Orientador: Angela Bustos Kleiman / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-07-23T01:56:41Z (GMT). No. of bitstreams: 1 Carneiro_MariaAngelicaLauretti_M.pdf: 5408047 bytes, checksum: 11746e0a8faa6379146349bc24aecc33 (MD5) Previous issue date: 1997 / Resumo: Dadas as condições históricas que caracterizaram a assimetria do discurso em sala de aula, como o professor está construindo relações dentro do ensino/aprendizagem de leitura? Partindo dessa reflexão, este trabalho analisa a interação, com foco nas estratégias discursivas e nas concepções teóricas sobre a leitura de duas professoras em dois contextos sócio-culturais distintos. Utilizando como unidade de análise o par pergunta-resposta, propusemo-nos a investigar as concepções teóricas sobre a tarefa de leitura traduzi das nas práticas sociais e as. tentativas de simetrização dentro da sala de aula, bem como as marcas lingüísticas evidenciando diferentes estratégias para condução das interações. Esses elementos constitutivos dos eventos de sala de aula foram analisados sob enfoque da perspectiva sociolingüística interacional, complementada pela dimensão macro-social, segundo a Análise Crítica do Discurso. Constatou-se que as relações interpessoais foram mais simetrizadas no contexto menos privilegiado, ao juntarem-se estratégias de comunicação flexíveis e elementos intertextuais de referência de leitura. Verificou-se como o controle e a percepção do professor de seu papel foram fundamentais para uma(re)configuração da estrutura de participação dos alunos na relação interpessoal / Abstract: Considering historically determined conditions of classroom discourse asymmetry, this investigation analyses the interaction in reading class and focuses upon two teacher discoursive strategies and their concepts of reading into two different socio cultural contexts. The question that we answer in this work is the following: how does the teacher construct relationships in reading tasks? We analyse question-answer pairs in order to investigate theorical concepts of reading and their effects on social practice, as well as the use of the students knowledge determil1Íng asymmetry in the instituition. The focus of our analyses was the function of verbal signs in the shaping of the interactions. The theoretical framework for this research come from socialinguistics study, incremented by critical discourse analysis. It was conclued that the asymmetry determined by the inequal distribution of power in interpersonal relations was less marked in low literacy group. The construction of more symetrical relations depended both on teacher' s flexibility and on the insertion of pupils intertextual references in reading. Teacher' s control and his strategy of intervention were important for both academic and interpersonal relations in the classroom / Mestrado / Ensino-Aprendizagem de Lingua Materna / Mestre em Linguística Aplicada

Orientador: Cecilia Guarnieri Batista / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas / Made available in DSpace on 2018-08-11T00:30:38Z (GMT). No. of bitstreams: 1 Morales_AidaSouza_M.pdf: 1154764 bytes, checksum: 5b41c379c8462e055cb5bf7c39fd1c0d (MD5) Previous issue date: 2008 / Resumo: O presente estudo procura descrever a apropriação de práticas sociais relativas à sexualidade, em aulas de orientação sexual para jovens adultos com diagnóstico de deficiência intelectual, que freqüentam instituição de educação especial. Participaram da pesquisa dois grupos de adolescentes e jovens adultos com idades entre dezessete e trinta e três anos, matriculados no Ensino Fundamental (modalidade jovens e adultos). Além do diagnóstico de deficiência intelectual, de acordo com o prontuário da instituição, os jovens adultos tinham outros quadros associados, tais como paralisia cerebral, surdez, baixa visão, hidrocefalia e/ou dificuldades de linguagem. Participaram do presente estudo nove alunos de cada turma. Foram videogravadas, transcritas e analisadas cinco aulas em cada turma, com os seguintes temas: turma A - Corpo humano, Beijo, Namoro, Coito, Camisinha/DST; e turma B ¿ Hábitos de higiene, Apelidos dos genitais, Beijo, Masturbação e Coito. A análise microgenética de episódios selecionados permitiu evidenciar: apropriação e compreensão de conceitos, dificuldades parciais de compreensão, explicitação de valores e atitudes relativas às práticas sociais, embaraço e inibição em relação ao tema. A análise mais geral das transcrições indicou que todos os alunos se mostraram atentos, executaram as tarefas propostas e responderam em conjunto às perguntas da pesquisadora e da professora. Além disso, alguns dos alunos participaram ativamente, estabelecendo diálogos com a professora e a pesquisadora responsáveis pelas aulas. Os alunos não formavam um grupo homogêneo em relação à apropriação de conceitos sobre sexualidade, com diferentes alunos apresentando diferentes níveis de compreensão. Podem ter contribuído para essa compreensão o planejamento das aulas embasado nas experiências pessoais dos alunos, bem como os recursos pedagógicos utilizados. Constatou-se que os alunos, mesmo tendo poucas experiências de participação em grupos sociais além da escola, se apropriaram de práticas sociais relativas à sexualidade, construídas histórica e coletivamente. Alguns dos indicadores disso foram certos sinais de embaraço e certos valores expressados, semelhantes aos veiculados em nossa sociedade. Entretanto, observou-se, também, uma não coincidência com esses valores, por parte de diferentes membros dos grupos de que eles participavam. As evidências obtidas contrastam com a concepção vigente sobre as incapacidades de jovens com deficiência intelectual e põem em relevo suas competências em relação à apropriação de práticas sociais relativas à sexualidade / Abstract: The present study describes the appropriation of social practices related to sexuality, in classes of sexual education for youngsters with diagnostic of intellectual deficiency, in a special education school. The participants were two groups of adolescents and youngsters between seventeen and thirty three years, enrolled in elementary school courses (devised for youngsters and adults). Besides the diagnostic of intellectual deficiency, according to the records of the institution, most of them had additional diagnoses, such as cerebral palsy, deafness, low vision, hydrocephaly or language difficulties. The analysis was focused on nine students of each group. Five classes were filmed, transcribed and analyzed, with the following themes: group A ¿ Human Body, Kiss, Flirt, Coitus, Condom/STDs; and group B ¿ Personal Hygiene, Genitals Nicknames, Kiss, Masturbation, and Coitus. The microgenetic analysis of selected episodes evidenced the following aspects: appropriation and understanding of concepts, partial difficulties in understanding, expression of values and attitudes related to social practices, embarrassment and inhibition related to the theme. The more general analysis of the transcripts indicated that all the students displayed sustained attention, participated in the proposed tasks and answered, as a group, to the questions of the researcher and the teacher. Moreover, some of the students were especially active, establishing dialogues with the teachers and the researcher that were responsible for the classes. The students did not compose a homogeneous group in terms of the appropriation of concepts about sexuality, and different students presented different levels of comprehension. It is suggested as factors that contributed to this comprehension the planning of the classes based on the personal experiences of the students, as well as the pedagogical resources that were used. Even the students that had a limited scope of experiences in participation in social groups displayed some kinds of appropriation of historically built social practices related to sexuality. Among the indicators of this appropriation were certain signs of inhibition and certain expression of values, very similar to those that are regularly present in our society. Otherwise, it was also observed a non-coincidence in those values, among the different persons with whom the youngsters interacted. The evidences are in contrast with the prevalent conception about the handicaps of youngsters with intellectual deficiency, and put in relief their competencies related to the appropriation of social practices about sexuality / Mestrado / Saude da Criança e do Adolescente / Mestre em Saude da Criança e do Adolescente

Orientador: Anna Regina Lanner de Moura / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-23T20:02:25Z (GMT). No. of bitstreams: 1 Pedrini_AdrianoLuiz_M.pdf: 1280329 bytes, checksum: ef4cf42f4abe8a6b2d1b1c08098ace21 (MD5) Previous issue date: 2013 / Quais os usos que fazemos dos constructos práticas socioculturais e problematização? Como podemos acionar nossos rastros de significações para pensarmos uma educação indisciplinar1? São perguntas como estas que mobilizam o estudo investigativo desta dissertação tendo como base discursiva as narrativas e vídeos contendo apresentações e orientações, produzidos em uma turma de estagiários/futuros professores que cursaram a disciplina de estágio supervisionado - EL774 - da Faculdade de Educação no ano de 2011. Nesta disciplina, o projeto de estágio denominado "Desconstruindo a educação escolar disciplinar", teve como propósito pensar a educação escolar a partir da problematização de práticas socioculturais indisciplinares desenvolvidas em diferentes campos de atividade humana, tal qual preparada e problematizada pelos seis grupos participantes, com alunos provenientes dos cursos de licenciatura dos diferentes institutos da Unicamp. Com base nas ideias de Wittgenstein e Derrida desenvolvemos uma maneira de "ampliar nosso campo de significação", desconstruindo os conceitos de prática e problematização, dialogando com os diferentes autores no campo da Filosofia, Educação e Linguagem, tendo como princípio wittgensteiniano de que aprender é aprender a ver de outras maneiras. A partir disso, e aliado às perspectivas pós-estruturalistas no campo da filosofia e linguagem, tal pesquisa buscou problematizar, pelo aspecto da terapia filosófica de Wittgenstein, quais os usos que os estagiários/futuros professores fizeram enquanto se apropriavam dos termos práticas socioculturais e problematização, nos três momentos estabelecidos ao longo da disciplina, a saber: o momento das orientações, o momento das problematizações das práticas socioculturais e o momento das discussões e debate coletivo dos projetos. / Abstract: What are the uses we make of constructs sociocultural practices and problematization? How can we engage our tracks of meanings to think an education indisciplinar?2 It's questions like these that mobilize the investigative study of this dissertation based on discursive narratives and videos containing presentations and orientations, produced in a class of interns / student teachers in the discipline supervised internship - EL774 - the College of Education in the year in 2011. In this course, the internship project called "Deconstructing education school discipline", aimed to think school education from the questioning of cultural practices indisciplinares developed in different fields of human activity, like prepared and problematized by the six participating groups, with students from the graduate courses of different institutes of Unicamp. Based on the ideas of Wittgenstein and Derrida have developed a way to "expand our field of meaning", deconstructing the concepts of practice and problematization, dialoguing with different writers in the field of Philosophy, Education and Language, based on the principle Wittgensteinian that learn is to see other ways. From this, and coupled with the post-structuralist perspectives in the field of philosophy and language, this research sought to problematize the aspect of Wittgenstein's philosophical therapy, which uses the trainees / student teachers did while appropriated terms of socio-cultural practices and problematization in three stages set along the course, namely the time of the guidelines, the moment of contextualizing socio-cultural practices and timing of discussions and debate of collective projects. / Mestrado / Ensino e Práticas Culturais / Mestre em Educação

In this discussion paper we review and contrast alternative theories of consumption in terms of the intellectual basis they provide for understanding sustainable behaviours. A defining aspect of the modern literature in this field is the emphasis on the individual as a volitional agent who engages wilfully in the decision to consume. This is in stark contrast to earlier literature that concentrated on the structural lock-in of individuals to undesirable consumption patterns and the powers of corporations in creating consumer demand for their products and services. We argue that, in order to unravel consumption in its full complexity, and as a matter of utmost importance, understanding must include both the buy-in of individual agents, whose consumption activities contribute to their self-identity, and the structure imposed by the institutions of society, that frame the context of actors' decisions. More than this, any move away from the current unsustainable consumption patterns prevalent in modern societies requires a richer conceptualisation of consumption that involves an awareness and examination of the political economy in which humans live. / Series: SRE - Discussion Papers

Philosophiae Doctor - PhD / This study explores Mobility, Identity and Localization of Language in Multilingual Contexts of Urban Lusaka. By examining data from different sites of language practices of Lusaka urbanites, that include, casual and formal conversations, Zambian popular music, computer mediated discourses and advertisements; the study shows how interlocutors creatively draw on their extended communicative repertoire to make meaning, transform social structures/roles and stylize modern identities. Accordingly, the study consolidates the recent sociolinguistic theoretical position that views language as social practice and privileges speakers as social actors in shaping and recreating language. In this regard, the study foregrounds language as localized social practice and argues against the idea that language is homogenous and a bounded system. In doing so, the study adds to recent sociolinguistic theorizing calling for a paradigm shift to language studies. Therefore, the main research question that the study addresses, relates to how Lusaka urban dwellers achieve their mediated agency, voice and actorhood through linguistic choices during interactions in various social contexts of modern Lusaka. In turn, the question relates to how urbanites use language as localized social practice to maintain, transform and reproduce social structures/roles and identities in modern Lusaka. Owing to the type of data the study collected, a multifaceted methodological and analytical approach was employed for both data collection and analysis. Informed by a descriptive research design, the study used focus group discussions and individual key-informant interviews to collect data from casual and formal conversations. Data from Zambian popular music were purposively sampled from Youtube.com and music CDs. In addition, group/individual interviews with musicians were conducted in order to supplement data collected from music CDs and video sources. Data from online discourses were collected from the Facebook platform and from two Zambian based online news blogs, while data from print advertisements were collected through the capturing of images on billboards around Lusaka city as well as advertisements from newspapers and internet sites. Television and radio advertisements were recorded from the Zambia National Broadcasting Corporation TV and radio channels. All the data collected from these sources were generally analyzed using Conversational Analysis, Facework Negotiation Theory, Multimodal Discourse Analysis and its cognate analytical tools such as Resemiotisation, Semiotic Remediation, Intertextuality, Multivocality and Dialogism. The study shows that message consumption is not a function of isolated semiotic resource but a combination of semiotic material drawn from semiotics that people are familiar with. The study thus argues that social meaning is steeped into social and cultural experiences of the speakers and that any study of language practices in such contexts should take into account the multifaceted nature of human communication. Furthermore, the study demonstrates that given the advancements in communication technology and mobility of semiotic resources across modes which have largely contributed to a reconceptualization of the nature of human language, any study of language in social contexts ought to account for other meaning making semiosis in both methodological and approaches to data collection and analysis, respectively. The study further shows how interactants in late modern settings of Lusaka stylize their multiple identities by dissolving the traditional linguistic boundaries through use of the extended linguistic repertoire. In this vein, the study demonstrates that social identity is a dynamic aspect of social life which is actively negotiated and performed through speakers' linguistic choices. In this respect, the study finds that speakers simultaneously stylize translocal hybrid identities which include urban versus rural, modern versus traditional, African versus Christian (Western fused) as well as gendered ones, through their use of different linguistic choices. Furthermore, the study finds that language borders and domains of language use are permeable. In this regard, the study demonstrates how Lusaka urban speakers use localized language forms to colonize the formal spaces thereby challenging the dominant ideologies about language as a fixed, impermeable and a bounded system. In the process of colonizing formal spaces using localized language forms, the study shows how speakers perform acts of humour, role play, face saving, identity and meaning enhancement. In turn these localized repertoires are drawn upon as resources to accomplish different tasks which would not be accomplished if only a 'single' language were to be used. In this regard, the study views language as a resource that transcends the role of meaning making. In addition, the study shows how, through the use of localized repertoires in formal spaces, speakers transform traditions and modernity into a hybrid space which identifies them as having multiple identities. This demonstrates that speakers in such modern settings use language as a resource to accomplish several things at once. It also highlights speakers’ agency in recreating language as well as transforming their social spaces. The findings of the study entail contributions to recent arguments on language that view it not as an autonomous system but rather as embedded in people’s social interactions. It demonstrates that languages have no clear-cut borders.The study also contributes to methodological and analytical approaches to the study of language in recent times. In addition, the study adds new knowledge to our understanding of identity as a performative act which is actively negotiated for as people interact in different social contexts. This implies that identity is not a fixed thing as traditionally conceived. Ultimately, the study calls for a rethinking of our conception of language and identity considering modernity practices.

The world faces human-made hazardous weather events such as heat waves, droughts, floods andwildfires in dimensions which have never been seen before. A crucial contributor to this negative trendis the constantly growing transportation sector. In addition, most urban regions suffer from trafficcongestions which lead among others to local emissions, the loss of time and noise pollution. Onepromising approach to reduce the amount of transport related emissions is ride-sharing. This paperfocuses on the possibilities and barriers of ride-sharing for the daily commute to and from work. To gainreliably results, a real-life test trial was implemented at a Swedish corporation. The gatheredquantitative and qualitative datasets were analysed with the framework of Social Practice Theory, whichsplits up the practice into its three elements of materials, meanings and competences and therebydevelops revealing insights. The reason for the low participation rate during the test trial can be tracedback to the potential loss of flexibility. Despite a high environmental awareness and a deep trust relationto colleagues, the potential loss of flexibility was for most participants the crucial factor to not start ridesharing.Even though individuals’ opinions were very positive towards the idea of ride-sharing, theparticipation rate during the real-life study shows that the perception of ride-sharing highly derivatesfrom the action.

Philosophiae Doctor - PhD / Studies on rational medicine use (RMU) have mainly focused on identifying, quantifying, and addressing irrational use without exploring reasons behind this irrational use. In addition, minimal work has been conducted on irrational use of medicines in the context of the growing burden of non-communicable diseases (NCDs). This PhD research examined medicine use in Eswatini, (previously Swaziland) between April 2017 and March 2019, with a focus on prescribing practices linked to specific diagnoses. It further explored factors influencing RMU, which included testing the effects of a short intervention - prescription audit and feedback coupled with small group education - on prescribing practices in health facilities.

Convenience stores in their various forms are not only commercial outlets of foodstuffs and sundry items but are also experiential in nature; the act of going to a convenience store is a culturally shared experience. In homage to these spaces, Cozy Mart is a public art installation and performance which recreates this shared experience in an idealized form. Based on do-it-yourself culture, appropriation of public space, and artistic traditions of sculpture and printmaking, Cozy Mart invites interaction with art outside of the traditional gallery space and capitalizes on alternative methods of art distribution.

Sustainable urban development is emerging out as tool to tackle climate change with a big difference mark. With cities acting as emitters of huge chunks of GHG gases, voices from all corners are intensifying pressure to mend the current urban development model and help find a solution. Several UN conferences fuelled the debate to include local people living in cities and held them accountable for their living behaviour towards the natural environment, and help change the existing unsustainable living patterns or practices which already exist in society. Since, it is the humans for whom these technological solutions have been provided, therefore, it becomes important how the humans themselves thinks while adapting or rejecting any sustainable solutions in their daily lives. The role of spatial planning becomes important here, because it involves all round planning which influences their daily living behaviour, considering individual as the ‘bearer’ of its ‘final outcome’. This thesis will help explore human dimensions in the sustainability debate, thoroughly arguing the factors humans consider in their daily lives, while making a new choice between sustainable and unsustainable practices which is introduced by the spatial planning around them. The study also helps to understand that regardless of individual negotiations, how residents motivated to adapt sustainable measures in their lives. This is being done by undertaking two theoretical viewpoints, the social-practice theory and the structure-agency theory.  Social-practice theory helped understand how daily living practices of the residents in Hammarby Sjöstad are related with spatial planning. This relationship between practices and spatial planning involves several rounds of negotiations between individuals and their existing daily routines, before a final choice is made. This second concept is understood through structure-agency theory. The case under study for this thesis is Hammarby Sjöstad, a district located in the south of Stockholm city in Sweden, which is being projected as a model for sustainable urban development. The data for the study was collected through qualitative research method, conducting interviews of the residents in Hammarby Sjöstad. The interviews conducted for the study found out that public transport, waste recycling and open spaces emerged as one of the most effective and efficient spatial planning in Hammarby Sjöstad, according to the respondents. The study also highlights individual cases where respondents have given specific reasons for making particular decisions, highlighting the individual negotiations.

Magister Artium - MA / The purpose of this study was two-fold: firstly, to do a multimodal analysis of the multilingual signage, advertisements and graffiti present on different surfaces in the main business hub of a multicultural community called Wesbank, situated in the Eastern Metropole of the city of Cape Town. Signage of this nature, taken together, constitute the 'linguistic landscape' (Gorter, 2006) of a particular space.