Made available in DSpace on 2016-03-15T19:43:30Z (GMT). No. of bitstreams: 1 Daniella Basso Batista Pinto.pdf: 3284034 bytes, checksum: eea30f21ae7c1449b7df1db101919222 (MD5) Previous issue date: 2009-01-29 / Fundo Mackenzie de Pesquisa / The proposal of this study if relates to the understanding of as she is being developed the professional learning of the docência in the course of Pedagogia and its practical contribution for the pedagogical one of the professor; e to ahead recognize the look of the pupils of its process of formation. For in such a way, a bibliographical research was carried through, that is, an analysis of literature, as well as of documents of the course, in what it says respect its curricular lines of direction and pedagogical proposals for the teaching formation, intrinsic to its Pedagogical Project. As research modality, it was opted to a study of folloied case of research of field, qualitative boarding and descriptive matrix, using itself as metodológico procedure interviews half-structuralized with directed questions, carried through with pupils of 8º semester of the course of Pedagogia in a private University in the city of São Paulo. However it was verified as it is conceived, by the optics of the future professors, the professional learning of the docência in the course of Pedagogia and its practical thought how much to the pedagogical one of the pupils of course end. The present study, therefore, it did not intend to conclude the inquiry, a time that this is not depleted. In this direction, it is intended to give to continuity to the research, using itself of new analyses and understanding, beyond pointing possible trajectories in relation to the formation of professors. / A proposta deste estudo se refere à compreensão de como está sendo desenvolvida a aprendizagem profissional da docência no curso de Pedagogia e sua contribuição para a prática pedagógica do professor; e reconhecer o olhar dos alunos diante de seu processo de formação. Para tanto, foi realizada uma pesquisa bibliográfica, ou seja, uma análise da literatura, bem como dos documentos do curso, no que diz respeito as suas diretrizes curriculares e propostas pedagógicas para a formação docente, intrínsecas ao seu Projeto Pedagógico. Como modalidade de pesquisa, optou-se por um estudo de caso acompanhado de pesquisa de campo, de abordagem qualitativa e de cunho descritivo, utilizando-se como procedimento metodológico entrevistas semi-estruturadas com questões direcionadas, realizadas com alunos do 8º semestre do curso de Pedagogia em uma Universidade privada no município de São Paulo. Contudo foi verificada como é concebida, pela ótica dos futuros professores, a aprendizagem profissional da docência no curso de Pedagogia e seu pensamento quanto à prática pedagógica dos alunos de final de curso. O presente estudo, portanto, não pretendeu concluir a investigação, uma vez que esta não se esgota. Nesse sentido, pretende-se dar continuidade à pesquisa, utilizando-se de novas análises e compreensões, além de apontar possíveis trajetórias em relação à formação de professores.

A presente dissertação é resultado de uma pesquisa colaborativa realizada no Clube de Matemática, projeto de estágio oferecido pela Faculdade de Educação da USP aos alunos do curso de Pedagogia e Licenciaturas desta universidade, com o objetivo de investigar como se desenvolve o conceito de avaliação na formação de professores em atividade colaborativa. Esta apresenta um estudo sobre a formação inicial de professores no contexto da Educação Superior, a avaliação no contexto da Educação Básica e a Teoria da Atividade norteadora das atividades orientadoras de ensino desenvolvidas nesse espaço de formação. Para o levantamento de dados, além da participação da pesquisadora como observadora e colaboradora no projeto durante três semestres consecutivos, foram gravadas as discussões coletivas de avaliação das ações dos estagiários e dos alunos de 1ª a 4ª séries do Ensino Fundamental da Escola de Aplicação da USP também envolvidos no projeto. A transcrição das fitas, as observações realizadas pela pesquisadora in loco, os relatórios produzidos pelos estagiários ao final de cada semestre e os questionários respondidos por eles compuseram as fontes que foram analisadas a partir dos pressupostos teóricos da Teoria da Atividade e dos conceitos de professor reflexivo e de avaliação levantados pela pesquisadora em estudo bibliográfico. Durante todo processo de ensino e aprendizagem vivenciado no Clube de Matemática, a avaliação das atividades pedagógicas, realizadas de forma coletiva, apresentou indícios sobre os processos formativos no que se refere à escolha dos conteúdos matemáticos trabalhados para a elaboração de atividades orientadoras de ensino, revelando um modo de formar-se do estagiário na ação de ensinar. Podemos concluir que a avaliação é uma prática presente no processo ensino-aprendizagem que ocorre nesse espaço de formação inicial. O conceito de avaliação é formado pelos futuros professores por meio da avaliação reflexiva de todas as ações realizadas colaborativamente. / This monograph is the result of a collaborate research carried on the Mathematic Club which is a period of practical professional training offered by the School of Education, in the University of São Paulo, to the students of Pedagogy and Licentiates, in order to investigate how does it grows, the concept of valuation, in the formation of teachers in collaborating activity. It presents a study on the initial formation of teachers in the context of Higher Education, the valuation in the context of Basic Education, and the Theory of Activity, guider of the activities developed in this formation space. In order to obtain the data, besides the participation of the researcher itself as a collaborator and observer during three consecutive semesters, the collective discussions on valuation of the activities of probationers and students (first to fourth years) from the Fundamental Teaching division of the School of Application of the University of São Paulo, which were also participating of the project. The transcription of the tapes, the observations made by the researcher itself, the written reports of the probationers at the end of each semester, and their questionnaires, were the sources which after analysis according to the theoretical presupposes of the Theory of Activity and of the concepts of reflexive professor and of evaluation encountered by the researcher in the literature. During the whole process of teaching and learning felt in the Mathematic Club, the valuation of teaching activities made in a collective way presented signs of the forming processes referred to the choosing of the worked mathematics contents for the creation of teaching oriented activities, revealing a way to form the probationer in the art of teaching. It is possible to conclude that valuation is a practice usual in the process of teaching/learning occurring in this time of initial formation. The concept of valuation is formed in the future teachers by the way of a valuate reflection of all the actions realized collaboratively.

Doctor of Philosophy / The current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions in situated learning experiences in community settings. The contextual framework of the study focused on the development of the student teachers’ unique understandings and awareness of people with disabilities through processes of biographical situated learning. The investigation examined participants’ voluntary out-ofcourse experiences with people with disabilities across three community settings for the ways in which these experiences facilitated the participants’ emerging role understandings. These settings included respite experiences in families’ homes of young children with disabilities receiving early intervention, an after-school recreational program for primary and secondary aged children and adolescents with disabilities, and an independent living centre providing post-school options and activities for adults with disabilities. ii Two groups participated in the current study, each consisted of six student teachers in the Bachelor of Education Course at the Bathurst campus of Charles Sturt University. Group One participants were in the second year compulsory inclusive education subject and Group Two participants were in the third year elective early intervention subject. The investigation examines the nature of reflexive and reflective processes of the student teachers from subjective, conflict realities in an attempt to link community experiences with real-life issues affecting inclusive educational practices. The voluntary community experiences engaged the research participants in multi-faceted interactions with people with disabilities, providing thought-provoking contexts for their reflections on observations, responses and reactions to situations, such as critical incidents. The participants engaged in reflexive and reflective processes in records made in learning journals and in semi-structured interviews conducted throughout the investigation. Results were analysed from a constructivist research paradigm to investigate their emerging role understandings. Prior to this study there had been few practical components in the compulsory undergraduate inclusive education subject which meant that previously student teachers gained theoretical knowledge without the opportunity to apply their learning. Many student teachers had expressed their feelings of anxiety and uneasiness about what they should do and say to a person with a disability. Thus, the community experiences were selected in order to give a specific context for student teachers’ learning and to provide participants with expanded opportunities to consider their professional identity, social awareness and acceptance of people with disabilities. iii An analysis of the data demonstrated the centrality of reflection within a situated teaching and learning framework. Understandings of prior experiences and motivation were shown to interact with the outcomes of the community experiences through an on-going process of reflection and reflexivity. This reconstructing process encouraged learners to reflect on past, present and projected future experiences and reframe actions from multiple perspectives as a way of exploring alternatives within broader contexts. The data reveal the participants’ engagement in the community experiences facilitated their awareness of wider socio-cultural educational issues, while focusing their attention on more appropriate inclusive teaching and learning strategies. The reflective inquiry process of identifying diverse issues led participants to consider other possible alternatives to current community practices for better ways to support their changing perspectives on ideal inclusive classroom practices. The dialogic nature of participants’ on-going deliberations contributed to the construction of their deeper understandings of an inclusive educator’s role. The findings of the study identified external environmental and internal personal factors as contributing biographical influences which shaped the student teachers’ emerging role understandings. The results emphasised the value of contextual influences in promoting desirable personal and professional qualities in student teachers. Importantly, situated learning enhanced participants’ unique interpretations of their prospective roles. As a result of analysing their insights from interactions in community contexts, the student teachers had increased their personal and professional understandings of individuals with disabilities and broadened their perceptions of their roles as inclusive educators. Thus, the study found that encouraging a biographical reflexive and reflective orientation in participants was conducive iv to facilitating changes in their understandings. Overall, the outcomes had benefits for student teachers and teacher educators in finding innovative ways for integrating biographical perspectives into situated teaching and learning approaches. The study showed that contextual influences facilitated deeper understanding of role identity and produced new ideas about the nature of reflexivity and reflection in guiding student teachers’ learning. (Note: Appendices not included in digital version of thesis)

This work in two parts – entitled Symbolic Function and Meaning: An Investigation of the Species-Specific Essence of Psychoanalytic Psychotherapy – could be characterized as an interpretation of the above-mentioned therapy and the meaning of its particular experience. In the first part, besides a licentiate thesis, four topics are examined: the therapeutic framework, the transference – especially in neurotic form – and its interpretation, psychotherapy with borderline patients, and therapy with psychotics. This has been done by combining studies of literature with analyses of the transference meaning of a number of illuminative clinical examples or vignettes – anecdotes, i.e. narratives with a significant point – the main part of which are the outcome of the author’s own activity in the form of participant observation as a psychotherapist. The general conclusion is that promoting the symbolic function is the essential ingredient in the psychoanalytic form of therapy – its very rationality – and how it effectuates its unique therapeutic potentiality; a characterization which, despite obvious differences in the adequacy of symbolic functioning, is valid irrespective of whether the patient is diagnosed as neurotic, borderline or psychotic. In the second part – essentially of a theoretical nature in contrast to the preceding one – the study is influenced by philosophical hermeneutics, and in this process assimilates its particular conceptuality. The continued analysis of the research object shows that it is misleading, in view of its ontology, to conceptualize it in medical terms as treatment. Aimed at promoting the symbolic function by the transference being interpreted, psychoanalytic psychotherapy instead operates in an ethical dimension and is rather what Aristotle terms a praxis, on the one hand; on the other hand, it is moreover implicitly human science action research into intersubjective appropriation of meaning. In this latter respect, the investigation highlights the fact that the very special interview method in the form of free associations, with their reflexivity, gives the psychoanalytic form of psychotherapy the potential to be not only a qualitative research method but also simultaneously metaresearch. The analyses of the transference meaning of clinical anecdotes in the first part have thereby been able to be methodologically clarified retroactively as psychoanalytic metaresearch.

This investigation is a pilot survey whose main purpose is to investigate with work evaluation and attitude analysis whether the orthopedists and surgeons work can be equaled, why the wages differences exists between women and men, and also which preventive measures the organization can use to even out the wages differences between the genders. In relation with the investigation I have applied the reflexive way of thinking to establish which difficulties come up in the work of gender-equality. The result’s from work evaluation displays that the works are equivalent but the salaries are not, which can depend on value discrimination,gender discrimination and the organization theory. Wages differences between women and men depend on, according to the informers, partly by historical explanation and partly by the old directors who was allowed to retain regular salary when they post transformed. The common point of view is that men have a larger work experience and therefore a higher salary. The managements attitude towards gender-equality issues is of absolute importance in order to achieve and bring a change within the organization. The measure positive special treatment is proposed to be used as an improving method to achieve (gender)equality between the posts and to even out the wages difference between the sexes. To establish whether or not gender discrimination exist in the investigated organization there needs to be done a whole lot supplementary studies like a complete wage (salary) mapping which includes all supplements and more interviews among the organizations all occupation groups. / Utredningen är en pilotstudie vars huvudsyfte är att via arbetsvärderingsanalysen och attitydundersökningen undersöka om ortopeders och kirurgers arbete kan jämställas, varför löneskillnader mellan kvinnor och män finns, samt vilka åtgärder organisationen kan använda för att jämna ut lönerna mellan könen. I samband med undersökningen har jag också valt att tillämpa det reflexiva tankesättet för att undersöka vilka som svårigheter uppstår i samband med jämställdhetsarbetet. Resultatet från arbetsvärderingen visar att det handlar om likvärdiga arbeten men inte lika löner, vilket kan ha sin förklaring i värdediskriminerings-, genus- och organisationsteorin. Löneskillnaderna mellan kvinnor och män beror, enligt informanterna, dels på historiska förklaringar och dels på de gamla cheferna som har fått behålla sin ordinarie lön i samband med omplacering. Den allmänna synen är att män har längre arbetslivserfarenhet och därför högre lön. Ledningens inställning till jämställdhetsfrågor har vidare vistas vara helt avgörande för att förändringsarbetet inom organisationen skall kunna genomföras. Åtgärden positiv särbehandling har föreslagits som en metod för att uppnå jämställdhet mellan befattningarna och för att jämna ut löneskillnaderna mellan könen. För att undersöka om könsdiskriminering föreligger inom den undersökta organisationen behövs en del kompletterande studier såsom en komplett lönekartläggning som inkluderar alla tillägg och fler intervjuer bland organisationens samtliga yrkesgrupper.

The purpose of this qualitative study was to better understand how five choral music educators’ life experiences, prior knowledge, attitudes, values, beliefs, and understandings surrounding the formation of their musical selves have come to shape their professional practice. A secondary purpose of this research was to examine institutional context and governing ideologies of the choral music discipline. The study involved five choral music educators—including the researcher—of various ages, genders, and cultural backgrounds from Winnipeg, Manitoba. This research is grounded in what Beattie (1995) terms the dialectical and collaborative nature of narrative inquiry, but also looks to reflexive inquiry and life history methodologies (Cole & Knowles, 2000), as well as the practice of collective biography (Davies & Gannon, 2006) to shape its methodological framework. As such, autobiographical forms of self-study research are reconceptualized as collaborative self-study. Data collection methods included journal writing, personal in-depth interviews, and participant observation. In particular, regular focus group sessions, which included peer interviewing, played a central role throughout the research process. This forum allowed participants to share their musical life histories and interrogate each others’ narratives, thereby triggering musical memories and exposing the interconnectivity of musical pasts to current professional practice. Data is re-presented in rich narratives which trace the path of each participant’s musical life history in interaction with theory and relevant literature. Numerous themes, sub-themes, tensions, and epiphanal episodes (Denzin, 1994) are illuminated. Moreover, connections between participants’ experiences and resultant ways of knowing are exposed, and we are confronted with “the unexpectedness of universality” (Hofstadter, 2007, p. 242). Thus, our commonessence is revealed. Participant chapters are followed by a postlude featuring the researcher’s personal narratives, an examination of researcher voice, and questions regarding the practice of choral music education that have surfaced through reflexive analysis of the data. This research strives to be a model for personal professional development among choral music educators, and provides a template for future purposeful discussion in the choral discipline.

The purpose of this qualitative study was to better understand how five choral music educators’ life experiences, prior knowledge, attitudes, values, beliefs, and understandings surrounding the formation of their musical selves have come to shape their professional practice. A secondary purpose of this research was to examine institutional context and governing ideologies of the choral music discipline. The study involved five choral music educators—including the researcher—of various ages, genders, and cultural backgrounds from Winnipeg, Manitoba. This research is grounded in what Beattie (1995) terms the dialectical and collaborative nature of narrative inquiry, but also looks to reflexive inquiry and life history methodologies (Cole & Knowles, 2000), as well as the practice of collective biography (Davies & Gannon, 2006) to shape its methodological framework. As such, autobiographical forms of self-study research are reconceptualized as collaborative self-study. Data collection methods included journal writing, personal in-depth interviews, and participant observation. In particular, regular focus group sessions, which included peer interviewing, played a central role throughout the research process. This forum allowed participants to share their musical life histories and interrogate each others’ narratives, thereby triggering musical memories and exposing the interconnectivity of musical pasts to current professional practice. Data is re-presented in rich narratives which trace the path of each participant’s musical life history in interaction with theory and relevant literature. Numerous themes, sub-themes, tensions, and epiphanal episodes (Denzin, 1994) are illuminated. Moreover, connections between participants’ experiences and resultant ways of knowing are exposed, and we are confronted with “the unexpectedness of universality” (Hofstadter, 2007, p. 242). Thus, our commonessence is revealed. Participant chapters are followed by a postlude featuring the researcher’s personal narratives, an examination of researcher voice, and questions regarding the practice of choral music education that have surfaced through reflexive analysis of the data. This research strives to be a model for personal professional development among choral music educators, and provides a template for future purposeful discussion in the choral discipline.

According to the National Rites of Passage Institute (NROPI), African Americans have lost their authentic identity, which has led to inauthentic, broken individuals and communities. In order to reverse these trends, according to NROPI, African Americans must rediscover their authentic identity through a rites of passage program that plucks them from a Eurocentric narrative and places them into an Afrocentric one. This thesis explores how NROPI is a religious response to adversity that takes on a decidedly American form of contemporary religiosity. I argue that by analyzing NROPI and other contemporary rites of passage programs through the lens of religious studies, scholars can gain a deeper understanding of how these programs fit into the broader American religious landscape, and provide commentary on the changing nature of that religiosity, and how their language and rituals can be used as rhetorical strategies for social cohesion and control.

Across the globe, people are everyday audiences of advertising images, which have become integrated in our life worlds. Advertising images are entangled with interesting moral conflicts. This study analyses the decision-processes of advertising self-regulators, who are in the midst of such moral conflicts, with the purpose of showing how and why they decide if advertising images are acceptable or not. Two organizations based in different countries are included in the study; The Advertising Standards Authority (ASA) in the United Kingdom and The Trade Ethical Council against Sexism in Advertising (ERK) in Sweden. The empirical material consists of interviews with 38 people, images and text documents, from the two mentioned self-regulatory bodies, and some (participant) observation. The study focuses on cases of potentially offensive advertisements. The material is primarily analysed using the theory of worlds of worth, developed by Luc Boltanski and Laurent Thévenot. The thesis argues that advertising self-regulation is about ascertaining, and making compromises between, conventions of morality. The study demonstrates the pattern of how the contextual circumstances influence the moral decisions that are made. It is shown that a decisive feature of the decisions is to conceptualize the general public in a justified way. This means that decision-makers picture the public as types of people who hold one or a combination of moral logics, and assume that they use these to interpret and evaluate advertising images. How these publics are defined depends on how the settings of the different advertising images are collectively interpreted by the decision-makers. The thesis argues more generally that to understand people’s values we must look at conflict situations in which current morals surface, such as the ways they appear in relation to advertising images.

This paper explores a Master of Social Work (MSW) student's experiences in engagement with structural social work during an advanced practicum with a perinatal mental health project in Northeastern Ontario. The goals of the advanced practicum were to: (a) improve reflexive practice, (b) improve understanding of structural social work, specific to social justice, and (c) improve understanding of the role of structural social workers within inter-organizational collaborations. Deconstruction of the engagement with each of the goals and the challenges in facilitation of the objectives are reviewed. Though there are issues and dilemmas facing those who wish to engage in structural social work, this advanced practicum experience was successful in improving the student's engagement with structural social work praxis.