Made available in DSpace on 2016-04-28T18:22:11Z (GMT). No. of bitstreams: 1 Ilka Schapper Santos.pdf: 2364429 bytes, checksum: 869b936db4af9529f5f869cdd6c27a77 (MD5) Previous issue date: 2010-10-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research is inserted in the area of Applied Linguistics, in the line of Education and Language, of Pontifícia Universidade Católica São Paulo, having as its goal to investigate the flow of the meaning of playing in the Creative Chain, inside the Education Research Group, Teacher Formation and Childhood (EFoPI). It is presented as theoretic foundation the references from the Social-Historical-Cultural Theory, especially the contributions from Vygotsky, Bakhtin s Circle and their respective followers. It is also adopted the monist Spinozan perspective (Spinoza, 1677/2005), to weave a discussion on the movement of the Creative Chain (Liberali, 2006, 2009). The language, in this movement, is seen under the Bakhtinian perspective and his circle, as well as under the optic of the elements from old and new rhetoric (Aristotle, 350 a.C./2005, Perelman and Olbrechts-Tyteca, 1970/2005) which found, in this paper, a significant debate on the argumentation. In this context, the language is seen as able to translate-realize the events of being human through the (inter)relationships in many contexts of GP EFoPI by means of interventions with the educators of the city s public daycare centers, in the city of Juiz de Fora. The methodological reference is guided by the principles of Critic Research of Collaboration (Magalhães, 2002, 2004, 2006, 2009), understood as a process that allows to all the participants of the research the construction-production of the knowledge, with emphasis on the role of collaboration as a space of learning and developing to all those involved in the process. The discussion of the results is based on categories of argumentative analysis developed over Perelman and Olbrechts-Tyteca (1970/2005); Liberali and Shimoura (2007), as well as interpretation based on the theoretical reference from this paper, especially the theoretical categories of the Social-Historical-Cultural perspective, inside the Creative Chain movement. The results indicate that the praxis used on GP EFoPi, in the chronotopes of the Creative Chain, gradually, has been taking over the epistemological and practical principals of collaboration. The daycare center educators, along with the researchers, were becoming protagonists in the theoretical-practical discussions on playing, as well as the resignification of the practices that circle this activity. For these, the transformations were circumscribed to the ways and manners of intervening; as for the educators, changes were noticed in their own senses and meanings about the theme / Esta pesquisa se insere na área da Linguística Aplicada, na linha Educação e Linguagem, da Pontifícia Universidade Católica São Paulo, tendo como objetivo investigar o fluxo do significado do brincar na Cadeia Criativa, no interior do Grupo de Pesquisa Educação, Formação de Professores e Infância (EFoPI). Apresenta como aporte teórico as referências da Teoria Sócio-Histórico-Cultural, em especial, as contribuições de Vygotsky, do Círculo de Bakhtin e de seus respectivos seguidores. Adota, também, a perspectiva monista spinozana (Spinoza, 1677/2005), para tecer uma discussão sobre o movimento da Cadeia Criativa (Liberali, 2006, 2009). A linguagem, nesse movimento, é vista sob a perspectiva bakhtiniana e de seu círculo, bem como sob a ótica dos elementos da velha e da nova retórica (Aristóteles, 350 a.C./2005, Perelman e Olbrechts-Tyteca, 1970/2005) que fundam, neste trabalho, um significativo debate sobre a argumentação. Nesse contexto, a linguagem é vista como possibilitadora de traduzir-realizar os eventos do existir humano atravessados pelas (inter-)relações nos vários contextos do GP EFoPI por meio de intervenções com os educadores das creches públicas municipais, da cidade de Juiz de Fora. O referencial metodológico é norteado pelos princípios da Pesquisa Crítica de Colaboração (Magalhães, 2002, 2004, 2006, 2009), entendida como um processo que possibilita a todos os participantes da pesquisa a construção-produção do conhecimento, com ênfase no papel da colaboração como espaço de aprendizado e desenvolvimento a todos os envolvidos no processo. A discussão dos resultados está pautada em categorias de análise argumentativas desenvolvidas com base em Perelman e Olbrechts-Tyteca (1970/2005) e Liberali e Shimoura (2007), bem como de interpretação embasadas no referencial teórico deste trabalho, em especial as categorias teóricas da perspectiva Sócio-Histórico-Cultural, no interior do movimento da Cadeia Criativa. Os resultados indicam que a práxis do GP EFoPI, nos cronotopos da Cadeia Criativa foi, gradativamente, assumindo os princípios epistemológicos e práticos da colaboração. Os educadores das creches, junto com os pesquisadores, foram se tornando protagonistas nas discussões teórico-práticas sobre o brincar, bem como na ressignificação das práticas que circundam essa atividade. Para estes, as transformações ficaram circunscritas aos modos e às maneiras de intervir; já para os educadores, notaram-se mudanças nos próprios sentidos e significados acerca da temática

Made available in DSpace on 2016-04-26T14:55:20Z (GMT). No. of bitstreams: 1 Marcelo Rocco.pdf: 17977934 bytes, checksum: 6425df2bc2652d9f658a92acf4b356cf (MD5) Previous issue date: 2015-04-24 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The main objective of this dissertation is to introduce the children's perspective as a legitimate means of elaborating the processes of production of the urban space. The children who participated in this study and their families arein a situation of social exclusion na primeira frase fica melhor and subjected to an impending removal from their place of living, Favela da Paz, in the district of Itaquera, located on the Zona Leste of the City of São Paulo. The study was undertaken during the arrangements for the 2014 World Cup and the concurring transformation of the surroundings of the Corinthians Stadium. The researcher interviewed the children at the "quadra", an open space in the center of the shanty town/favela, where the children play. Many of the shanty town's/ favela's activities take place on this same spot, including debating reunions about the issue of the removal. This study was carried out using the methods of participant observation and interviews with the children. Despite their usual elaboration as marginal subjects, in this dissertation, the children are treated as social agents in their own right, through whose perceived reality the broader conflict of social exclusion is analysed. Through the interaction of the researcher and the children, the act of playing (and associated practices) is considered of main importance for the children's elaboration of their surroundings and its related issues, such as conflicts over the urban territory, exemplified by the many social interferences their place of living is subjected to / A presente dissertação tem por objetivo central introduzir a criança como agente legítimo de perspectiva para pensar os processos de produção do espaço urbano. Sobretudo, em situação de exclusão social, aqui traduzida na possibilidade iminente da remoção das famílias moradoras da Favela da Paz, localizada no distrito de Itaquera, Zona Leste da cidade de São Paulo. Foi no momento dos preparativos para a Copa do Mundo de 2014 e das transformações do entorno do Estádio do Corinthians, que chamou a atenção do pesquisador, assumir essa favela como objeto de reflexão a partir da perspectiva das crianças que lá vivem. Era numa área aberta na parte central da favela, destinada a atividades dos moradores, inclusive reuniões relacionadas a tratar sobre a ameaça de remoção, que o pesquisador teve contato com as crianças que utilizavam esse mesmo espaço para brincar. Empreendeu-se, portanto, pesquisa de campo com a realização de entrevistas e observação participante, buscando assumir a criança como o agente para analisar esse conflito. Assim, a partir da interação entre pesquisador e pesquisado, contatou-se a importância da brincadeira, e das práticas implícitas a ela, como meio de elaboração das crianças frente a questões envolvendo a disputa pelo espaço, figuradas, principalmente, como interferências nesse mesmo lugar

<p>This essay is about Abrahams children and its teaching method  the IE- method. The purpose of this essay is to see what four teachers who use the method in their teaching think about it. To get an idea of how these teachers are working with the IE- method, I interviewed them. What are the pros and cons, is it a good way to teach religion? In addition, I look at how the IE- method follows the Lpo94 values and goals. I want in my study to answer these questions:</p><p>1. How is the IE- method used in the classroom?</p><p>2. Is it a good way to teach religion in substance? Can you use the IE- method in other school subjects?</p><p>3. What do the teachers think about the IE- method? The pros and cons?</p><p>4. Does the IE-method meets the requirements of Lpo94? About values and goals?</p><p>5. Is this a teaching method that I could work with in my future work as a teacher?</p><p>To get the answers to my questions, I have been using the interviews in addition to observations of the IE- method in a classroom. And I've also read books and essays on the IE method. The theories I am using is Hjalmar Sunden's role theory, Ulla Holm's empathy theory and Kieran Egan theory about teaching as storytelling. I have linked together these theories with the information I have received through the interviews and my observations.</p><p>With this study, I have been able to see how much the IE-method is popular among children and teachers who use it. The advantage of this method is that it includes all three Abrahamic religions, and among the students I have observed, this has been seen as something positive. The disadvantage with the IE- method is that if we as teachers are going to use it we should know our students very well, where the stories that can become very sensitive.</p>

<p>This essay covers computer gaming as seen from a perspective of gender theory. The main purpose of the essay is to examine women’s relationship to computer games, and more specifically women’s attitudes to the games they play. The theoretical basis for this essay is sprung from a hermeneutic perspective. The empirical basis for analysis consists of two in depth interviews and game analysis of the two computer games Counter Strike and Final Fantasy XI. The theories and previous research we have taken in consideration discuss topics like computer usage, gender studies, identity, identification, cyborg theory, subculture, fanculture and narration. This essay has shown that the two computer games contain multiple gender related and theory relevant connotations. The aspects of the games the informants consider important in the identification process mainly consist of game related communion and the interaction with other players. Both informants have presented several views on what they find important in the process of identification and what they chose to discard. </p>

<p>Purpose/Aim: The aim of the paper is to find out if there is a correlation between playing MMORPGs and having better skills in using multi-channel communication.</p><p>Material/Method: A media-skill test was conducted in the internet testing the participants’ ability to respond to targets in three different channels and media at the same time. The results of the study where used for statistical comparisons of the different groups of participants sorted according to their media use.</p><p>Main results: People who use the internet more and who play computer games, especially MMORPGs, have a better Multi-Media Multi-Channel Communication Literacy. There is fast learning visible for people with a use of the respective medium of up to five hours a week. Playing makes you better, not playing a lot.</p>

This essay covers computer gaming as seen from a perspective of gender theory. The main purpose of the essay is to examine women’s relationship to computer games, and more specifically women’s attitudes to the games they play. The theoretical basis for this essay is sprung from a hermeneutic perspective. The empirical basis for analysis consists of two in depth interviews and game analysis of the two computer games Counter Strike and Final Fantasy XI. The theories and previous research we have taken in consideration discuss topics like computer usage, gender studies, identity, identification, cyborg theory, subculture, fanculture and narration. This essay has shown that the two computer games contain multiple gender related and theory relevant connotations. The aspects of the games the informants consider important in the identification process mainly consist of game related communion and the interaction with other players. Both informants have presented several views on what they find important in the process of identification and what they chose to discard.

Purpose/Aim: The aim of the paper is to find out if there is a correlation between playing MMORPGs and having better skills in using multi-channel communication. Material/Method: A media-skill test was conducted in the internet testing the participants’ ability to respond to targets in three different channels and media at the same time. The results of the study where used for statistical comparisons of the different groups of participants sorted according to their media use. Main results: People who use the internet more and who play computer games, especially MMORPGs, have a better Multi-Media Multi-Channel Communication Literacy. There is fast learning visible for people with a use of the respective medium of up to five hours a week. Playing makes you better, not playing a lot.

This thesis addresses sound production in bowed-string instruments from two perspectives: the physics of the bowed string, and bow control in performance. Violin performance is characterized by an intimate connection between the player and the instrument, allowing for a continuous control of the sound via the main bowing parameters (bow velocity, bow force and bow-bridge distance), but imposing constraints as well. In the four included studies the focus is gradually shifted from the physics of bow-string interaction to the control exerted by the player. In the first two studies the available bowing parameter space was explored using a bowing machine, by systematically probing combinations of bow velocity, bow force and bow-bridge distance. This allowed for an empirical evaluation of the maximum and minimum bow force required for the production of a regular string tone, characterized by Helmholtz motion. Comparison of the found bow-force limits with theoretical predictions by Schelleng revealed a number of striking discrepancies, in particular regarding minimum bow force. The observations, in combination with bowed-string simulations, provided new insights in the mechanism of breakdown of Helmholtz motion at low bow forces. In the second study the influence of the main bowing parameters on aspects of sound quality was analyzed in detail. It was found that bow force was totally dominating the control of the spectral centroid, which is related to the perceived brightness of the tone. Pitch flattening could be clearly observed when approaching the upper bow-force limit, confirming its role as a practical limit in performance. The last two studies were focused on the measurement of bowing gestures in violin and viola performance. A method was developed for accurate and complete measurement of the main bowing parameters, as well as the bow angles skewness, inclination and tilt. The setup was used in a large performance study. The analyses revealed clear strategies in the use of the main bowing parameters, which could be related to the constraints imposed by the upper and lower bow-force limits and pitch flattening. Further, it was shown that two bow angles (skewness and tilt) were systematically used for controlling dynamic level; skewness played an important role in changing bow-bridge distance in crescendo and diminuendo notes, and tilt was used to control the gradation of bow force. Visualizations and animations of the collected bowing gestures revealed significant features of sophisticated bow control in complex bowing patterns. / QC 20100809

Syftet med studien är att beskriva hur några förskollärare och grundskollärare värderar leken inom förskoleklassen och årskurs 1. De frågeställningar som studien utgår ifrån är följande: Vad uppfattar dessa pedagoger som det viktiga i leken?  Hur uppfattar dessa pedagoger att leken kan användas som en resurs i lärandesituationer inom förskoleklassen och årskurs 1? samt Hur uppfattar dessa pedagoger att möjligheten till lek förändras i årskurs 1 i förhållande till förskoleklass? Studien har genomförts med en kvalitativ ansats enligt fenomenografiskt analyssätt. I studien har sex pedagoger intervjuats, dessa pedagoger har vi valt ut från tre olika skolor, det vill säga en förskollärare och en grundskollärare från respektive skola. Intervjupersonerna är även utvalda utifrån att de har minst tio års yrkeserfarenhet. Av insamlat datamaterial har åtta kategorier utformats. Resultatet visar att de två verksamheterna, förskoleklass och årskurs 1, värderar leken ganska lika. Det viktiga i leken är framför allt att utveckla den sociala kompetensen Förskollärarna anser att allt lärande kan rymmas i leken, medan grundskollärarna anser att inlärning sker genom den pedagogiska leken och den fria leken är en paus för barnen för att återhämta sig. Fastän de båda yrkeskategorierna är medvetna om att leken ska vara en del även av verksamheten i årskurs 1, så får inte förstaklassarna alltid möjlighet till det. / The purpose of this study is to describe how playing is estimated by some pre-school teachers and primary school teachers within a pre-school class and a primary school form 1. The issues which this study is based on are as follows: What is important in playing? How can games and playing be used as a resource in situations of teaching and learning in a pre-school class and a primary school form 1? and What is the possibility of changes in playing between pre-school compared to primary school form 1? The study has been effected with a qualitatively high effort according to a phenomenographic way of analysis. In this study six pedagogues (teachers) have been interviewed, chosen from three different schools, one pre-school teacher and one primary school teacher from each school. They were also chosen by the duration of their  professional experience which is at least 10 years. From collected facts eight categories have been worked out. The result shows that the two activities, pre-school class and primary school form 1 estimate playing almost in the same way. The important thing in playing is above all to develop social ability. Pre-school teachers think that all learning can be contained in playing, while primary school teachers think that learning takes place only through educational games, and that free playing serves only as a break for children to relax and recover. Although both professional categories are aware of the fact that free playing is supposed to be part of the activity in primary school form 1, it won't  normally be possible for these children to practice it.

This essay is about Abrahams children and its teaching method  the IE- method. The purpose of this essay is to see what four teachers who use the method in their teaching think about it. To get an idea of how these teachers are working with the IE- method, I interviewed them. What are the pros and cons, is it a good way to teach religion? In addition, I look at how the IE- method follows the Lpo94 values and goals. I want in my study to answer these questions: 1. How is the IE- method used in the classroom? 2. Is it a good way to teach religion in substance? Can you use the IE- method in other school subjects? 3. What do the teachers think about the IE- method? The pros and cons? 4. Does the IE-method meets the requirements of Lpo94? About values and goals? 5. Is this a teaching method that I could work with in my future work as a teacher? To get the answers to my questions, I have been using the interviews in addition to observations of the IE- method in a classroom. And I've also read books and essays on the IE method. The theories I am using is Hjalmar Sunden's role theory, Ulla Holm's empathy theory and Kieran Egan theory about teaching as storytelling. I have linked together these theories with the information I have received through the interviews and my observations. With this study, I have been able to see how much the IE-method is popular among children and teachers who use it. The advantage of this method is that it includes all three Abrahamic religions, and among the students I have observed, this has been seen as something positive. The disadvantage with the IE- method is that if we as teachers are going to use it we should know our students very well, where the stories that can become very sensitive.