The specific learning disabilities with the primary focus on dyslexia as one of the special educational need are characterised in the thesis. The theoretical part provides thorough clarification of the individual disabilities as well as the enumeration and explanation of the re- educational approaches towards the specific learning difficulties aimed at the process of teaching English as a foreign language. The qualitative research conducted on the second stage of the basic school constitutes the empirical part of the thesis. The major aim of tracing the needs of the learners with dyslexia was achieved by combining the results of the analysis of the textbooks and the self-created worksheets, observations from the lessons and the interviews with the participants. The main research question, discussing the degree of appropriateness and suitability of the created material in opposition to the regularly used textbooks, was answered in favour of the designed worksheets. Moreover, the thesis provides well-structured and comprehensive summary of the recommendations to enhance the learning process of the learners with dyslexia. Key words Dyslexia, foreign language teaching, lower secondary level, re-education, special educational needs, specific learning disabilities

Made available in DSpace on 2016-06-02T20:18:08Z (GMT). No. of bitstreams: 1 TeseMAMO.pdf: 4078900 bytes, checksum: 4421c9cd008941297c1f599867d52654 (MD5) Previous issue date: 2007-06-29 / Stretching by the global postural re-education method (GPR) has been widely used as a physical therapeutic procedure for postural alterations, but its action on the cardio-respiratory system has been little documented. However, scientific evidence is necessary to validate it as an alternative treatment. Within this context, three studies were carried out with the objective of verifying the effect of stretching the respiratory muscle chain in the open-arm, open hip joint angle posture by the GPR method on cardio-respiratory responses. Twenty young (22.7±2.5 years old), healthy, sedentary (VO2max: 30.2±4.3 mL.kg.min-1) men with BMI = 25.3±1.5 kg/m2 were studied, divided at random into two groups of ten: the control group (CG) that did not take part in the stretching and the group submitted to treatment (GPR-G). The intervention consisted of two weekly stretching sessions, each of 30 min, for eight weeks, giving a total of 16 sessions. In the first study, the maximal respiratory pressure and the respiratory coefficient were assessed by way of a manovacuometer and thoracoabdominal cirtometry, respectively. Only the GPR-G presented greater values for inspiratory (IPmax) and expiratory (EPmax) maximal pressures and for axillary, xyphoid and abdominal cirtometry after the intervention period. The results showed that the method caused a beneficial effect on respiratory muscle force and on thoracoabdominal mobility, contributing to an improvement in respiratory mechanics. In the second study, pulmonary function was assessed by spirometry. The manoeuvres of slow vital capacity (SVC), forced vital capacity (FVC) and maximal voluntary ventilation (MVV) were carried out. The results showed there was a significant increase in the values for SVC, inspiratory capacity (IC), FVC, forced expiratory volume in the first second (FEV1) and MVV for the GPR-G after the training period, providing evidence that the proposed stretching was efficient in promoting an increase in pulmonary capacity and volume. In the third study, the effect of stretching on the autonomic modulation of the heart rate (HR) and on the ventilatory and metabolic variables was assessed at rest and during the cardio-pulmonary exercise test respectively. The ventilatory and metabolic variables were captured using an automatic metabolic system and the HR using a one-channel heart monitor. The exercise test was carried out using a cycle ergometer, with 20 to 25 W/min increments up to physical exhaustion. Intervention did not change the variables studied either at rest or during the cardio-pulmonary exercise test, for either of the groups. These results showed that the respiratory muscle chain stretching exercise did not promote any adaptations with respect to HR neither at rest and the ventilatory and metabolic variables during the exercise, which could be attributed to the noninvolvement of the major muscle groups in the type of protocol used. Finally, the results obtained in the three studies gave evidence that stretching the respiratory muscle chain by the GPR method was efficient in promoting an increase in respiratory muscle strength, thoracoabdominal mobility and pulmonary function, reflecting in an increase in respiratory mechanics, this fact being attributable to the specificity of the training. In this way, the findings of the present study, reinforce the importance of the GPR method in the maintenance of the functional capacity of the respiratory chain muscles, suggesting that it could be used as an alternative treatment for dysfunctions of the respiratory mechanics. / O alongamento pelo método de reeducação postural global (RPG) tem sido muito utilizado como conduta fisioterapêutica em alterações posturais, porém, sua ação sobre o sistema cardiorrespiratório é pouco documentada. No entanto, as evidências científicas são necessárias para sua validação como alternativa de tratamento. Dentro desse contexto, foram realizados três estudos com o objetivo de verificar o efeito do alongamento da cadeia muscular respiratória na postura rã no chão com os braços abertos do método de RPG sobre as respostas cardiorrespiratórias. Foram estudados 20 homens jovens (22,7±2,5 anos), saudáveis, sedentários (VO2max: 30,2±4,3 mL.kg.min-1) e com IMC = 25,3±1,5 kg/m2, divididos aleatoriamente em dois grupos de dez: grupo controle (G-C) que não participou do alongamento e grupo submetido ao treinamento (G-RPG). A intervenção consistiu em duas sessões semanais de alongamento de 30 min cada, durante oito semanas, totalizando 16 sessões. No primeiro estudo, foram avaliadas as pressões respiratórias máximas e o coeficiente respiratório, por intermédio da monovacuometria e da cirtometria toracoabdominal, respectivamente. Somente o G-RPG apresentou maiores valores das pressões inspiratórias (PImáx) e expiratórias (PEmáx) máximas e da cirtometria axilar, xifoideana e abdominal após o período de intervenção. Os resultados mostraram que o método teve um efeito benéfico na força muscular respiratória e na mobilidade toracoabdominal, contribuindo para a melhora da mecânica respiratória. No segundo estudo, foi avaliada a função pulmonar por intermédio da espirometria. Foram realizadas as manobras de capacidade vital lenta (CVL), capacidade vital forçada (CVF) e ventilação voluntária máxima (VVM). Os resultados mostraram que houve aumento significativo dos valores da CVL, capacidade inspiratória (CI), CVF, volume expiratório forçado no primeiro segundo (VEF1) e VVM do G-RPG após o período de treinamento, evidenciando que o alongamento proposto foi eficiente para promover aumento dos volumes e capacidades pulmonares. No terceiro estudo, foi avaliado o efeito do alongamento nas variáveis ventilatórias e metabólicas durante o teste de exercício cardiopulmonar e na modulação autonômica da freqüência cardíaca (FC) em repouso. As variáveis ventilatórias e metabólicas foram captadas a partir de um sistema metabólico automático, e a FC a partir de um monitor cardíaco de um canal. O teste de exercício foi realizado em cicloergômetro, com incrementos de 20 a 25 W/min até a exaustão física. A intervenção não modificou as variáveis estudadas em nenhum dos grupos. Esses resultados mostram que o exercício de alongamento da cadeia muscular respiratória não promoveu adaptações na FC e em sua variabilidade em repouso e nas variáveis ventilatórias e metabólicas durante o exercício, o que pode ser atribuído ao não envolvimento de grandes grupos musculares no tipo de protocolo utilizado. Finalizando, os resultados obtidos nos três estudos evidenciaram que o alongamento da cadeia muscular respiratória pelo método de RPG mostrou-se eficiente para promover aumento da força muscular respiratória, mobilidade toracoabdominal e função pulmonar, refletindo na melhora da mecânica respiratória, sendo que tal fato pode ser atribuído à especificidade do treinamento. Desse modo, nossos achados reforçam a importância do método de RPG para manutenção da capacidade funcional dos músculos da cadeia respiratória, sugerindo que a postura utilizada pode ser coadjuvante no tratamento das disfunções da mecânica respiratória.

Fundação de Amparo a Pesquisa no Estado do Rio Grande do Sul / The parameterization study of a didactic instrumental of interdependent teaching of Language and Literature for the High School of the Basic Education runs through the sensitization and literary authorship as pilots of guidelines in the construction of an affective motivation for the learning. Bazerman (2011) enhances that the teachers can and must consider more the social and cultural forms which surround the life of the students, as well as their affective lives, investing in their specific capacities of contextual management (cognitive and affective) with knowledge. For this purpose, the workshops of sensitization (awareness) to Literature, Reading and Textual Production, performed over the school semester in a second year class from the High School of the Basic Education, in a school of the state public education in the city of Santa Maria, Rio Grande do Sul, proposed themselves as a framework able to the development of didactic tools that articulated themselves, inside the interactionist approach, methodological procedures centralized in the so called sensitization processes, that is, techniques similar to the pre-activities inside a same interactionist paradigm. This founds itself in the precepts of the communicative teaching, at the same time that tries to establish a Zone of Proximal Development (VYGOTSKY, 2003) permeated of reflexive-critical practices capable of deflagrate an emergency of metacognitive insights. By the theoretical propositions of the Holistic Theory of Activity (RICHTER, 2006; 2008; 2010; 2011, 2015c), the factors of mediation oriented the activities elaborated under a procedural organogram, once that, the development of didactic tasks concentrated in aspects of scripting and, subsequently of authorship, organized themselves according to resources, strategies and concepts. These three groups are the subdivisions of the factors of THA (Holistic Theory of Activity) mediation. The resources, first mediation factor, are the material means (educative artifacts) with which dispose the professional and the client. The strategies, according to the mediation factor, are concrete operations of compatible objects with the cognitive targets to be reached by the professional at school. Therefore, the concepts, third mediation factor, consist in the knowledge that founds the procedures and the professional mediation. The sensitization workshops, proposed in this project, had as methodological basis in a procedural chart, greatly, the Research-action (THIOLLENT, 1996), in which, teachers and students are professional pairs in the personalization of proper investigation style of the real necessities of the students, during and after the learning, the Dialogism problem-solving Freirean (FREIRE; FAUDEZ, 1985), on what the dialogue is designed as action and reflection in the world and on what the are active subjects and collaborative knowledge construction, the Assimilation Theory of Mental Actions by Steps (GALPERIN, 1975), on what knowledge is by chain: motivation, verbalization, interaction and internalization and dialogic interacion (BAKHTIN, 2003) as dynamic appreciation of human demand practice ball.The parameterization of this formative instrumental of teachers founded itself in criteria of mapping of viable design to the proposal raised here as study focus, in view of the fact that, we give priority to a design of didactic material that would take into account the profile and the particularized necessities of the costumers, that is, which would value the expression of the subjects. The results obtained suggest the viability of the format of the course denominated Storyline, as far as its tangible achievements (production of narratives in chapters) originated, mainly, the construction of characters, whose identities are emulations of real processes of the students, that is, their projections as sociocultural subjects, by rivalry game methodology. This projection of socio-cultural subjects identities, more specifically, from adolescence of research subjects students is dependent to the rivalry game methodology, which intersects with Theories of Games (FIANI, 2004; HUIZINGA, 1971), with Theories of Adolescence (CALLIGARIS , 2014) and Theories of Psychology (KLEIN, 1973), so that the professional paradigmed decision-making are allocated on a teaching framework. The teaching framework of the Holistic Theory of Activity, through the didactic alliance and the inseparability of thinking, doing and feeling points to a reasoned methodological approach in the convergence between educational training and human development (cognition and affect) and know-how adviser development literary and linguistic teaching methods. / O estudo da parametrização de um instrumental didático de ensino interdependente de Língua e de Literatura para o Ensino Médio da Educação Básica perpassa pela sensibilização e autoria literária como pilotos de diretrizes na construção de uma motivação afetiva para o aprendizado. Bazerman (2011) ressalta que os professores podem e devem considerar mais as formas sociais e culturais que circundam a vida dos alunos, bem como suas vidas afetivas, apostando nas suas capacidades específicas de manejo contextual (cognitivo e afetivo) com o conhecimento. Para tanto, as oficinas de sensibilização à Literatura, à Leitura e à Produção textual, realizadas ao longo de um semestre letivo em uma turma de 2º ano do Ensino Médio da Educação Básica, em uma escola da rede estadual de ensino da cidade de Santa Maria, Rio Grande do Sul, propôs-se como um enquadramento apto ao desenvolvimento de ferramentas didáticas que articularam, dentro da abordagem interacionista, procedimentos metodológicos centralizados nos assim chamados processos de sensibilização, ou seja, técnicas semelhantes às de pré-atividades dentro do mesmo paradigma interacionista. Este se alicerça nos preceitos do ensino comunicativo, ao mesmo tempo em que procura estabelecer uma Zona de Desenvolvimento Proximal (VYGOTSKY, 2003) permeada de práticas reflexivo-críticas capazes de deflagrar a emergência de insights metacognitivos. Mediante as proposições teóricas da Teoria Holística da Atividade (RICHTER, 2006; 2008; 2010; 2011, 2015c), os fatores de mediação orientaram as atividades elaboradas sob um organograma procedimental, uma vez que, o desenvolvimento de tarefas didáticas concentradas em aspectos de roteirização e, subsequentemente de autoria, organizaram-se segundo recursos, estratégias e conceitos. Esses três grupos são as subdivisões dos fatores de mediação da THA. Os recursos, primeiro fator de mediação, são os meios materiais (artefatos educativos) de que dispõe o profissional e o cliente. As estratégias, segundo fator de mediação, são operações concretas do profissional na escola de objetos compatíveis com os alvos cognitivos a serem alcançados. Por fim, os conceitos, terceiro fator de mediação, consiste no conhecimento que fundamenta os procedimentos e a mediação profissional. As oficinas de sensibilização, propostas nesse projeto, tiveram como bases metodológicas em um organograma procedimental, sobremaneira, a Pesquisa-ação (THIOLLENT, 1996), na qual, professor e alunos são pares profissionais na personalização de um estilo de investigação própria das necessidades reais dos alunos, durante e após o aprendizado, o Dialogismo problematizador freireano (FREIRE; FAUNDEZ, 1985), no qual o diálogo é concebido como ação e reflexão no mundo e em que os sujeitos são ativos e colaborativos na construção do conhecimento, a Teoria da Assimilação de Ações Mentais por Etapas (GALPERIN, 1975), em que o conhecimento se dá pela cadeia: motivação, verbalização, interação e interiorização e a interação dialógica (BAKHTIN, 2003) como dinâmica de valorização da esfera de prática humana da demanda. A parametrização desse instrumental formativo de professores fundamentou-se em critérios de mapeamento de design viáveis à proposta aqui levantada como foco de estudo, haja vista que, privilegiou-se um design de material didático que levasse em conta o perfil e as necessidades particularizadas da clientela, ou seja, que valorizasse a expressão dos sujeitos. Os resultados obtidos sugerem a viabilidade do formato de curso denominado storyline, na medida em que seus desdobramentos mais palpáveis (produção de narrativas em capítulos) originaram, sobretudo, a construção de personagens, cujas identidades são emulações de processos reais dos alunos, isto é, são suas projeções como sujeitos socioculturais, por meio da metodologia do jogo de rivalidades. Essa projeção de identidades de sujeitos socioculturais, mais especificamente, da adolescência dos educandos sujeitos de pesquisa é corolária à metodologia do jogo de rivalidades, que se intersecciona com Teoria dos Jogos (FIANI, 2004; HUIZINGA, 1971), com Teorias da Adolescência (CALLIGARIS, 2014) e com Teorias da Psicologia (KLEIN, 1973), de modo que as tomada de decisão paradigmatizados do profissional estejam alocadas em um enquadramento de trabalho docente. O enquadramento de trabalho docente da Teoria Holística da Atividade, através da aliança didática e da indissociabilidade do pensar, fazer e sentir aponta para um percurso metodológico fundamentado na convergência entre formação pedagógica e formação humana (cognição e afeto) e para um know-how assessorial de desenvolvimento de metodologias de ensino linguoliterário.

This work deals with the first phase of the GDR literature, the so-called Aufbauliteratur. It shows how the GDR dealt during the years 1949 to 1956 with the fascist past and how the newly formed socialist state was built. The contemporary literature of the GDR reflects the efforts to reeducate people in the sense of the socialist ideas and to portray the daily life of the new socialist republic. In the meantime this literature should boost the working people to increase the production and to build a socialist economy. The aim of my work is to show the reflection of the former reality in the literature. As a basis for this analysis there are five selected works from Eduard Claudius Mensch an unserer Seite, Hans Marchwitza Roheisen, Elfriede Brüning Regine Haberkorn, Jan Koplowitz Unser Kumpel Max, der Riese und Harry Thürk Die Herren des Salzes. Keywords: GDR, Aufbauliteratur, socialist state, working people, production, re-education, Eduard Claudius, Hans Machwitza, Jan Koplowitz, Harry Thürk, Elfriede Brüning

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This thesis deals with specific learning disabilities on the first level of primary education. The theoretical part is devoted to the definition of the basic concepts, to the etiology of the occurrence of specific learning disabilities and to the classification of their manifestation. It draws up the possibilities of the diagnostics and of the follow-up re-education. It describes the possibilities of educating students with disabilities at basic schools or individually. The practical part of this thesis focuses on exploring the issue of specific learning disabilities on the first level of primary education, namely, in the third and fourth grade. Three case reports whose results most visibly pointed to a problem are also present here.

Cette thèse reconstruit la participation des jeunes et les articulations culturelles des jeunes dans les écoles ouest-allemandes à travers une collection de plus de 7 500 journaux scolaires archivés à la Bibliothek für Bildungsgeschichtliche Forschung (BBF) de Berlin. Afin d'aider à façonner la communauté scolaire et d'apprendre à agir de manière démocratique, les journaux scolaires ont été introduits après 1945 par les Alliés en collaboration avec le conseil des élèves, en particulier dans les écoles secondaires. Ce faisant, certaines préformes réussies du passé ont été poursuivies. Pour la première fois, cet ouvrage retrace l'évolution des journaux scolaires dans la première moitié du XXe siècle, puis se concentre sur les développements des années 1950 et 1960. A partir du milieu des années 1950, les rédacteurs en chef des journaux de l'école ont revendiqué avec succès leur indépendance vis-à-vis du conseil des élèves, dont les possibilités de codécision ont été désillusionnées à un stade précoce. Contrairement au conseil des élèves, les journaux scolaires ont témoigné de possibilités de co-design et d'articulation à établir nettement moins problématiques et plus fructueuses et ont ainsi contribué au développement de cultures scolaires plus fortement influencées par la libéralisation et la participation. Il est présenté dans le présent document pour les thèmes de formation au cours de la période couverte : en vue (1) de la discussion sur la technologie et les développements scientifiques et techniques pendant la Guerre froide, (2) de l'occupation avec les Etats-Unis et son influence culturelle, et (3) des confrontations avec les développements culturels des jeunes. L'ouverture croissante de l'école aux expressions culturelles des jeunes est examinée tant au niveau de la thématisation que sur le plan matériel sous la forme d'une analyse des artefacts. A cet effet, la communication symbolique sur les pages de titre des journaux scolaires sera analysée. Les efforts productifs présentés pour la liberté d'opinion dans les écoles illustrent également l'importance des journaux étudiants pour la relation enseignant-élève et le développement de structures participatives dans les écoles. Les travaux confirment la pertinence des journaux scolaires pour la reconstruction des cultures des jeunes ou des cultures des pairs dans les écoles et en tant que source productive pour les jeunes et la recherche scolaire. Les journaux scolaires sont également un phénomène international et transnational. Pour des recherches plus approfondies, ce document fournit un premier rapport de recherche complet pour l'Europe occidentale ainsi qu'une présentation pour la RDA et les Etats-Unis. / Die Arbeit rekonstruiert jugendliche Mitgestaltung und jugendkulturelle Artikulationen in westdeutschen Schulen entlang eines umfassenden Bestandes an Schülerzeitungen. Zur Mitgestaltung der Schulgemeinschaft und zum Erlernen demokratischer Handlungsweisen wurden Schülerzeitungen von den Alliierten zusammen mit der Schülermitverantwortung (SMV) insbesondere an Gymnasien eingeführt. Erstmals wird hier auch die Entwicklung der Schülerzeitungen in der ersten Hälfte des 20. Jahrhunderts nachgezeichnet. Schülerzeitungen zeugten gegenüber der Schülermitverantwortung (SMV) von deutlich unproblematischer und erfolgreicher zu etablierenden Mitgestaltungs- und Artikulationsmöglichkeiten und trugen zur Entwicklung von stärker durch Liberalisierung und Partizipation geprägte Schulkulturen bei. Dies wird für prägende Themen in der behandelten Zeit dargestellt: mit Blick auf (1) die Diskussion von Technik und naturwissenschaftlich-technischen Entwicklungen während des Kalten Krieges, (2) auf die Beschäftigung mit den USA und ihrem kulturellen Einfluss sowie (3) auf die Auseinandersetzungen mit jugendkulturellen Entwicklungen. Die zunehmende Öffnung der Schule für jugendkulturelle Ausdrucksweisen wird sowohl thematisch als auch auf materieller Ebene untersucht. Dazu wird u. a. die symbolische Kommunikation auf Titelblättern von Schülerzeitungen analysiert. Die dargestellten produktiven Bemühungen um Meinungsfreiheit in der Schule verdeutlichen auch die Bedeutung von Schülerzeitungen für das Lehrer-Schüler-Verhältnis. Die Arbeit bekräftigt die Relevanz von Schülerzeitungen für die Rekonstruktion von Jugendkulturen bzw. peer cultures im schulischen Raum sowie als ertragreiche Quelle für die Jugend- und Schulforschung. Schülerzeitungen sind darüber hinaus ein internationales und auch transnationales Phänomen. Für weitere Forschungen wird daher zudem ein erster umfassender Forschungsbericht zu Schülerzeitungen in Westeuropa, in der DDR und in den USA gegeben. / This doctoral thesis reconstructs youth participation and youth-cultural articulations at West German secondary schools. After 1945, the Allies introduced student newspapers along with student councils in order to foster the acquisition of democratic behaviors and codetermination of the school community. This project first offers a thorough documentation of the development of student newspapers in the first half of the 20th century, and then focuses on their development in the 1950s and 1960s. By the mid-1950s, the editors of the student newspapers had claimed independence vis-a-vis student councils. Student newspapers, meanwhile, bespoke far less problematic, and more successful, potentials for participation and youth-cultural articulation. They thereby contributed to school cultures more strongly influenced by liberalization and participation. The following defining themes from the era are presented in these articles: (1) the discussion of technology and natural science/technical developments during the cold war, (2) engagement with the USA and its cultural influence, and (3) involvement with youth-cultural developments. The increasing opening of schools for youth-cultural forms of expression is examined on both thematic and material levels. In addition, newspaper elements such as the symbolic communication in title pages will be analyzed. The productive efforts toward freedom of opinion in schools show the importance of school newspapers in terms of the teacher-student relationship and the development of participatory structures in schools. This project underlines the relevance of school newspapers for the reconstruction of youth cultures and peer cultures in schools in addition to being sources for youth research and school research. Moreover, school newspapers are an international and transnational phenomenon. Areas for further research are indicated in a literature review for Western Europe a consideration of the GDR and the USA.