Orientador: Graziela Estela Fonseca Rodrigues / Acompanha 1 DVD / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-14T02:42:43Z (GMT). No. of bitstreams: 1 Nagai_AngelaMayumi_M.pdf: 954874 bytes, checksum: 97abdb3f5ceafcfcca7d2926cf04d092 (MD5) Previous issue date: 2008 / Resumo: Esta é uma investigação sobre o dojo, procedimento laboratorial do método Bailarino- Pesquisador-Intérprete (BPI), criado pela Profa. Dra. Graziela Rodrigues. O BPI trabalha a dança no sentido do desenvolvimento da imagem corporal do bailarino em contato com sua originalidade e não, da manutenção e perpetuação de uma imagem corporal idealizada. O método BPI é um sistema que compreende três eixos: O Inventário no Corpo, O Co-habitar com a Fonte e A Estruturação da Personagem. O Inventário no Corpo, eixo escolhido nesta pesquisa, prepara o bailarino para a vivência integral do método. O bailarino investiga sua história corporal e reconhece conteúdos psíquicos e emocionais somatizados, dando-lhes fluxo livre. Este eixo é trabalhado dentro do dojo, o laboratório do BPI. O dojo do BPI é o espaço de exploração da memória corporal. Inicialmente, o dojo compreende um círculo de giz desenhado no chão e no qual o bailarino adentra diariamente, deparando-se com imagens, sensações e emoções as quais deverá reconhecer e dar movimento num constante exercício de auto-observação. No segundo eixo do BPI, Co-habitar com a Fonte, o bailarino amplia seu autoconhecimento e sua ação no mundo indo ao encontro de pessoas, manifestações culturais e sociais, estabelecendo uma relação de pesquisa baseada numa genuína afetividade. No terceiro eixo do método, a Estruturação da Personagem, o bailarino elabora esteticamente suas investigações, nucleando em seu corpo os aspectos mais significativos e partejando uma personagem, fruto dos encontros consigo mesmo e com o outro. Em O Dojo do BPI: Lugar onde se desbrava um caminho, elucida-se o funcionamento do dojo no eixo Inventário no Corpo, realizando-se uma síntese da história corporal da pesquisadora-bailarina em processo. Como resultado, obteve-se o fortalecimento do fluxo criativo e a dinamização de sua imagem corporal. / Abstract: This is an investigation about the dojo, a laboratorial dance procedure that uses the method Dancer-Researcher-Performer (DRP), created by professor Graziela Rodrigues. The DRT method works to develop the body image of the dancer focusing on his originality, instead of mantaining and perpetuating an idealized body image. The DRP method was conceived in three axis: The "Body's Inventory", the "Cohabituate with the Source" and the "Construction of the Character". The "Body's Inventory" is the main subject of this research, the axis that prepares the dancer to experience the whole method. The dancer investigates his own corporal history and recognizes the psyche and emotional content contained in the body, allowing it to flow freely. This axis is worked inside the dojo, the laboratory of the DRP method. The dojo of DRP is a place where one explores the corporal memory. In the very begining, the dojo of DRP consists of a circle drawn on the floor with chalk, in which the dancer steps inside everyday, facing the images, sensations and emotions, recognizing and giving them movement in a constant application of self-observation of his body image development. In the second axis, the "Co habituate with the Source", the dancer expands his selfknowledge and his action by encountering the world through meeting people, participating in cultural and social manifestations and establishing a research relationship based on a genuine affability. In the third axis, the "Construction of the Character", the dancer makes an esthetic elaboration of his investigations, drawing attention in his body to the most significant aspects and giving birth to a unique personality or "character" which is the offspring of all his encounters with himself and with the other. The Dojo of DRT: a place where pathways bloom elucidates the functioning of the dojo during the "Body's Inventory" axis, making a corporal synthesis of the dancerresearcher in process. As a result, the creative flow was strengthened and the body image became more dynamic. / Mestrado / Mestre em Artes

Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2016-05-18T20:41:10Z No. of bitstreams: 2 Tese - Lara Lima Satler - 2016.pdf: 2653914 bytes, checksum: a99d84ff6b544a5f13eb3f495146bbb4 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-05-19T13:35:31Z (GMT) No. of bitstreams: 2 Tese - Lara Lima Satler - 2016.pdf: 2653914 bytes, checksum: a99d84ff6b544a5f13eb3f495146bbb4 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-05-19T13:35:31Z (GMT). No. of bitstreams: 2 Tese - Lara Lima Satler - 2016.pdf: 2653914 bytes, checksum: a99d84ff6b544a5f13eb3f495146bbb4 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2016-03-07 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / The present research analyses a web of relationships involving my teaching practice on audiovisual in higher education, the students’ learning in this context and some experiments at movie sets of Sistema CooperAÇÃO – Amigos do Cinema and at workshops of Correspondências, the later a multimedia project by Garapa. Thereby, this inquiry is oriented by the question: how join ethical and cultural knowlegdes with technical and professional practices in my teaching action on audiovisual field? The research aimed to articulate ethics and cultural knowlegdes with technical and professional practices in my teaching action with movies, considering the scenario which involves higher education where I act. And, it specifically aimed: to reflect on my teaching action with movies, searching theories and methods to understand this activity, concerning its scope and limits; to develop a process of research-action on my teaching contexts by means of cyclical investigating, acting and thinking in collaboration with the students; and finally, to quest audiovisual know-how at Sistema CooperAÇÃO and Garapa in order to articulate it with my teaching practice. In this sense, this research has become formative firstly for myself because as a teacherresearcher I think about my teaching activity, reflecting on a series of inquietudes I lived in my path. However, it has also become formative for the students and Pezinho de Jatobá Project participants with whom I developed the first part of the field research, which happened in two NL’s disciplines (“free nucleus”) at Universidade Federal de Goiás. The second part of the field was at movie sets of Sistema CooperAÇÃO and at workshops of Garapa, which are groups that study and make movies simultaneously and with which, at that time, I sought answers to articulate knowledge and practice. In connection with that, my method instruments were research-action, classes diaries, direct observation, interviews and the analysis of audiovisual work produced by Sistema CooperAÇÃO and Garapa. As a result, I observe that my teaching practice is marked by gender questions and, consequently, it leads me to think over audiovisual formation on higher education and to discuss how articulate a cooperative ethics with the students’ routine, in order to encourage knowledge derived from lived experience, perception and from the experimentation of languages, formats and production of audiovisual meanings. / Cette étude propose d’explorer les relations entre mes activités pour l’enseignement de film et vidéo à l'Université, l' apprentissage des élèves dans ce contexte et certaines expérimentations dans ce domaine ont été réalisés par Sistema CooperAÇÃO – Amigos do Cinema et par Garapa. Ainsi, cette recherche est orientée par la question: comment articuler la connaissance éthique et culturel avec des actions techniques et professionnelles dans mes activités d'enseignement dans le domaine de l'audiovisuel? Mon objectif global est vérifier les articulations entre la connaissance éthique et culturel et les faits techniques et professionnelles dans mes activités pour enseigner film et vidéo à l'Université. Et mes objectifs spécifiques sont: réfléchir sur mes activités d'enseignement avec l'audiovisuel, la recherche de contributions théoriques et méthodologiques pour comprendre mon enseignement métier, leur portée et les limites; élaborer un processus de recherche-action dans ma classe d’agir et réfléchir de manière cyclique en collaboration avec les sujets impliqués; rechercher la connaissance et les pratiques de l'audiovisuel en collaboration avec le Sistema CooperAÇÃO – Amigos do Cinema et Garapa. Cette recherche est devenue formatrice première pour moi parce que, comme une enseignantechercheuse je pense à mes activités d'enseignement, une réflexion sur un certain nombre de préoccupations que je vécus dans ma carrière. Mais elle est encore formatrice pour les élèves et publique dans le projet d'extension Pezinho de Jatobá, qui sont les champs de cette recherche. Le Sistema CooperAÇÃO et le Garapa sont encore champs de recherche parce qu’ils sont des groupes qui étudient et font cinéma à la fois. Ainsi, j’ai développé une recherche-action comme méthologie et observations, interviews, l’écriture d’une mémoire jour après jour et j’ai observé les films des groups. Par conséquent, j’ai observé que mes activités pour enseigner film et vidéo à l'Université sont caractérisées par des expériences entre les sexes et ils m’ont demandé de penser cette formation avec l’articulation entre l’éthique de la coopération et le quotidien des éléves. J’ai découvert que cette manière d’étudier peut stimuler l’expérience vécue, la perception e l’expérimentation avec vídeos e leurs significations. / Nestas tramas formativas estão entrelaçadas a minha ação docente em audiovisual no ensino superior, as aprendizagens estudantis neste contexto e algumas experimentações ocorridas nos sets de filmagem do Sistema CooperAÇÃO – Amigos do Cinema e nas oficinas do projeto multimídia Correspondências, promovido pela Garapa. Desse modo, esta investigação é orientada pela questão sobre como articular saberes éticos e culturais com fazeres técnicos e profissionais na minha ação docente no campo do audiovisual. Objetivo, com essa discussão, em termos gerais, experimentar articulações entre saberes éticos e culturais com os fazeres profissionais na minha ação docente em audiovisual, considerando o cenário que envolve o ensino superior em que atuo. E, em termos específicos, proponho: refletir sobre minha ação docente com audiovisual, buscando aportes teórico-metodológicos para compreender meu ofício de professora, seus alcances e limites; desenvolver um processo de pesquisa-ação no meu contexto de atuação, investigando, agindo e refletindo ciclicamente em colaboração com os sujeitos envolvidos; e, por fim, buscar saberes e fazeres audiovisuais em colaboração com o Sistema Cooperação – Amigos do Cinema e Garapa a fim de articulá-los na minha ação docente. Nesses termos, essa investigação tornou-se formativa em primeiro lugar para mim, pois como professora-pesquisadora penso o meu fazer docente, refletindo sobre uma série de inquietações que vivenciei em meu percurso. Mas se propôs formativa também para aqueles/as estudantes e públicos do projeto de extensão Pezinho de Jatobá que aceitaram participar desta pesquisa comigo, cujo campo foi formado por duas disciplinas de Núcleo Livre (NL) na Universidade Federal de Goiás: Saberes Audiovisuais Colaborativos que ocorreu em parceria com o projeto de extensão Pezinho de Jatobá, em 2012/1 e Audiovisual Cotidiano, em 2012/2. No Sistema CooperAÇÃO – Amigos do Cinema e na Garapa, grupos que se propõem a estudar o audiovisual enquanto o realizam, busquei respostas para articulações entre saberes e fazeres ainda sem respostas para a minha ação docente na época. Assim, realizo essa investigação por meio de uma pesquisa-ação desenvolvida nos dois NLs que contou com diários de aula como instrumentos metodológicos e ainda observação direta, entrevistas, diários de campo e análise das obras audiovisuais realizadas pelo Sistema CooperAÇÃO e pela Garapa. Com essa investigação observo que a minha ação docente é marcada por vivências de gênero que me inquietam a pensar a formação audiovisual no ensino superior, articulando uma ética da cooperação ao cotidiano dos/as estudantes de modo a estimular saberes advindos da experiência vivida, da percepção e da experimentação de linguagens, formatos e produção de sentidos audiovisuais.

Orientador: Sergio Resende Carvalho / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas / Made available in DSpace on 2018-08-22T21:15:04Z (GMT). No. of bitstreams: 1 Pena_RicardoSparapan_D.pdf: 1316668 bytes, checksum: e39d5dfa3c381d8bf51780013c89b322 (MD5) Previous issue date: 2012 / Resumo: Esta pesquisa busca analisar a intervenção ativada pelo Apoio Institucional para a construção de redes de produção de saúde junto às equipes que atuam nos serviços de saúde localizados no território do Distrito de Saúde Leste (DSL), órgão da Secretaria Municipal de Saúde/Campinas/SP. Podemos destacar que o trabalho dos profissionais da Saúde Mental aparece como elemento central na constituição destas redes. Frente a este quadro, o desafio encontrado pelo Apoio Institucional é desconstruir esta centralidade, problematizando a ação da Saúde Mental junto às demais áreas estratégicas, a atuação das equipes no acolhimento aos usuários, assim como a construção de projetos terapêuticos baseados na integralidade das ações em saúde. Para tanto, faz-se necessário construir coletivamente pactos de gestão que alinhem o trabalho em saúde neste território aos investimentos apontados pelas atuais políticas públicas em curso no campo da Saúde Mental, o que configura o cenário de práticas do Apoio. No curso desta intervenção, as ações operacionalizadas se dão pela presença constante do apoiador institucional nos serviços de saúde e também nos espaços coletivos de gestão do DSL, os quais se constroem cotidianamente. Para a análise da intervenção, os espaços eleitos para a construção dos diários de campo que forneceram os materiais empíricos desta pesquisa são as reuniões semanais entre trabalhadores e apoiadores da saúde mental e de outras áreas, sediadas no DSL e coordenadas pelos apoiadores institucionais ligados ao campo da Saúde Mental. A análise dos materiais produzidos nestes espaços de gestão busca compor uma cartografia do Apoio Institucional, sendo que o referencial teórico utilizado para este empreendimento cartográfico consiste na produção brasileira no campo da Saúde Coletiva, assim como no estudo da Análise Institucional e dos pensadores da diferença. A intervenção do Apoio Institucional é contínua e seus efeitos geram ações de cuidado que podem ser observadas e analisadas ao longo do tempo. Neste estudo, concentramos o trabalho de campo entre os anos de 2011 e 2012 / Abstract: This research seeks to analyze the intervention enabled by Institutional Support for the construction of production networks with the health staff working in health services located within the Eastern Health District, an agency of the Municipal Health/Campinas/SP. We highlight, firstly, that the work of Mental Health's professionals appears as a central element in the formation of these networks. Facing this situation, the challenge faced by Institutional Support is to deconstruct this centrality, questioning the action of Mental Health along with other strategic areas, the teams' work hosting the users, as well the development of therapeutic projects based on completeness of shares health. Therefore, it is necessary to build collectively management pacts that align health work in this area indicated by the current investment policies in progress in the field of Mental Health, which sets the scene for the support practices. In the course of this intervention, actions occur operationalized by the constant presence of supportive institutional health services and also in collective spaces of the District, which are built daily. For the analysis of the intervention, the spaces chosen for the construction of field diaries that provided the empirical material of this study are weekly meetings between workers and supporters of mental health and other areas, based on District and coordinated by institutional supporters connected to the field of Mental Health. The analysis of the material produced on those managements spaces seeks to compose a map of Institutional Support. The theoretical basis for this venture is to produce cartographic Brazilian in the field of Health as well as the study of Institutional Analysis and Difference's thinkers. The intervention of Institutional Support is ongoing and its effects generate care actions that can be observed and analyzed over time. We concentrated our field study between the years 2011 and 2012 / Doutorado / Política, Planejamento e Gestão em Saúde / Doutor em Saude Coletiva

Orientador: Graziela Estela Fonseca Rodrigues / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-21T10:14:16Z (GMT). No. of bitstreams: 2 Costa_ElisaMassariollida_M.pdf: 2444656 bytes, checksum: 46741614e0010602026fcecc9136f1ef (MD5) Costa_ElisaMassariolliDa_M_Anexo.zip: 792303022 bytes, checksum: f187d9f850cd6916b4c497b59e303d8d (MD5) Previous issue date: 2012 / Resumo: O objetivo desta pesquisa consistiu em aprofundar-se na fase do Método Bailarino- Pesquisador-Intérprete (BPI) que denominamos de Retorno ao Campo. Essa fase consiste em levar o espetáculo, resultante do processo ocorrido dentro do BPI, ao campo onde foi realizado o Co-habitar com a Fonte para a criação cênica, eixo do Método no qual o bailarino faz uma pesquisa de campo em alguma manifestação cultural ou nicho social brasileiro. A fase do Retorno ao Campo, neste projeto, deu-se por meio da realização de quatro apresentações do espetáculo "Nascedouro" em três diferentes aldeias da Terra Indígena de Pimentel Barbosa, de etnia Xavante, no Norte do Estado do Mato Grosso. "Nascedouro" é resultado de pesquisas de Iniciação Científica no Método BPI, enfocando a etnia Xavante, com a direção da profa. dra. Graziela Rodrigues e interpretação de Elisa Costa. Para a experiência de retornar "Nascedouro" à sua Fonte, intérprete e diretora estiveram nas terras xavante. Fazia parte dos objetivos buscar, por meio do Retorno ao Campo, abertura, comunicação e troca suficientes para proporcionar a intervenção dos pesquisados, gerando um processo de interação, o que, de fato, aconteceu. Após ocorrida a fase do Retorno ao Campo, houve novos laboratório dirigidos, para elaborar cenicamente as reverberações resultantes dessa interação, que resultou em uma performance e também em novas apresentações de "Nascedouro", incorporando os novos sentidos apurados do diálogo entre os Xavante e o espetáculo. Concluímos, após todo esse percurso, que o Retorno ao Campo, no Método BPI, gera identificação e espelhamento com os pesquisados, promove o desenvolvimento do intérprete e também o desenvolvimento do espetáculo, proporcionando inclusive a criação de novos produtos cênicos. Concluímos, também, que uma relação de sintonia e confiança entre diretor e intérprete é essencial para que os processos no Método BPI sejam bem sucedidos / Abstract: The aim of this research has been to plunge into the stage of the Bailarino-Pesquisador- Intérprete Method (BPI, that means, in english, Dance-Research-Performer) which we have named Return to the Field. This very stage consists of taking the performance, which is the result of the process that occurred inside the BPI Method, back to the field where the Cohabiting with the Source for the scenic creation took place. This is a Method in which the performer's object of research is their focus on either a given cultural manifestation or on a certain stratum of the brazilian culture. The stage of the Return to the Field, in this very project, was based upon four presentations of the performance "Nascedouro", which took place in three different indigenous villages in the so-called "Terra Indígena de Pimentel Barbosa" belonging to the ethnic group of the Xavante and situated in the north of Mato Grosso State. "Nascedouro" is the result of the research of the undergraduate on the DRP Method and focus on the ethnic group of the Xavante. With the direction of the Professor Graziela Rodrigues and the performance of Elisa Costa. As for the experience of returning "Nascedouro" to its Source, both performer and director have been to the land of the Xavante people. It was part of the objectives to seek through the Return to the Field, openness, communication and exchange enough to generate a situation in which the objects of the research would interact with the spectacle and which happened in fact. After the Return to the Field stage, there were other directed creation labs that aimed at better elaborating the scenic results of this project, which resulted in a performance as well as in new presentations of "Nascedouro". Therefore, we have concluded that the Return to the Field, in the BPI Method generates identification together with the objects of the research, thus promoting the perfomer's development as well as the performance's development. It can also provide the creation of new scenic products. We have also concluded that being in tune and trusting one another are the essencial elements to the director-performer relationship, so that the processes of the BPI Method's successful / Mestrado / Artes da Cena / Mestra em Artes da Cena

Abstract The Finnish notion of academic, scientific, research-based teacher education has become a frequently referred to idea within the Finnish educational discourses of research, policy, curriculum and practice. This study examines the current discourse of research based teacher education since its emergence during the 1970s reform that ‘scientized’ teacher education. Drawing on Foucauldian approaches of genealogy and governmentality studies, the purpose of this study is to explore the current presence of ‘research’ in Finnish teacher education and consider the effects of the ways in which the notion of research is mobilised in the discourse. The research questions are: 1. How are teacher subjectivities and notions of research constructed, assembled and mobilised in the discourse of research-based teacher education in Finland? 2. What social ideals circumscribe the aspirations for teachers as researchers and research-based teacher education in Finland? The analysis is carried out on academic publications that have been published on Finnish research-based teacher education. The findings, first, point to the discursive insertion of research into Finnish teacher education as a strategy through which to fabricate the teacher as autonomous and as emancipated from tradition. Secondly, the analysis addresses how an array of different significations of research are mobilised in the governing of the teacher as researcher. Thirdly, the analysis draws attention to the Lutheran Protestant legacy of the tradition of Bildung that has influenced the weak incentive for social and political orientations in Finnish teacher education. The effects of a scientific approach to teacher education are visible in the ways research-based teacher education comes to evoke specific teacher inner qualities and dispositions that are aligned with humanist aspirations and ideals for education and social progress. The study provides an alternative way for perceiving of and problematizing research-based teacher education as well as of the often uneasy relationship between teacher training and the university. In this way, the study attempts to complicate conversations and open up alternative ways of engaging with academic knowledge and practices in teacher education curriculum and research. / Tiivistelmä Suomalaista kasvatusta koskevissa tutkimuksen, poliittisten linjausten, opetussuunnitelmien ja käytänteiden diskursseissa viitataan usein akateemiseen, tieteelliseen, tutkimusperustaiseen opettajankoulutukseen. Tässä tutkimuksessa tarkastellaan 1970-luvun tieteellistämisuudistuksen käynnistämää, nykymuotoisen tutkimusperustaisen opettajankoulutuksen diskurssia. Tutkimus ammentaa foucault’laisista genealogian ja hallinnan tutkimuksen lähestymistavoista. Tutkimustehtävänä on tarkastella “tutkimuksen” ilmenemismuotoja nykyisessä suomalaisessa opettajankoulutuksessa sekä näiden diskursiivisia vaikutuksia. Tutkimuskysymykset ovat: 1. Millä tavoin opettajasubjektiviteetit ja käsitykset “tutkimuksesta” rakentuvat, mobilisoituvat ja asettuvat toisiinsa nähden tutkimusperustaisen opettajankoulutuksen diskurssissa Suomessa? 2. Millaiset yhteiskunnalliset ihanteet määrittävät suomalaisen opettajankoulutuksen pyrkimyksiä kohti tutkivaa opettajuutta ja tutkimusperustaista opettajankoulutusta? Tutkimuksessa analysoidaan akateemisia julkaisuja suomalaisesta tutkimusperustaisesta opettajankoulutuksesta. Tutkimustulokset osoittavat “tutkimuksen” ilmentymisen suomalaisessa opettajankoulutuksessa strategiana, jonka kautta tuotetaan autonomisia opettajasubjekteja ja emansipoidaan opettaja tradition vallasta. Toiseksi analyysi tuo näkyviin, millä tavoin “tutkimuksen” eri merkitykset tulevat valjastetuiksi tutkivan opettajan hallinnassa. Kolmanneksi analyysi kiinnittää huomiota luterilaisen protestantismin vaikutuksiin sivistysajattelussa, mikä selittää suomalaisen opettajankoulutuksen heikkoa yhteiskunnallista ja poliittista orientaatiota. Tieteellisen lähestymistavan vaikutukset opettajankoulutukseen ilmenevät siinä, miten tutkimusperustainen opettajankoulutus tulee herättäneeksi opettajan sisäisiä ominaisuuksia ja mielenlaatuja, joita määrittävät humanistiset ideaalit kasvatuksesta ja yhteiskunnallisesta edistyksestä. Tutkimus tarjoaa vaihtoehtoisen tavan hahmottaa ja kyseenalaistaa tutkimusperustaista opettajankoulutusta sekä opettajankoulutuksen ja yliopiston usein ongelmallista suhdetta. Näinollen tutkimus pyrkii syventämään keskusteluja ja avaamaan vaihtoehtoisia tapoja tarkastella akateemista tietoa ja käytänteitä niin opettajankoulutuksen opetussuunnitelman kuin tutkimuksen osalta.

By studying a place or a phenomena research contributes to the creation of the image of the thing that he or she studies. Also, planning is seen as a democratic tool, a way to ”make” democracy. In order to see what democratic ideals that is being express it becomes important to study the research about democracy in Botkyrka. It is from this thinking this study about democracy and research has been formed. The study is a mapping of the research about democracy work in Botkyrka between the years 1997-2014. Through explorative approach, the research has been identified and thematized. The method used is mapping with influences from qualitative content analysis and narrative approach. The research is analyzed by the theoretical concept of democracy and theories about representative-, participatory- and deliberative democracy are used. In this way the research’s story about Botkyrkas democracy work is captured. A total of 22 pieces of research projects has been identified and thematized. The thematization were based on the study's research questions and theoretical perspectives. The themes can be understood from two aspects, the first is about the research methodology and premises and the other about the content of the research. Ten themes were identified, analysed and discussed. Based on thematization the general research question about what democratic ideals the research expresses is being answered. The story of the research about the democracy work in Botkyrka contains a variety of expressions. Everything from classical democracy problems to stimulating research perspective is being processed and shifts between democratic ideals can be seen. Some research uses innovative methods and different theoretical approaches which indicates that the researchers want to explore new aspects of the concept of democracy. / Forskning bidrar till skapandet av bilden av platser och fenomen, forskaren är således medskapare av den verklighet han eller hon studerar. Samtidigt kan planering ses som ett sätt att göra demokrati, ett demokratiskt instrument. Att studera forskningen kring demokrati i Botkyrka blir därmed viktigt för att kunna se vilka demokratiska ideal denna ger uttryck för, då den påverkar hur samhället formas. Utifrån resonemanget växte denna studie om demokrati och forskning fram. Studien är en kartläggning över forskning kring Botkyrkas arbete med demokrati och delaktighet. Genom explorativ metod har forskningen identifierats och tematiserats. De metodologiska utgångspunkterna har varit i den kvalitativa innehållsanalysen, också element av narrativ metod har använts. Materialinsamlingen har genomgående präglats av det studerade objektet. Syftet med studien har varit att kartlägga forskning i Botkyrka inom ämnet demokrati och delaktighet mellan åren 1997-2014. Materialet har sedan analyserats utifrån begreppet demokrati med en fördjupning i de tre demokratiskolorna valdemokrati, deltagardemokrati och samtalsdemokrati. På så sätt fångas forskningens berättelse om Botkyrkas demokratiarbete. Sammanlagt har 22 forskningsalster identifierats och tematiserats. Tematiseringarna gjordes med utgångspunkt i studiens frågeställningar och teoretiska perspektiv. Temana kan förstås utifrån två olika aspekter, där den första handlar om forskningens metod och utgångspunkter och den andra om innehållet i forskningen. Totalt har tio teman skapats. Utifrån temana besvaras den övergripande frågeställningen om vilka demokratiska ideal forskningen ger uttryck för. Berättelsen om Botkyrkas demokratiarbete innehåller en variation av uttryck. Alltifrån klassiska demokratiproblem till utvecklande forskningsperspektiv behandlas och glidningar mellan olika demokratiska ideal kan ses. Några forskningsprojekt använder sig av nytänkande metoder och annorlunda teoretiska utgångspunkter vilket kan ses som ett tecken på att forskarna vill utforska nya aspekter av demokratin.

The purpose of this clinical case study was to compare clients’ and an Educational Psychologist’s experiences of a psychometric feedback from a traditional perspective with feedback from the perspective of positive psychology. The study consulted relevant literature and integrated readings to design frameworks to guide the two modes of feedback. A mixed-method research approach was applied, with a dominant focus on the qualitative aspects of this study (Qualquan), guided by an interpretivist epistemology. Four adolescent girls and an Educational Psychologist were conveniently selected to participate, with two girls participating in the pilot phase and two in the data collection phase. After the pilot the interview frameworks were adapted. Psychometric profiles were used to generate quantitative data, while audio-visual recordings of the feedback interviews, interview transcripts, field notes , the researcher’s and Educational Psychologist’s reflections, and participants’ pre- and post-feedback narratives contributed to the qualitative data for the study. Following thematic analysis it emerged that the clients’ experienced four similarities between the two modes of feedback interviews. Both feedback interviews were experienced as satisfactory and positive experiences; both modes provided self- and career knowledge to the participants; both were experienced as comprehensive feedbacks and the Educational Psychologist highlighted both strengths and weaknesses of the client in each mode. However, the participant who experienced the positive psychological feedback interview received an additional strength-building opportunity. The lack of significant differentiation between the two modes of feedback interviews may be indicative of the value of the therapeutic alliance between therapists and client. This study’s main contribution to Educational Psychology theory and practice is a framework for a positive psychological feedback interview, which may create opportunities for strength-building discussions. / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted

This study examines individuals’ motivational factors when it comes to participation in surveys, and how these are reflected in their social actions. The empirical data consists of semi-structured interviews with six individuals, three men and three women. The empirical data has been analyzed on the basis of Max Weber's ideal types of social action (Weber, 1983) and Edwin Locke’s motivational theory (2000). The study finds several aspects that affect the decision making when it comes to participating in a survey, or not to participate. The most central theme is that the research topic in a survey needs to be significant to motivate the respondents to participate. The respondents all share the view that research within the field of health and medicine is important, accordingly expressing motivation to participate in surveys regarding the subject. Another central theme is that a survey needs to favor the participants in some way for them to feel motivated to participate. / Denna studie undersöker vad som motiverar individer till att delta i undersökningar, och hur detta avspeglas i deras sociala handlande. Empirin består av semistrukturerade intervjuer med sex personer, varav tre män och tre kvinnor. Det insamlade materialet har analyserats utifrån Max Webers idealtyper för det sociala handlandet (Weber, 1983) samt Edwin Locke´s motivationsteori (Locke, 2000). Resultatet i studien visar att det finns flera olika aspekter som väger in när det kommer till att ta beslutet att delta, eller att inte delta i undersökningar. Det mest centrala temat hos samtliga respondenter forskningsämnet i en undersökning måste kännas betydelsefullt för att de ska motiveras till att delta i studien. Gemensamt hos samtliga respondenter är att undersökningar samt forskning gällande medicin och hälsa är ytterst viktigt, samt att de upplever större motivation till att delta i dessa undersökningar. Utöver detta är ävenett annat centralt tema individuella nyttor samt incitament i undersökningar för att öka motivationen.

Written from a nuučaan̓uł perspective this dissertation documents the reclamation of knowledge, teachings, culture, language, responsibilities, and identity through my personal (re)connection to my family’s ḥaḥuułi and hereditary home, čaačaac̓iiʕas. In specific and intentional ways my research, fieldwork, and dissertation are part of a story of reconciliation between myself and čaačaac̓iiʕas, the ḥaḥuułi that my family was dispossessed from because of the impacts of colonization. Despite the near severing of our relationship with čaačaac̓iiʕas and the near destruction of our ḥaḥuułi, čaačaac̓iiʕas is thriving and now is the time to pick up my responsibilities and begin to re-establish a relationship with the natural and spiritual worlds found there. In my research the lands, waters, skies, and natural world are not a place and/or object of inquiry, they are non-human knowledge holders and teachers. The dissertation draws upon on a diverse set of ethnographic, anthropological, and Indigenous literatures. Emphasis is placed upon the use of nuučaan̓uł scholarship, theory, and methodologies including muułmuumps (being rooted to the land), ceremony, language, song, and interviews. The research builds on four kinds of knowledge that are expressed as: 1) known knowledge; 2) incomplete knowledge; 3) unaccounted for and/or unknown knowledge; and, 4) ethnographic/anthropological knowledge. Through this theoretical platform I explore tangible and intangible cultural and hereditary forms of knowledge production. Importantly, I highlight the role of song and sound as critical vehicles through which contemporary Indigenous peoples can connect to historical places and times. I place equal emphasis on the production of sound through song as I do through the reception of song and sound through a methodology of deep listening. Song and sound play a crucial role in my research and form the basis of knowledge transfer between myself, čaačaac̓iiʕas, and my yakʷiimit kʷiyiis nananiqsu (ancestors). Furthermore, the songs shared within this dissertation are the analysis of my data and how I am choosing to disseminate that data. I argue that these connections provide ways for future agendas and aspirations for cultural resurgence and governance to emerge. / Graduate

Since the independence of Mozambique in 1975 teacher education and teacher continuing professional development (TCPD) have been a matter of concern for the Ministry of Education (MINED) and teachers. Both the MINED as employer and the teachers individually have permanently been looking for models and ways to upgrade their academic and professional qualifications levels. The constraints faced by Mozambique are similar to those faced by other sub-Saharan African countries since their independence due to the increased pressure for more attention to all levels of education, with particular emphasis on primary education. Although TCPD is usually seen as part of the overall Strategy for Teacher Education (Ministry and Education and Culture, 2004), this scenario privileges initial teacher education since there are many unqualified teachers facilitating learning. The main challenge of this study was to investigate the practices of primary school teachers in Grades 1 and 2 through a participatory action research (PAR) in a study titled Exploring Professional Development Intervention for Improving the Teaching Practices of Primary School Teache. Mixed methods research was used, namely quantitative and qualitative methods. A quantitative method was used during the baseline study which consisted of questionnaires administrated to 1 028 teachers from six provinces in the country. Qualitative research was used with five practitioner-researchers (PRs) in one school. Each PR was approached as a single case study. The findings of this PAR indicate that, on the one hand, the teachers are aware of the need for more academic and pedagogical qualifications, and on the other hand, of the individual responsibility they have. They believe that progression in their careers should be a credible procedure that recognises the TCPD programmes they have attended. The teachers are of the opinion that the MINED should formally recognise the TCPD by allocating credit points to teachers. Although the self-directed professional development (SDPD) model used in this study was time consuming, it has revealed that TCPD can provide effective results when with the appropriate support and follow-up of methods of facilitating the learning of reading and writing skills in Grades 1 and 2. The study involved all teachers appointed to Grade 1 in 2007, and continued with the same teachers until 2010. During this period the teachers were appointed to facilitate learning in Grades 1 and 2. Notwithstanding the fact that the PRs were only from 2 of the 7 grades provided in primary education, the study revealed the advantage of whole school professional development. The study took into consideration the Mozambican school context and calendar. For instance, the PRs were certified by the latest model of teacher education (10+2 teacher education programme) provided by the MINED. In addition, the meetings were carried out during the period scheduled for the planning of pedagogical practices and TCPD programmes. Throughout the study the constant issue that emerged was the need for a paradigm shift in TCPD. Providers of TCPD need to introduce changes in the way they view primary school teachers and confer on them the responsibility for their individual continuous professional development. Action Research could be the new research paradigm used by providers and teachers to improve their work, understand learners’ learning problems and find the appropriate solutions to improve achievement. The findings of this PAR both contribute to understanding the teachers’ views with respect to the TCPD programmes being provided, and offer the option for a new paradigm for TCPD. In this regard the current providers of such programmes can also consider the school principal and the deputy principal as fundamental facilitators of TCPD through a SDPD model. / Thesis (PhD)--University of Pretoria, 2011. / Humanities Education / unrestricted