Submitted by Miriam Lucas (miriam.lucas@unioeste.br) on 2017-08-25T18:10:27Z No. of bitstreams: 2 Cristiane Balla 2016.pdf: 962703 bytes, checksum: c245cdcca70bea7bc8abf28adb57111c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-08-25T18:10:27Z (GMT). No. of bitstreams: 2 Cristiane Balla 2016.pdf: 962703 bytes, checksum: c245cdcca70bea7bc8abf28adb57111c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-12-21 / This research aims at the representations, discussing the media in the educational field, more specifically in the school. It investigates how the teachers represent and produce meanings about the insertion of the media in their educational action, thereby problematizing the media, their representation in the education and pedagogical practice of teachers in a public basic education school. It also investigates how the school in the face of contemporary society, which influences cultural identity, offers different means of socialization, while at the same time promoting the decentering of culture. The research, of a qualitative nature, is based on theoretical references whose conception contemplates the Cultural Studies. This theoretical field has roots in cultural materialism, as it encompasses the media as well as media analysis and has a great contribution by researchers who investigate these relationships by forming an eminently interdisciplinary field. As a methodology it is proposed semi-structured interviews aimed at a group of teachers in order to know in the first approximation their representations about the insertion of the media in the educational context followed by data analysis that subsidized the answer to the initial problem of the research, Which asks: "How do teachers represent and produce meanings about the insertion of the media into their educational action? The results of the analysis of the interviews showed that the insertion of the media in the school spaces can contribute in a significant way with the improvement of the learning as well as, access to science through its varied means contributing to both students and teachers in their organization of pedagogical work. / Esta pesquisa tem como objetivo tratar do tema das representações e, para isso, discutir a mídia como artefato cultural no campo educacional, mais especificamente, na escola. Assim, o objeto deste estudo é investigar como os/as professores/as representam e produzem significados acerca da inserção da mídia em sua ação educativa e, com isso, problematizar a mídia, sua representação na educação e na prática pedagógica de professores/as de uma escola pública de educação básica. Investiga, ainda, como a escola, diante da sociedade contemporânea, que influencia a identidade cultural, oferece diferentes meios de socialização, ao mesmo tempo em que promove o descentramento da cultura. A pesquisa é de cunho qualitativo e se assenta em referenciais teóricos cuja concepção contempla os Estudos Culturais. Esse campo teórico tem raízes no materialismo cultural, pois engloba a mídia, bem como faz análise dos meios de comunicação e tem grande contribuição de pesquisadores que se debruçam a investigar essas relações, configurando-se um campo eminentemente interdisciplinar. A metodologia consistiu em aplicação de entrevista semiestruturada, a um grupo de professores/as a fim de conhecer, em primeira aproximação, as suas representações sobre a inserção das mídias no contexto educacional. A partir das respostas seguiu-se análise desses dados obtidos e que subsidiaram uma resposta ao problema inicial da pesquisa, que indaga: De que forma os artefatos culturais contribuem para a organização do trabalho pedagógico de professores/as da educação básica? ─Quais são as representações sobre a sua inserção na escola? Os resultados da análise das entrevistas mostraram que a inserção das mídias nos espaços escolares pode contribuir de forma significativa para a melhoria da aprendizagem, bem como para melhor acesso à ciência por seus mais variados meios, contribuindo tanto para alunos/as quanto para os/as professores/as em sua organização do trabalho pedagógico.

Massinissa est un personnage historique qui régna sur la Numidie entre 201 et 148 avant notre ère. Allié de Rome durant la deuxième guerre punique, il contribua à l’écrasement de Carthage. Ce roi ressort comme le premier « grand homme » de l’histoire de l’Afrique du Nord, dans l’historiographie ancienne que nous avons conservée (nous ne savons rien de l’historiographie punique ni libyque), mais aussi dans l’historiographie contemporaine des pays du Maghreb. Selon les auteurs grecs et romains, il aurait été doté de qualités exceptionnelles, et c’est à lui que reviendrait la gloire d’avoir le premier constitué un État numide unifié. Il est le sujet de nombreux exempla, de l’époque classique jusqu’au Moyen-Âge. À la fin de la période médiévale, on observe, en Europe, un transfert générique : Massinissa, délaissé par les genres savants, devient une source d’inspiration pour les poètes. Pendant la même période, le roi numide disparaît de la tradition savante nord-africaine, et sans doute également de la tradition populaire orale, jusqu’à la colonisation de l’Afrique du Nord par les Français.Mon étude s’inscrit dans le temps long, puisqu’elle retrace le parcours de Massinissa dans l’Antiquité et au fil de sa redécouverte par les historiens de la France coloniale et de sa récupération par les historiens des mouvements nationalistes algériens. Avec la conquête de l’Algérie à partir de 1830, le discours colonial instaure la figure de Massinissa en tant que figure de référence de la région. Les institutions cherchant dans l’histoire de la mainmise progressive de Rome sur l’Afrique du Nord un précédent, c’est-à-dire à la fois une légitimation et une expérience utile pour guider leur action, Massinissa suscite bien entendu un fort intérêt, puisqu’il est présenté par les auteurs classiques, dont les historiens de l’époque sont pétris, comme l’allié très fidèle, voire le client de Rome. Cependant, il serait caricatural de penser que tous les historiens de la période coloniale se sont conformés sans nuance à cette idéologie, et l’étude précise de différents ouvrages montrent au contraire comment cette historiographie coloniale a pu ouvrir la voie à une récupération nationaliste du personnage, en posant un regard critique sur les sources anciennes.Les mouvements nationalistes se sont emparés à leur tour du personnage. Massinissa, premier habitant de l’Algérie dont le nom ait retenti au-delà des mers et par-delà les siècles, était un candidat évident au « panthéon » de héros nationaux que les intellectuels algériens se sont efforcés de mettre en place pour créer un sentiment d’appartenance nationale dans les premières décennies du XXe siècle. Et cela, d’autant plus que les rois numides furent les derniers souverains autochtones avant des siècles de domination étrangère. Il fallait alors affronter certains paradoxes : se réapproprier, ou plutôt s’approprier une histoire modelée par les colonisateurs d’hier et ceux d’aujourd’hui, valoriser un héros encensé par l’ennemi, et enfin ménager une place à un Berbère polythéiste, à rebours de l’arabo-islamisme des discours identitaires majoritaires.Ce travail replace chacune des représentations de Massinissa dans son contexte historique et idéologique ainsi que dans les codes propres à sa nature ou à son genre littéraire, de façon à repérer les filtres qui ont infléchi son élaboration et à mieux comprendre l’orientation qui en résulte. Sources littéraires, archéologiques, épigraphiques et numismatiques seront également analysées en tant que pratiques discursives, et l’on s’attachera à retracer la généalogie de ces représentations. / Massinissa is a historical figure who reigned over Numidia between 201 and 148 BCE. An ally of Rome during the Second Punic War, he contributed to the annihilation of Carthage. This king appears as the first «great man» of the history of North Africa, within the ancient historiography which has been preserved (we know nothing of the ancient Punic or Libyan historiography), but also in contemporary historiography from countries of the Maghreb. According to Greek and Roman authors, he was endowed with exceptional qualities, and to him goes the glory of having first constituted a unified Numidian State. He is the subject of many exempla, from the classical period until Middle Ages. At the end of the medieval period, we observe, in Europe, a generic transfer: Massinissa, neglected by scholars, becomes a source of inspiration for poets. During the same period, the Numidian king disappears from the North African scholarly tradition, and no doubt also from the oral folk tradition, until the colonization of North Africa by the French.My study covers a long time period, since it retraces the path of Massinissa in Antiquity and follows the thread of its rediscovery by historians of colonial France and appropriation by historians of nationalist movements in Algeria. With the conquest of Algeria starting from 1830, the colonial discourse establishes the figure of Massinissa as a reference figure for the region. The institutions seeking a precedent in the history of Rome's gradual stranglehold over North Africa, that is both a legitimacy and a useful experience to guide their action, Massinissa aroused of course a strong interest since classical authors, whom historians of the time were steeped in, present him as a very loyal ally, even the client of Rome. However, it would be caricatural to believe that every single historian of the colonial era complied without nuance with this ideology, and the precise study of various works show on the contrary how this colonial historiography could open the way to a nationalist appropriation of the character, by taking a critical look to ancient sources.In turn, nationalist movements took over the character. Massinissa, the first inhabitant of Algeria whose name has resounded beyond the seas and over the centuries, was an obvious candidate for the «pantheon» of national heroes that Algerian intellectuals strove to set up to create a sense of national belonging in the first decades of the twentieth century. And this, all the more since the Numidian kings were the last indigenous rulers before centuries of foreign domination. It was then necessary to face certain paradoxes: to reclaim, or rather appropriate a history written by the colonizers of yesterday and those of today, to valorize a hero praised by the enemy, and finally to make room for a Berber polytheist, at odds with the Arab-Islamism of the majority identity discourse.This work places each of Massinissa's representations in its historical and ideological context, as well as in the codes specific to its nature or literary genre, so as to identify the filters that have influenced its development and to better understand the resulting orientation. Literary, archeological, epigraphic and numismatic sources will also be analyzed as discursive practices, and I will insist on retracing the genealogy of these representations.

Um longo e lento caminho de transformações determina a história da educação. Da criação da instituição escolar, até a atualidade, a luta para transformar o privilégio da educação, em um direito e expandi-lo a todos atravessou os séculos. A consolidação da educação como direito trouxe o acesso de todos às escolas e modificou a sala de aula, aumentando a heterogeneidade e desafiando os modelos pedagógicos que se tornaram insuficientes para atendê-la. O debate sobre a qualidade na educação contemporânea se alterna entre a perspectiva econômica da visão da educação do povo, como capital humano e a de direito de inserção social do indivíduo. Os professores enfrentam o desafio de promover a aprendizagem de todos dentro de duas perspectivas divergentes e necessitam recorrer a habilidades profissionais para lidar com as diferenças em salas de aula e adequar sua prática docente. Para oferecer apoio a esses profissionais é necessário conhecer seu modo de compreender e atuar dentro desse cenário para se estabelecer ações mais eficazes para formação desses profissionais. Assim, este trabalho visou identificar as formas de representação dos professores da educação básica sobre a heterogeneidade das classes, que foi acentuada pelas transformações sociais e pelas mudanças da educação contemporânea no Brasil. Para atingir nosso objetivo, fizemos uma pesquisa com 31 professoras de anos iniciais de três escolas públicas de São Paulo, coletando informações sobre as representações que fazem da heterogeneidade da sala de aula e buscando as relações com as dimensões de ação e de emoção dos professores. Nossos resultados apontaram que as professoras, em sua maioria identificam o fenômeno da heterogeneidade em suas salas e fazem diferentes representações a respeito dele. Existe, no grupo, de forma expressiva, a visão problematizada sobre as diferenças dos alunos, seja em relação aos níveis de alfabetização, ou a limites de aprendizagem que identificam neles. Registramos a presença de forte ideal de homogeneização do grupo-classe, expresso pela definição de objetivos pedagógicos unificados, levando a um ensino padronizado, com pouca consideração para as expectativas ou interesses dos alunos.. Esses objetivos estão também atrelados às avaliações oficiais padronizadas para todas as escolas, que acabam reforçando a tendência niveladora. Identificamos uma minoria de professoras que buscam atuar na lógica contrária, qual seja, a de partir das necessidades e expectativas diferenciadas dos alunos para oferecer-lhes caminhos pedagógicos adequados, que consideram suas singularidades. Estas professoras consideram as diferenças nos alunos na ótica inclusiva e até como elemento enriquecedor da sala de aula e consideram as diferenças ao realizarem planejamento e estabelecerem objetivos para grupo e alunos, utilizando estratégias inclusivas. / A long and slow path of transformations underlines the history of Education . Since creation of the school institution, thousands of years ago, until today, the struggle to transform this privilege in right and expand it to all people it took centuries . The consolidation of education as a right brought access to all schools and changed the classroom, increasing heterogeneity and challenging pedagogical models. The debate about quality in contemporary education alternated between economic perspective view of the education of the people , such as human rights and social integration of the individual . Teachers face the challenge of promoting the learning of all within two divergent perspectives and need to resort to professional skills to deal with differences in classrooms and adapt their teaching practice. To provide support for them is necessary to know their way of understanding and acting within this scenario to establish more effective actions on training of these professionals. This study aimed at identifying the representation form of Basic Education teachers on the heterogeneity seen in classrooms, as well as identifying implications between teaching representations and practices. To address this issue, we carried out a study with 31 teachers of the first years of public schools of São Paulo, trying to get information on the representation they make of the classrooms heterogeneity, and trying to find relationships with the teachers action and emotion dimensions. Our findings indicate that the vast majority identifies their student groups as heterogeneous in different ways. The two leading approaches show a strong link of homogenization with the classroom-group. The most recurring one associates the heterogeneity to the discrepancies in learning processes or results presented by the students, and the second one, of heterogeneity in a perspective of heterogeneity as a synonym of problems. In a smaller part of our sample we also identified the idea of heterogeneity as a natural phenomenon among students that manifest itself through different expectations, personalities and learning ways. Also, we were able to identify the existence of correlations among the forms of representations made and the practices suggested by teachers, reinforcing the research work in the field. This points out to the need of resuming the debate with the teachers on the current educational background and the discussion on the educational models that could be implemented to indeed promote education for all.

This phenomenological study addressed teacher perceptions of indigenous representations in United States history within a school district in East Tennessee. Teacher perceptions of indigenous representations in history were defined as teacher beliefs towards the inclusion and representation of indigenous peoples in United States history. Individual and focus group interviews were conducted from a purposeful sample of United States history teachers from multiple high schools in the school district. The analysis of data revealed three themes: (a) systemic challenges to multiculturalism within state course standards and textbooks, (b) teachers’ perceived self-efficacy in teaching their students using indigenous perspectives, (c) and the perpetuation of indigenous stereotypes. Furthermore, analysis revealed that U.S. history courses in the district perpetuate both the notion of indigenous peoples as historical bystanders and the racial stereotypes of Native Americans.

Abstract is available to download.

One hundred high school Algebra students from a southern California school participated in this study to provide information on students’ ability to relate the definition of function to its representations. The goals of the study were (1) to explore the extent to which students are able to distinguish between representations of functions/non-functions; (2) to compare students’ ability to distinguish between familiar/unfamiliar representations of functions/non-functions; (3) to explore the extent to which students are able to apply the definition of function to verify function representations; and (4) to explore the extent to which students are able to provide an adequate definition of function. Data was collected from written responses on a math survey consisting of items that asked students to decide if given illustrations are representations of functions, to explain how the decision was made, and to supply the domain and range when applicable. The questions included seven types of illustrations: graphs, equations, ordered pairs, tables, statements, arrow diagrams, and arbitrary mappings. Findings indicated that students were more able to correctly identify familiar than unfamiliar function representations. The easiest representation for students to correctly identify was the graph of a linear function and the most difficult was the graph of a piecewise function. A conjecture as to why this occurred is that the formal definition of function is not often emphasized or referenced when function and its representations are introduced so students do not have a deep understanding of how the function definition is related to its representations. The explanation, domain, and range responses were sketchy. A conjecture as to why this occurred is that in general, students have difficulty expressing themselves orally and in writing or perhaps students had not learned about domain and range. A separate question asked students, “What is a function?” To this question, students provided a variety of responses. It is suggested that conducting further studies that include student interviews and participants from multiple teachers, would provide increased understanding of how students learn the definition of function and the extent to which they are able to relate it to its representations.

Au Sénégal, les conditions de vie des enfants handicapés sont toujours inférieuresà celles des autres enfants du fait, pour une part, de représentations sociales duhandicap qui ne favorisent pas leur intégration sociale et scolaire. Beaucoup n'ont pasaccès à l'éducation. Mais malgré ces barrières, des parents d’enfants en situation dehandicap et de professionnels exerçant dans des écoles qui accueillent ces enfants, lesont dépassé et les scolarisent.Notre travail de recherche pose l’hypothèse suivante : Si des enfants en situationde handicap sont scolarisés au Sénégal, il s’est passé quelque chose de différent chezleurs parents et chez les professionnels en service dans ces écoles. Qu’est-ce qui apoussé des parents d’enfants handicapés et des professionnels à scolariser cesenfants ? Quelles sont les conditions qui ont été réunies pour permettre à certainsenfants handicapés d’aller à l’école au Sénégal.? Comment faire pour améliorer lascolarisation des enfants handicapés au Sénégal ?Notre travail, à travers une démarche analytico-descriptive axée sur l'usage d'uneméthode monographique descriptive et analytique par des récits de vie de parentsd’enfants handicapés et de professionnels exerçant dans des écoles qui accueillent desenfants handicapés au Sénégal et l’utilisation de la théorie des représentationssociales comme outil d'analyse, a permis de découvrir un changement dereprésentations sociales traditionnelles du handicap en représentations scientifiqueschez ces parents et professionnels et un impact de l’approche communautaire de laprise en compte du handicap du fait de pratiques nouvelles contradictoires auxreprésentations sociales. Donc, nous devons encourager un passage à l’acte descolarisation des enfants handicapés pour permettre un changement dereprésentations sociales négatives du handicap. / To Senegal the conditions of handicapped child life are always lower to those of the other children of the fact, for a part, of social representations of the handicap that don't encourage their social and school integration. Greatly don't have access to the education. But in spite of these gates, of child parents in situation of handicap and professionals exercising in schools that welcome these children, passed them and school them. Our work of research puts the following hypothesis: If the children in situation of handicap are schooled in Senegal, he/it happened something of different at their parents and at the professionals in service in these schools. What pushed parents of handicapped children and professionals to school these children? What are the conditions that have been united to allow some children handicapped to go to the school to Senegal.? How to make to improve the schooling of the children handicapped in Senegal ? Our work, through an analytico - descriptive gait centered on the use of a method descriptive and analytic monographique by narrations of life of parents of handicapped children and professionals exercising in schools that welcome the children handicapped to Senegal and the use of the social representation theory as tool of analysis, allowed to discover a change of traditional social representations of the handicap in scientific representations at these related and professional and an impact of the communal approach of the hold in account of the handicap because of practices contradictory news the social representations. Therefore, we must encourage a passage to the act of child schooling handicapped to permit a change of negative social representations of the handicap.

This study was designed to examine the effect of Science Writing Heuristic Approach on Students’ Learning of Multimodal Representations across 4th Grade to 8the Grade Levels. Multimodal representations in the forms of figures, tables, pictures, and charts are part of scientific language. A quasi-experimental design with control and treatment group of classes was used. Students completed the summary writing task by including multimodal representations in the both control and treatment classes. The students’ writing samples were evaluated with four measures of multimodal categories, including sign, functional, conceptual and embeddedness structures. To examine the differences of treatment and control groups and the effect of age, the Hierarchical Linear Modeling (HLM) analysis was used in this study. The HLM provides an opportunity to use statistical models that account for nesting of the data. Analysis of quantitative data indicated that the treatment classes significantly outperformed than the control classes on four measures of categories. Age also was a significant contributor to students’ learning of multimodal representations. Three key points emerged from the results. Firstly, the SWH approach had positive effects on students’ understanding of the multimodal representations. Secondly, the impact of the age was different for each category. Thirdly, the categories were used in this study had significant potential when exploring the students learning of multimodal representations. The study indicated some practical benefits that the strategy of promoting argumentative scientific language effectively was resulted in better communication, understanding of the topic with multimodal representations, and some transferring impacts of all these with the summary writing activities.

Prior research has indicated that laypeople construct mental representations of physical symptoms in order to attempt to understand illness (e.g., Leventhal, Safer, Panagis, 1983; Leventhal & Contrada, 1987; Lau, Bernard, & Hartman, 1989). These "illness representations" are influenced by prior experience with and prior knowledge about illness as well as efforts to seek additional information through social channels or media. More and more, the internet is a prominent source of health information, especially for older adults (aged 50 year and up). Yet, few studies have systematically examined how older adults search for health information online. Similarly, recent trends in healthcare such as health consumerism assume that patients will be more empowered if they have access to more information. However, little has been done to investigate whether patients, in fact, feel more empowered after acquiring online health information. The current study examined the online health information seeking of older adults (N = 79) in order to determine the cognitive and diagnostic processes that older adults use to acquire information. Older adults read a vignette which depicted one of two common illnesses and then were asked to "think-aloud" while they attempted to diagnose the illness. Older adults then diagnosed the illness using either a traditional search engine (Google) or popular self-diagnosis tool (WebMD Symptom Checker), and answered questions about illness representations, cognitive effort, web interactivity, and feelings of empowerment after the search. Quantitative results showed inconsistent change in illness representations. Plausible reasons for a lack of findings are discussed. Participants who used WebMD perceived greater cognitive effort while using the computer program than those who used Google, and participants who were inaccurate in their diagnosis perceived greater cognitive effort of diagnosing than those who were accurate. Accuracy was unrelated to perceived interactivity, age, or search method. Participants 50-64 years old found a new version of WebMD to be less interactive than Google. In contrast, participants 65 years or older perceived no difference in interactivity depending upon search method. In terms of empowerment, participants who used Google perceived greater choice than WebMD. There were no differences in feelings of competence depending upon search method. Qualitative results showed that participants spent the majority of time navigating the computer and processing health information. Most participants diagnosed the illness by eliminating diseases whose symptoms did not match the symptoms of the illness vignette. Participants tended to visit commercial health websites such as Everyday Health and begin their information search by typing a vignette symptom into the search bar. Participants who were 65 years or older were less confident about their diagnosis than 50-64 year old participants. Finally, participants who used Google to diagnose were more likely to comment about the credibility of the information found when compared to those who used WebMD. The current study found no change in illness representations after an online information search. However, this produces questions as to the amount of time in which the layperson constructs his/her illness representation. In addition, few differences in interactivity, accuracy, or empowerment were found between an online health information search conducted with a search engine as compared to a self-diagnosis tool. However, individual differences suggest that different age cohorts may prefer information to be presented in different ways which could influence web design. Further studies in human-computer interaction and health cognition may be able to answer the questions that arose.

Magister Educationis - MEd / The purpose of this paper was to examine the use of the multiple representation approach as a teaching strategy to improve learners understanding of vectors in Grade 10 Physical Sciences. The study also wanted to consider the MR approach through the lens of the learners. A sample consisting of 45 Grade 10 learners from a total of 160 Grade 10 Physical Sciences learners participated in the study. Both quantitative and qualitative data were collected and analysed. Learners were first given a pre-test to establish their initial understanding of vectors. This pre-test was followed by an intervention in the form of a lesson. The lesson was conducted in order to expose learners to learning through Multiple Representations. A post-test was then administered to determine the impact of the intervention. To gather and quantify the learners’ perceptions on the use of Multiple Representations in teaching and learning of vectors in Grade 10 Physical Sciences learners were given questionnaires to complete. The last step was interviewing of learners to triangulate the results from the three instruments. The study found that learners were struggling with understanding of vectors in their traditional chalk-and-talk lessons and their perceptions towards vectors were negative. The study also found that Multiple Representations can improve understanding and develop positive perception of learners towards the teaching and learning of vectors. This improvement occurs only if Multiple Representations is used correctly. The study further found out that when Multiple Representations is used improperly it limits deeper understanding by learners. A number of recommendations were made out of the findings of the study. Some of them were that multiple representations should be used when teaching vectors and that subject advisers and teachers should be developed on the proper use of multiple representations. The Physical Sciences textbooks must be designed to accommodate Multiple Representations.