, 2007, 2008) são: a formação de professores reflexivos (Dewey, 1959; Schön, 1987, 1995) e críticos (Kemmis, 1987; Freire, P. 1996; Prado & Valente, 2002), a formação tecnológica de professores (Kenski, 2001; Almeida, 2003, 2005; Lopes, R. P., 2005; Moraes, 2007, 2008a, 2008b; Freire, M.M., 2006c, 2009, 2010; Barreto, A.A., 2008), a auto-heteroecoformação (Pineau, 1998; Freire, M.M., 2009; Moraes, 2007, 2008a) e as novas tecnologias da informação e comunicação (Moraes, 2002; Oliveira, 2002; Freire, M.M., 2009), com foco em ambientes digitais de aprendizagem (Almeida, 2003; Barreto, R.G. 2006; Moraes, 2008b). A linha metodológica adotada é a Abordagem Hermenêutico-Fenomenológica sob a perspectiva de van Manen (1990), Ricoeur (2002) e Freire, M.M. (2003b, 2006a, 2006b, 2007, 2010, prelo). A descrição e a interpretação da manifestação do fenômeno em foco são feitas por meio dos processos da textualização, tematização e pelo ciclo de validação (van Manen, 1990), operacionalizados pelas rotinas de organização e interpretação propostas por Freire, M.M. (2006a, 2006b, 2007, 2010, prelo). As articulações desenvolvidas revelaram que o fenômeno auto-heteroecoformação tecnológica experienciada por um professor atuante na plataforma Moodle se estrutura em cinco grandes temas: compartilhamento, isolamento, confiança, cuidado e engajamento

Made available in DSpace on 2016-04-28T18:22:31Z (GMT). No. of bitstreams: 1 Luis Otavio Batista.pdf: 3084032 bytes, checksum: f8686ad7def8ac760f86885bebcf938c (MD5) Previous issue date: 2012-05-23 / This study aims at describing and interpreting two phenomena of human experience: developing-operating an online course based on the Complexity Theory and reflection on the teaching and learning of the English Language. These phenomena were investigated, from a course entitled Virtual Classroom: English teachers are (in)-formed on the teaching profession, broadcast by the platform TelEduc, from August to December 2009 and involving 18 students of Arts/English, from a public state university, located in Midwestern Brazil. Considering this study was based on the Complex Thinking (MORIN, 2000, 2007, 2008), which assumes that the knowledge, events and phenomena are woven together, I had the concern to build a coherent work based on this new epistemological dimension with a new methodological approach which was also complex. Moreover, I had the task of producing activities, using the cognitive operators of Complexity, since they helped me to put the complex knowledge into practice. So, I resorted to a qualitative methodological orientation, whose object of study is the human experience. This methodological alternative is called Hermeneutic-Phenomenological Approach (FREIRE, 1998, 2007, 2008) and aims at searching for the essence of one or several human experiences through the identification of hermeneutic-phenomenological themes. This methodological orientation uses texts as a comprehension procedure, because they capture lived experiences. Thus, to interpret the two phenomena, in order to come to their themes, the designer, teacher-educator and researcher s journal, as well as textual activities produced by the students, using some tools from the TelEduc environment, served as textual records. The contributions of this research to the area of teacher education are enormous, especially because it takes innovative and contemporary methodological and epistemological constructs, which break with the models of teacher training based on the Newtonian-Cartesian paradigm and privilege the homogeneities, the centralities and the lack of difference (GIMENEZ, 2011, p. 52), as well as the bias, the objectivities, predictabilities, the neutralities, the linearities and certainties. On the other hand, from such a perspective, the investigated phenomena were understood from a systemic, dynamic, nonlinear, unpredictable, recursive, hologramatic and dialogical point of view / O objetivo deste trabalho foi descrever e interpretar dois fenômenos da experiência humana: a elaboração-operacionalização de um curso online com base na Teoria da Complexidade e a reflexão sobre o ensino e aprendizagem de Língua Inglesa. Esses fenômenos foram investigados a partir de um curso intitulado Sala de aula virtual: professores de inglês se (in)-formam sobre a profissão docente, veiculado pela plataforma TelEduc, de agosto a dezembro de 2009, e destinado a 18 alunos do curso de Letras/Inglês de uma universidade pública estadual, situada na região Centro-Oeste do Brasil. Considerando que esse estudo foi fundamentado no Pensamento Complexo (MORIN, 2000; 2007; 2008), o qual pressupõe que os saberes, os eventos e os fenômenos são tecidos juntos, detinha a preocupação de construir um trabalho coerente baseado nessa nova dimensão epistemológica com uma nova perspectiva metodológica que também fosse complexa. Além disso, tinha a incumbência de produzir atividades, usando os operadores cognitivos da complexidade, uma vez que me ajudavam a colocar em prática o conhecimento complexo. Por isso, recorri a uma orientação metodológica de natureza qualitativa, cujo objeto de estudo é estudar experiências humanas. Essa alternativa metodológica se chama Abordagem Hermenêutico- Fenomenológica (FREIRE, 1998, 2007, 2008) e busca a essência de uma ou de várias experiências humanas, por meio da identificação de temas hermenêutico-fenomenológicos. Essa orientação metodológica usa textos como procedimento de interpretação, pois captam as experiências vividas. Assim, serviram como registros textuais, para interpretar os dois fenômenos, com vistas a se chegar aos seus temas, o diário do designer, professorformador e pesquisador, bem como as atividades textuais produzidas pelos alunos do curso por meio de algumas ferramentas do ambiente TelEduc. As contribuições dessa pesquisa para a área de formação de professores são enormes, principalmente, porque adota construtos epistemológicos e metodológicos inovadores e contemporâneos, que rompem com os modelos de formação de professores baseados no paradigma newtonianocartesiano, que privilegiam as homogeneidades, as centralidades e a falta de diferença (GIMENEZ, 2011, p. 52), bem como as parcialidades, as objetividades, as previsibilidades, as neutralidades, as linearidades e as certezas. Por outro lado, sob esse novo viés, os fenômenos investigados foram compreendidos, a partir de uma visão sistêmica, dinâmica, não linear, imprevisível, recursiva, hologramática e dialógica

Made available in DSpace on 2016-04-28T18:22:45Z (GMT). No. of bitstreams: 1 Catia Veneziano Pitombeira.pdf: 1810045 bytes, checksum: 97d648508e867d0ffa1b1827b48e46a1 (MD5) Previous issue date: 2013-10-29 / This research aims to describe and interpret the phenomenon technology formation enabled by the Language Teaching Technologies class which is part of an undergraduate Language and Literature distance course on Portuguese/Spanish at a confessional university in the State of São Paulo, in order to identify the formation perceived by the students and the emerging traces of complexity, given the moment of paradigm transition lived by the researcher when designing the mentioned class. The research development was based on the complex thinking epistemology (Morin, 2002, 2007, 2008, 2011; Moraes, 2002,2004), articulated with education and teacher formation theories (Freire, 2002, 2008), and with issues regarding teacher technological education from the perspective of Lopes (2005) and Moraes (2007), connected to different visions of instructional design according to Moraes (2008), Graves (2000), and Freire (2013). The Hermeneutic-Phenomenological methodological approach (van Manen, 1990; Freire, 1998, 2007, 2008, 2012) was adopted and the research instruments were part of the class activities: Students from the 5th semester (a) participated in the Class-Activity Forum which preceded a videoclass; (b) answered a Teaching Practice Questionnaire from which was possible to draw their profile and collect their impressions about their performance and about the proposed activities; and (c) produced a dissertative-reflexive report. These written texts represent the participants registers on how they have been living the phenomenon on focus while unveiling the way they interpret the life experience they have been involved in, as suggested by the methodology that supports this study. The interpretation of the texts revealed the participants' reflection about technology formation, as well as about the course design, providing the teacher-researcher with moments of reflection upon the development of new online technological education courses, and the creation and elaboration of courses under the perspective of complexity / Esta pesquisa busca descrever e interpretar o fenômeno a formação tecnológica oportunizada pela Aula Tecnologias para o Ensino de Línguas, em um curso de graduação em Letras Português/Espanhol a distância de uma universidade confessional do estado de São Paulo, visando à identificação da formação percebida pelo aluno e dos traços de complexidade emergentes, em razão do momento de transição de paradigma vivido pela pesquisadora ao desenhar a aula do referido curso. O desenvolvimento desta pesquisa se fundamentou na epistemologia do pensamento complexo (Morin, 2002, 2007, 2008, 2011; Moraes, 2002, 2004), aliada a questões de educação e formação de professores (Freire, 2002, 2008), e questões de formação tecnológica de professores sob a ótica de Lopes (2005) e Moraes (2007), articuladas com as diferentes visões de desenho Instrucional, de acordo com Moraes (2008) Graves (2000) e Freire (2013). A linha metodológica adotada para este estudo foi a Hermenêutico-Fenomenológica (van Manen, 1990; Freire, 1998, 2007, 2008a, 2012) e a pesquisa contou com os alunos do 5º. período do curso de Letras como participantes. Os instrumentos de investigação fizeram parte das atividades do curso: (a) os alunos participaram do Fórum Aula-Atividade que antecede uma teleaula; (b) responderam ao Questionário Prática Docente para levantamento do perfil e das impressões acerca de sua atuação e das atividades propostas; e (c) produziram um relato dissertativo-reflexivo. Esses registros escritos foram as manifestações das experiências vividas pelos participantes como sugere a metodologia que proporcionou respaldo a esta pesquisa. A interpretação desses textos revelou a reflexão dos participantes acerca da formação tecnológica bem como sobre o desenho a Aula, proporcionando para a professora-pesquisadora momentos reflexivos sobre o desenvolvimento de novos cursos de formação tecnológica a distância, bem como subsídios para a criação e elaboração de cursos sob a perspectiva da complexidade