Submitted by Daniela Violim da Silva null (dviolim@yahoo.com.br) on 2017-01-31T11:34:01Z No. of bitstreams: 1 DissertaçãoFinal_Dani ViolimDaSilva.pdf: 7507825 bytes, checksum: d44359b05b0895bff9572381a7de5b03 (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-02-03T18:01:49Z (GMT) No. of bitstreams: 1 silva_dv_me_bauru.pdf: 7507825 bytes, checksum: d44359b05b0895bff9572381a7de5b03 (MD5) / Made available in DSpace on 2017-02-03T18:01:49Z (GMT). No. of bitstreams: 1 silva_dv_me_bauru.pdf: 7507825 bytes, checksum: d44359b05b0895bff9572381a7de5b03 (MD5) Previous issue date: 2016-11-22 / A pesquisa desenvolvida teve como objetivo identificar, registrar, descrever e analisar o estudo e a aplicabilidade de ações lúdicas e artísticas, na Educação Infantil, que desafiem e apoiem os processos de apropriação das práticas sociais do letramento na primeira infância. Sua execução foi por meio de pesquisa qualitativa, um estudo de caso, no qual foi apresentado o cenário histórico da infância e Educação Infantil no Brasil; as relações, implicações e diferenças entre os processos de letramento social e alfabetização e suas aproximações com a ludicidade e as múltiplas linguagens da criança de Educação Infantil. A bibliografia pesquisada orientou a elaboração dos instrumentos de coleta, registro e análises dos dados de campo. Foram sujeitos desta pesquisa oito professoras de uma escola municipal de Educação Infantil do interior de São Paulo. Os dados analisados apontam que há um trabalho que atende às especificidades das crianças de Educação Infantil, ainda que sem um aporte teórico que dê continuidade e aprofundamento das ações de letramento social e do uso da ludicidade e das múltiplas linguagens. A pesquisa culminou com a elaboração de um Livro Ilustrado como produto final apresentado em resposta ao Mestrado Profissional. / The aim of the research was to identify, record, describe and analyze the study and applicability of playful and artistic actions in Early Childhood Education that challenge and support the processes of appropriation of social practices of literacy in early childhood. Its execution was through a qualitative research, a case study, in which it was presented the historical scenario of childhood and Early Childhood Education in Brazil; The relationships, implications and differences between the processes of social literacy and literacy and their approaches to playfulness and the multiple languages of children in Early Childhood Education. The bibliography researched guided the elaboration of the instruments for collecting, recording and analyzing the field data. Eight female teachers of a municipal school of Early Childhood Education in the interior of São Paulo were subjected to this research. The data analyzed indicate that there is a work that attends to the specifics of children in Early Childhood Education, although without a theoretical contribution that gives continuity and deepening of the actions of social literacy and the use of playfulness and multiple languages. The research culminated in the elaboration of an Illustrated Book as final product presented in response to the Professional Master's Degree.

The aim of this dissertation project is to describe the ways people experience parenting a deaf child who uses a cochlear implant. Within a framework of social science studies of disability this is done by combining approaches using ethnographic and netnographic methods of participant observation with an interview study. Interpretations are based on the first-person perspective of 19 parents against the background of their related networks of social encounters of everyday life. The netnographic study is presented in composite conversations building on exchanges in 10 social media groups, which investigates the parents’ meaning-making in interaction with other parents with similar living conditions. Ideas about language, technology, deafness, disability, and activism are explored. Lived parenting refers to the analysis of accounts of orientation and what 'gets done' in respect to these ideas in situations where people utilize the senses differently. In the results, dilemmas surrounding language, communication and cochlear implantation are identified and explored. The dilemmas extend from if and when to implant, to decisions about communication modes, intervention approaches, and schools. An important finding concerns the parents’ orientations within the dilemmas, where most parents come up against antagonistic conflicts. There are also examples found of a development process in parenting based on lived, in-depth experiences of disability and uncertainty which enables parents to transcend the conflictive atmosphere. This process is analyzed in terms of a social literacy of dis/ability.

Submitted by Fernando Souza (fernandoafsou@gmail.com) on 2017-09-27T11:47:35Z No. of bitstreams: 1 arquivototal.pdf: 3784609 bytes, checksum: 8b908e45c54eb52151ca90c779a54a32 (MD5) / Made available in DSpace on 2017-09-27T11:47:35Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 3784609 bytes, checksum: 8b908e45c54eb52151ca90c779a54a32 (MD5) Previous issue date: 2017-03-04 / Inclusion of mobile phone devices as part of pedagogical actions in classroom, promoting digital inclusion in teaching/learning process, is the object of analysis of this study. This has been applied in six different classes of first cycle of Educação de Jovens e Adultos – EJA (Youth and Adult Education) of public school from Boa Vista – PB. Grounded on the pedagogical theory from Paulo Freire, this is a qualitative research, also based on applied linguistics beyond digital culture and teaching. The theory of this study is based on the liberating bases of popular education and it has been sought contributions in studies on both digital technologies and information, beyond multiliteracy, creating a dialogue between researchers from several fields of knowledge, such Freire (2011) Kleiman (2005), André (2008), Alves (1991), Gonsalves (2001), Gil (2002), Kenski (2012) Rojo (2012), aiming to compose a favorable scenario to the construction of writing and the inclusion of digital technologies in the EJA. The methodologies used the following procedures: Observation of participant members; Planning of pedagogical actions; Interventions in reading; Construction of both alphabetical writing and digital literacy in EJA classes. The data analysis was developed through class diaries, filming and photographs, beyond interviews and questionnaires, in which the teachers reflected on the teaching practice. Interactive processes were observed in the field of multiliteracies involved in using mobile device. In the interpretations of the first data were considered the implication factors of the practices of literacy beyond skills in using of mobile phone, converging towards the effective construction of writing and digital inclusion, in which it was found respect for the diversity present in EJA.The analysis allowed the perception of teaching action, directed to the writing construction, it is only limited to practices aimed at appropriation of alphabetic writing system and normativity, in which it often ends by dissociating itself from the social uses of writing. It has been common to move away from literacy and pedagogical practices of digital inclusion, verifying necessity for studies that, going beyond the scientific explanations, require practical actions, in a given context and thus contributes to both writing construction and social inclusion for young people and adults, which historically suffer exclusion in the educational process. From these conclusion emerges up a didactic sequence, including activities using mobile device, which was both built and executed in these classes, making possible the digital inclusion in experience in the first cycle of the EJA. / Este estudo contempla a importância sobre o uso adequado do aparelho tecnológico celular, fazendo parte das ações pedagógicas em sala de aula para a promoção da inclusão digital como parte constituinte do processo de ensino/aprendizagem. O trabalho foi desenvolvido em seis turmas do primeiro ciclo da EJA das Escolas Municipais de Boa Vista- PB. Trata-se de uma pesquisa qualitativa, respaldada pela pedagogia freireana, nos referenciais da linguística aplicada e na cultura digital e ensino. A fundamentação teórica que se deu nas bases libertadoras da educação popular, buscou contribuições nos estudos sobre as tecnologias digitais e da informação e os multiletramentos, estabelecendo um diálogo entre estudiosos de várias áreas de conhecimento, a exemplo de: Freire (2011) Kleiman (2005), André (2008), Alves (1991), Gonsalves (2001), Gil (2002), Kenski (2012) e Rojo (2012), para compor um panorama favorável à construção da escrita e a inclusão das tecnologias digitais na EJA. Os procedimentos metodológicos utilizados envolveram a observação dos participantes, o planejamento das ações pedagógicas, intervenções no campo da leitura, construção da escrita alfabética e no letramento digital nas turmas da EJA. A análise dos registros se deram através dos diários de classe, de filmagens e fotografias, além de entrevistas e questionários, envolvendo as professoras e propiciando reflexões da prática docente. O foco das observações foram os processos interativos, no campo dos multiletramentos envolvidos no uso do aparelho celular. Consideramos nas interpretações dos dados iniciais, os implicadores das práticas de letramento e as habilidades no uso do aparelho tecnológico celular, que convergem para a construção efetiva da escrita e para a inclusão digital. Verificando-se o respeito pela diversidade presente na EJA. A análise permitiu a percepção de que a ação docente, quando está direcionada à construção da escrita, limita-se a práticas voltadas à apropriação do Sistema de Escrita Alfabética e à normatividade; desvinculando-se, muitas vezes, dos usos sociais da escrita. É comum um afastamento entre alfabetização e práticas pedagógicas de inclusão digital, comprovando a necessidade de estudos que, indo além das explicações científicas, requerem ações práticas, viáveis em determinado contexto e, portanto, contribuinte para a construção da escrita e inclusão social com jovens e adultos, que sofrem historicamente a exclusão no processo educacional. A partir de tais conclusões surgiu uma sequência didática, envolvendo atividades práticas com o aparelho celular, que fora construída e executada nessas turmas, enquanto produto final, que possibilitou a inclusão digital em uma experiência no primeiro ciclo da EJA.

Submitted by Mario BC (mario@bc.ufrpe.br) on 2017-05-05T15:45:05Z No. of bitstreams: 1 Maria da Paz dos Santos Souza e Silva.pdf: 3430361 bytes, checksum: a8ccdcbc025fa1a93f54775daccf5b5f (MD5) / Made available in DSpace on 2017-05-05T15:45:05Z (GMT). No. of bitstreams: 1 Maria da Paz dos Santos Souza e Silva.pdf: 3430361 bytes, checksum: a8ccdcbc025fa1a93f54775daccf5b5f (MD5) Previous issue date: 2016-10-19 / This task has how focus to study the practices of social literacy and educational in a school of resettlement and introduce as siggestion of linking's instrument of these literacy, public the debate regimented. The motivation for this seach emerge of necessary to undestand the why studants complete the 9º grabe basic school with difficulties related field of public formal oral genres, especialy the public debate regimented, even though constant accurrence this kind textual, in the context social that part and the domain of thir genre be necessary in the struggle for maintenence of community rights, showing historial reasons, this study. It was adopted, methodology as action reseaech (THIOLLENT, 2011; TRIPP, 2005) by his participatory character, with a views to on intervention in reality and from the point of view of the methods employed, to be the one that best meets the objectives proposed research. As the theoretical uwe choose interationism discursive social, represented by Bronckart ( 2006, 2007). Guimarães e Machado (2007), Paviani ( 2011), for referenced the importance of interactions together the fellow to the learning process - apprenticeship end formation of same. Associated at conceptional of literacy and your importance in and to transcend the walls of these schools, appealed to Soares (2004), Rojo (2009), Rojo e Moura (2012), Street (2014). Also, brought the contribution of Santos (2007), BRASIL (1996), Costa e Vieira (2006), Young (2007), Ferrarezi Jr (2014) relative social functions of school under perspective of literacy and prominence. On study of respect of oral formal genres, especially the public debate regimented, adopted the Marcuschi conceptions (2007), Bakhthin (2011), Cordeiro Pinto (2015), Goulart (2005) Schneuwly and employees (2004), PCN/LP (BRASIL, 2001) and Leitão (2011). Stem from additional theoretical and diagnostic, planned and implement a didactic sequence, adapted of the pattern presented by Dolz, Noverraz and Schneuwly (2004), for the study about the public debate regimented, by having as one of the methodological goals for a analysis of results, to indicate the progress uncovered between the first and the second debate executed for this study participants. Behind the intervention was possible to prove that the students get mobilize, with more property, the verbal resources (arguments, counterarguments) and nonverval (posture, intention) for defend your arguments also to fortification of protagonist these subject. The exposed, this study signals for the pratice of systematic with the formal oral genres, with study object, for example the public debate regimented, to school, comply its function of qualify the students act socially through the linking of social literacy and school. / Este trabalho tem como foco de estudo as práticas de letramento social e escolar em uma escola de reassentamento e apresenta como sugestão de instrumento de vinculação destes letramentos, o debate regrado público. A motivação para esta pesquisa surgiu da necessidade de entender o porquê de os alunos concluírem o 9º ano do Ensino Fundamental com dificuldades relacionadas ao domínio dos gêneros orais formais públicos, especialmente o debate regrado público, mesmo sendo constante a ocorrência desse gênero textual, no contexto social de que fazem parte e o domínio deste gênero ser necessário na luta pela manutenção de direitos da comunidade, demonstrado na fundamentação histórica, deste estudo. Foi adotada, como metodologia, a pesquisa-ação (THIOLLENT, 2011; TRIPP, 2005) pelo seu caráter participativo, com vistas a uma intervenção na realidade e do ponto de vista dos métodos empregados, por ser a que melhor atende aos objetivos proposto na pesquisa. Como aporte teórico escolhemos o interacionismo sociodiscursivo, representado por Bronckart (2006; 2007), Guimarães e Machado (2007), Paviani (2011), por referendarem a importância das interações entre os sujeitos para o processo de ensino – aprendizagem e constituição dos mesmos. Concernente às concepções de letramentos e sua importância dentro e além dos muros escolares, recorremos a Soares (2004), Rojo (2009), Rojo e Moura (2012), Street (2014). Além disso, trouxemos as contribuições de Santos (2007), BRASIL (1996), Costa e Vieira (2006), Young (2007), Ferrarezi Jr (2014) relativas à função social da escola sob a perspectiva do letramento e do protagonismo. No estudo a respeito dos gêneros orais formais, especialmente o debate regrado público, adotamos as concepções de Marcuschi (2007), Bakhthin (2011), Cordeiro Pinto (2015), Goulart (2005) Schneuwly e colaboradores (2004), PCN/LP (BRASIL, 2001) e Leitão (2011). A partir do aporte teórico e do diagnóstico, planejamos e executamos uma sequência didática, adaptada do modelo apresentado por Dolz, Noverraz e Schneuwly (2004), para o estudo do gênero debate regrado público, tendo como uma das metas metodológicas para a análise dos resultados, apontar o progresso revelado entre o primeiro e o segundo debate executado pelos participantes deste estudo. Após a intervenção foi possível comprovar que os alunos conseguiram mobilizar, com mais propriedade, os recursos verbais (argumentos, contra-argumentos) e não verbais (postura, entonação) para defender seus argumentos, além do fortalecimento do protagonismo destes sujeitos. Pelo exposto, este estudo sinaliza para a prática de ações sistemáticas com os gêneros orais formais, como objetos de estudo, a exemplo do debate regrado publico, para que a escola cumpra sua função de habilitar os alunos a agirem socialmente através da vinculação do letramento social ao escolar.

The purpose of the study is to investigate what adaptations grade 4 teachers four make to language-develop in the social science classroom. This includes the challenges that may arise and support teachers they need in order to achieve anguage development goals. Using qualitative methods, in the form on interview and observation. Questions that will try to be answered are; 1. How the teachers take into account students language development in the teaching of fourth grade social sciences? 2. What are the difficulties with developing language in social science? 3.What support does the teachers consider necessary for conducting a language-developing social science education? Research has shown that language development education is contextual and is rich with opportunities for interaction. The teacher plays an important role in creatinga context that benefits students, knowledge, linguistic and personal development. However, research has also shown that many teachers lack the skills necessaryto work with language and knowledge developmentin their lessons. In this study, teachers take into account the parents' pre-knowledge and linguistic background while working with different methods based on interaction to develop the student's subject and language ability. The adaptation of different abilities was the biggest difficulty reported by most teachers. Interviewed teachers have also recognized the difficulty of developing students' school languages. According to teachers, collegial learning, language teaching and language development tools, the best basis for language education is education.

No description available.

The diploma thesis focuses on evaluation of foreign trade between the Czech Republic and Angola during the period from 2002 to the present. I achieved it through data and information acquired from Czech and Angolan institutions concerned with similar issues. In addition to the evaluation also a SWOT analysis was undertaken to illustrate the strengths, weaknesses, shortcomings and opportunities of the Czech companies operating in the Angolan market. Finally, this thesis focuses on the potential solutions, that could improve the business relations between both countries in the near future.

No description available.