Au moment où les territoires périurbains se transforment rapidement sous l’impulsion des stratégies de développement de l’industrie immobilière, les préoccupations sociales en matière de qualité des paysages et des cadres de vie se font de plus en plus grandes. Devant ces enjeux, les actions aménagistes privilégient le plus souvent des solutions à partir d’un regard « expert » généralement étranger aux demandes sociales en présence. Devant l’insuffisance des connaissances des regards citoyens, il y a une urgence à développer des méthodes originales aptes à révéler ce savoir local. Une enquête menée à l’automne 2009 à Saint-Bruno-de-Montarville, sur la Rive-Sud de Montréal, révèle la pertinence d’une approche anthropologique sous-utilisée et novatrice en particulier pour les recherches en aménagement : celle du « récit-parcours ». Permettant un accès privilégié aux récits ancrés aux lieux de vies, cette méthode a permis de susciter des discours singuliers et collectifs sur le territoire, de révéler des propos sur les imaginaires portés sur la ville et d’offrir un espace d’expression des préoccupations, des valorisations et des aspirations des résidants. Les résultats de l’enquête à cet effet sont concluants : ce que nous révèlent les résidants de par leurs expériences vécues des lieux et leurs cheminements spatiaux est incontestablement riche et pertinent pour la compréhension des enjeux collectifs d’un milieu. Les logiques existantes derrière les transformations de ces territoires bénéficieraient grandement de ce savoir localisé, complexe et ingénieux dont dispose les résidants de la géographie, de l’environnement, de l’urbanisation et des caractéristiques sociales de leur ville. Ce faisant, le territoire change alors de statut : d’un objet d’évaluation experte, il devient une mise en scène dynamique où s’inscrivent des fragments significatifs d’histoires faisant référence à l’expérience du vécu quotidien, mais aussi, à la potentialité des lieux. Par le biais d’une telle démarche et en conjonction avec des méthodes participatives, il devient possible d’engager une véritable réflexion plurielle envers l’avenir des territoires périurbains, en résonance avec les aspirations locales. / While suburbs are being transformed at an alarming rate, under the pressures of the Real estate industry’s development strategies, social concerns regarding the quality of life and the resulting landscapes are currently on the rise. With these challenges to bear, stakeholders usually employ solutions from an "expert" perspective that remain impervious to existing social conditions and demands. Given the lack of knowledge from the citizens’ perspectives, there is an urgent need for developing novel methods that are capable of bringing forth this local knowledge. A survey conducted in fall 2009 with residents of Saint-Bruno-de-Montarville, on the south shore of Montreal, revealed the strength of an under-used and innovative method: the go-along. This method has demonstrated a particularly interesting technique to grasp the way dwellers qualify, imagine, value and move through their locality. Allowing privileged access to biographies and giving rise to improvised paths, the method has enabled placed-based narratives and has lead to an opening for expressing concerns, valuations and aspirations of citizens towards their community. In doing so, landscapes shift from expert evaluation to a dynamic scene where significant fragments of individual stories are told in relation to the experience of places in the everyday life. The study results conclude that the residents’ narratives and knowledge are undeniably rich and relevant to comprehending collective landscape issues and values. The existing logics and processes behind suburban landscape transformations would highly benefit from the collective wealth of dwellers’ extensive, situated and complex knowledge of the city’s geography, politics, economy and sociology. Furthermore, it can lead way to community participatory projects engaging multiple actors within a collective multifaceted reflection on the future of suburbs and the actions that should be taken towards a better future.

Made available in DSpace on 2016-04-28T18:23:06Z (GMT). No. of bitstreams: 1 Lucilene Santos Silva Fonseca.pdf: 22240332 bytes, checksum: 6b30013c834bbeef9ca840e368c140c9 (MD5) Previous issue date: 2015-07-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The overall objective of this research is to investigate the agency of an undergraduate student of the Faculty of Language and Arts in Spanish language, along her work in the discipline Practice of Foreign Language Teaching (FL), permeated by the actions of the teacherresearcher in a university located in a city of the metropolitan area of São Paulo. We have perceived that many of these students, after completing graduation, start teaching classes in elementary and high schools without the practical experience of teaching a foreign language (LE). This problem motivated the following specific objectives with this focus: (1) identify language features that enable us to understand the agency of the participant; (2) identify how the proposals of the discipline enable the development of the agency of the participant; (3) analyze the type of agency revealed in the development of the participant. The theoretical and methodological choice in constructing contexts of comprehension, reflection and transformation, with respect to the teaching and learning of languages and the role of language in these contexts is endorsed by the Critical Collaboration Research (MAGALHÃES, 2010). This theoretical framework is based on the Theory of Socio- Historical-Cultural Activity (VYGOTSKI, 1934/1998, 1930/1999; LEONTIEV, 1978; ENGESTRÖM, 2001), focusing on the concepts of teaching and learning and development, mediation and Zone of Proximal Development (ZPD) as a socio-cultural-historical space of coming to be, in which language organizes a collaborative-critical relationship between the participants. Data has been collected aiming to recover and understand the agency of the work done by the undergraduate student during the discipline Foreign Language Teaching Practice. First we selected thrirteen (13) texts done by the undergraduate student through her activities as a teacher in pre-service. This work is justified for collaborating with discussions about Faculty undergraduate courses with degree in Foreign Languages (FL) and the agency's role in the development of the discipline Teaching Practice of FL. This work integrates CNPq, Contradiction and Collaboration Research, led by PHD. Professor Maria Cecilia Magalhães Camargo of the da PUC-SP University which aims to investigate ways of questioning, presenting, countering arguments that constitute activities of school context, with emphasis on teacher training, such as reproductive and/or creative productions of meaning for proposing a research framework and organization of these activities in more creative perspectives. Therefore, this research can contribute to benefit educational entities that seek to improve the pre-service teacher training and students of Language and Arts and Literature / O objetivo geral desta pesquisa é investigar a agência de uma graduanda de Letras, Licenciatura em Língua Estrangeira Espanhola (LEE), ao longo do trabalho realizado na disciplina Prática de Ensino de Língua Estrangeira (LE), permeada pelas ações da professorapesquisadora, em uma faculdade localizada em uma cidade da Grande São Paulo. Observamos que muitos alunos de contextos como esse, após a conclusão da graduação, passam a ministrar aulas em escolas de Ensino Fundamental e Médio sem a experiência prática do ensino da Língua Estrangeira (LE). Essa problemática motivou o foco para os objetivos específicos desta pesquisa: (1) verificar os tipos de agência que emergem dos dados; (2) verificar se e como as propostas trabalhadas na disciplina possibilitam a agência da participante. A escolha teórico-metodológica na construção de contextos de compreensão, de reflexão e de transformação, no que diz respeito ao ensino-aprendizagem de línguas e ao papel da linguagem nesses contextos está apoiada na Pesquisa Crítica de Colaboração (MAGALHÃES, 2010). Esse recorte teórico baseia-se na Teoria da Atividade Sócio- Histórico-Cultural (VYGOTSKI, 1934/1998, 1930/1999; LEONTIEV, 1978; ENGESTRÖM, 2001), com foco nos conceitos de ensino-aprendizagem e desenvolvimento, mediação e Zona de Desenvolvimento Proximal (ZPD) como espaço sócio-histórico-cultural de vir-a-ser, em que a linguagem organiza a relação colaborativo-crítica entre os participantes, a agência e a formação de professores. Os dados, coletados visam recuperar e compreender a agência da graduanda no trabalho desenvolvido na disciplina Prática de Ensino de Língua Estrangeira. Foram selecionados treze (13) textos gerados por meio das atividades de formação de uma professora em pré-serviço, realizadas na faculdade. Este trabalho justifica-se por colaborar com as discussões sobre o curso de graduação, licenciatura em línguas estrangeiras, o papel da agência no desenvolvimento da Prática de Ensino de LE. Este trabalho integra a pesquisa CNPq Colaboração e Contradição, coordenada pela professora Dra Maria Cecília Camargo Magalhães, da PUC-SP, que objetiva investigar as formas de questionar, apresentar, contrapor argumentos que constituem as atividades do contexto escolar, com ênfase, na formação de educadores, como produções reprodutivas e/ou criativas de significado para propor um quadro de investigação e de organização dessas atividades em perspectivas mais criativas. Dessa forma, a pesquisa pode contribuir para beneficiar entidades educacionais que buscam aprimorar a formação pré-serviço de professores de LE

Made available in DSpace on 2016-04-27T16:33:42Z (GMT). No. of bitstreams: 1 Livia Lara da Cruz.pdf: 585126 bytes, checksum: 1a0f6d82841535c71b036f9100ceb7e0 (MD5) Previous issue date: 2008-09-09 / Secretaria da Educação do Estado de São Paulo / This report of research has the objective of presenting an analysis of the collected data for the realization of a study that pretends to analyze the existent relations between the cultural formation of the basic school and high school teachers, that work at the public education system of São Paulo, and their perceptions of the art museums education potentiality. Having as main theoretical reference the french sociologist Pierre Bourdie and his concept of cultural capital, i intended to apprehend in which way the cultural formation of the teachers can or not determinate a better relationship with the art museums. For that reason, between the months of september and november of 2007 questionnaires were applied to two groups of distinct teachers considering their social origin, scholar and professional formation, information about habits of leisure, culture and opinion about museums and art exhibitions. The group 1 included twenty teachers, that scheduled spontaneously more than one visit with their students during the year of 2007, having monitorship to the Museu Lasar Segall, seated at the district of Vila Marina ( south area of São Paulo city). The group 2 included another twenty teachers, that scheduled visits to the Museu Lasar Segall having monitorship because of their school s participation at a project financed by the Secretary of Education of the State of São Paulo, and did not come back until the end of 2007. The results permitted to perceive the approximation between the two groups, especially about their social origin, but differences between their relation with the formation institution, the relation kept with state cultural objects and more specifically with the art museum. The teachers of the group 1(spontaneous) declared to have more access, since childhood, to cultural objects such as books, cinema, library and museum. The majority came from public universities of the state of São Paulo, these teachers could tell with more precision the name of the last book that they read or some of theirs favorites plastic artists; and they are also those that access internet more often, have already traveled to other countries and make visits to museums more frequently. The teachers of the group 2(project), whose access to cultural objects since childhood showed to be smaller, were students of private universities (some out of the state of São Paulo), had more difficulties to tell the name of last books that they read or the name of their favorite artists, they do not have access to the internet very often, and never traveled to other countries, and for two of them, the visit to the Museu Lasar Segall was the first visit to a museum. So, the aspect to be observed is to consider which is the importance of the formation institution (the public universities, being more traditional in academic aspects and privates that normally do not receive the same amount of importance in this area) has at the constitution of an habit of frequency at cultural areas; but it is fundamental to consider the importance that family action and, consequently, the cultural habits during the childhood have, the possibilities of them to have access to cultural objects when they are older, and the way that it is made. Considering the interviews that were realized with two teachers of the first group, it was possible to apprehend some strategies developed by families that, even not having much of scholar capital and cultural capital, contributed to an appropriation of the cultural objects for their children, being it to give more importance to the progress in school and what school represents, or being a bridge between a legitimate culture and their children / Essa pesquisa tem por objetivo analisar as relações existentes entre a formação cultural dos professores do ensino fundamental II e médio da rede estadual de São Paulo e suas percepções acerca das potencialidades educativas dos museus de arte. Tendo como principal referencial teórico o sociólogo francês Pierre Bourdieu e seu conceito de capital cultural, pretendeu-se apreender em que medida a formação cultural dos professores pode ou não determinar uma relação mais fértil com os museus de arte. Para tanto, entre os meses de setembro e novembro de 2007 foram aplicados questionários acerca da origem social, formação escolar e profissional, informações sobre hábitos de lazer e cultura e opinião sobre museus e exposições de arte a dois grupos distintos de professores. O grupo 1 incluiu vinte professores que, durante o ano de 2007, agendaram espontaneamente mais de uma visita monitorada para seus alunos no Museu Lasar Segall, localizado no bairro da Vila Mariana, zona sul da cidade de São Paulo. O grupo 2 incluiu outros vinte professores, que agendaram visitas monitoradas no Museu Lasar Segall devido à participação da escola em um projeto financiado pela Secretaria da Educação do Estado de São Paulo e que não voltaram ao Museu até o fim de 2007. A análise dos resultados obtidos permitiu a percepção de aproximações entre os dois grupos no que diz respeito à sua origem social, mas diferenças em relação à instituição de formação e a relação mantida com os bens culturais de uma maneira geral, e mais especificamente, com o museu de arte. Os professores do grupo 1 (espontâneo) declararam ter um maior acesso, desde a infância, a bens culturais tais como livros, cinema, biblioteca e museu. Advindos majoritariamente de universidades públicas do Estado de São Paulo, esses professores puderam citar com mais precisão o nome do último livro lido ou alguns de seus artistas plásticos favoritos; são eles que acessam a Internet mais freqüentemente, já viajaram para outro país e visitam museus com mais freqüência. Os professores do grupo 2 (projeto), cujo acesso aos bens culturais desde a infância mostrou-se menor, cursaram faculdades privadas (algumas fora da cidade de São Paulo), tiveram mais dificuldade em citar nome de livros lidos ou de artistas preferidos, dificilmente acessam a Internet, nunca viajaram para fora do Brasil e para dois deles, a visita ao Museu Lasar Segall foi a primeira visita a um museu. Assim, um aspecto a ser observado diz respeito a relevância que a instituição formadora (as públicas, com maior renome acadêmico e as privadas, geralmente com menor prestígio na área educacional) possui na constituição de um hábito de freqüência a espaços culturais; entretanto, é fundamental considerar a importância que a ação familiar e, conseqüentemente, os hábitos culturais na infância têm sobre a possibilidade dos indivíduos acessarem os bens culturais quando mais velhos, e o modo como isso será feito. Nas entrevistas realizadas com dois professores do primeiro grupo, foi possível apreender algumas estratégias desenvolvidas por famílias que, embora fracamente dotadas de capital escolar ou capital cultural, contribuem para apropriação dos objetos culturais por parte de seus filhos, seja valorizando a escolarização e o papel da escola, seja servindo como intermediário entre a cultura considerada legítima e as crianças

Au moment où les territoires périurbains se transforment rapidement sous l’impulsion des stratégies de développement de l’industrie immobilière, les préoccupations sociales en matière de qualité des paysages et des cadres de vie se font de plus en plus grandes. Devant ces enjeux, les actions aménagistes privilégient le plus souvent des solutions à partir d’un regard « expert » généralement étranger aux demandes sociales en présence. Devant l’insuffisance des connaissances des regards citoyens, il y a une urgence à développer des méthodes originales aptes à révéler ce savoir local. Une enquête menée à l’automne 2009 à Saint-Bruno-de-Montarville, sur la Rive-Sud de Montréal, révèle la pertinence d’une approche anthropologique sous-utilisée et novatrice en particulier pour les recherches en aménagement : celle du « récit-parcours ». Permettant un accès privilégié aux récits ancrés aux lieux de vies, cette méthode a permis de susciter des discours singuliers et collectifs sur le territoire, de révéler des propos sur les imaginaires portés sur la ville et d’offrir un espace d’expression des préoccupations, des valorisations et des aspirations des résidants. Les résultats de l’enquête à cet effet sont concluants : ce que nous révèlent les résidants de par leurs expériences vécues des lieux et leurs cheminements spatiaux est incontestablement riche et pertinent pour la compréhension des enjeux collectifs d’un milieu. Les logiques existantes derrière les transformations de ces territoires bénéficieraient grandement de ce savoir localisé, complexe et ingénieux dont dispose les résidants de la géographie, de l’environnement, de l’urbanisation et des caractéristiques sociales de leur ville. Ce faisant, le territoire change alors de statut : d’un objet d’évaluation experte, il devient une mise en scène dynamique où s’inscrivent des fragments significatifs d’histoires faisant référence à l’expérience du vécu quotidien, mais aussi, à la potentialité des lieux. Par le biais d’une telle démarche et en conjonction avec des méthodes participatives, il devient possible d’engager une véritable réflexion plurielle envers l’avenir des territoires périurbains, en résonance avec les aspirations locales. / While suburbs are being transformed at an alarming rate, under the pressures of the Real estate industry’s development strategies, social concerns regarding the quality of life and the resulting landscapes are currently on the rise. With these challenges to bear, stakeholders usually employ solutions from an "expert" perspective that remain impervious to existing social conditions and demands. Given the lack of knowledge from the citizens’ perspectives, there is an urgent need for developing novel methods that are capable of bringing forth this local knowledge. A survey conducted in fall 2009 with residents of Saint-Bruno-de-Montarville, on the south shore of Montreal, revealed the strength of an under-used and innovative method: the go-along. This method has demonstrated a particularly interesting technique to grasp the way dwellers qualify, imagine, value and move through their locality. Allowing privileged access to biographies and giving rise to improvised paths, the method has enabled placed-based narratives and has lead to an opening for expressing concerns, valuations and aspirations of citizens towards their community. In doing so, landscapes shift from expert evaluation to a dynamic scene where significant fragments of individual stories are told in relation to the experience of places in the everyday life. The study results conclude that the residents’ narratives and knowledge are undeniably rich and relevant to comprehending collective landscape issues and values. The existing logics and processes behind suburban landscape transformations would highly benefit from the collective wealth of dwellers’ extensive, situated and complex knowledge of the city’s geography, politics, economy and sociology. Furthermore, it can lead way to community participatory projects engaging multiple actors within a collective multifaceted reflection on the future of suburbs and the actions that should be taken towards a better future.

Made available in DSpace on 2015-04-16T15:23:26Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 7007895 bytes, checksum: 8912d052cbdcb22b7298108d33253001 (MD5) Previous issue date: 2013-03-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Information Science, has gradually assumed greater visibility and accountability in the context of socio-cultural dynamics. In this sense, the ethnic and racial issues are incorporated into the debate in the field, towards the elimination of racial practices, discrimination and black people silencing. In this perspective thoughts on the ethical and racial information sources are pointed out, that is the origin places of the information that reflect historical and cultural elements in the assertion of an ethnical group compared to contemporary multiculturalism. In the diversity of sources, the emphasis is given in pictures, believing that they are able to express aspects of life and social interactions regarding to Afrocentric culture. Thus, this present study aims at exploring the iconographic sources of ethno-racial information as a way of preserving Afrocentric culture in the photographical essay titled Engenhos and Senzalas. Operationally, the work intends to identify, contextualize and characterize the iconographical sources of information racial-ethnic, as well as to analyze the social cultural function of the archive where they are kept in and how these photographs (typological elements characteristics of the given sources) can serve as elements of representation and preservation of Afrocentric culture. In terms of methodology, it is a qualitative descriptive and exploratory research, based on critical-analytical methods such as document analysis and discourse analysis. Data collection has identified seventeen photographs produced in 1982, which aimed to represent the relationships between land lords and slaves in the post slavery period. The results show that photographs trigger the maintenance of the Afrocentric memory marginalized unable to adduce the black as a citizen even free. Thus, it is the archive information professional responsible to assign other mechanisms and information sources to crystallize the social role of the black people. / A Ciência da Informação, gradativamente, vem assumindo maior visibilidade e responsabilidade no contexto das dinâmicas socioculturais. Nesse sentido, as questões étnico-raciais são incorporadas ao debate no campo, no intento de eliminação das práticas de racismo, discriminação e silenciamentos da população negra. Nessa perspectiva, trazemos à reflexão as fontes de informação étnico-raciais, ou seja, os lugares de procedência das informações que refletem elementos históricos e culturais na afirmação de um grupo étnico ante ao multiculturalismo contemporâneo. Na diversidade das fontes, nossa ênfase recai nas fotografias, acreditando que estas são capazes de exprimir aspectos da vida e interações sociais referentes à cultura afrocêntrica. Dessa forma, o estudo que ora se delineia tem por objetivo geral analisar as fontes iconográficas de informação étnico-racial como um modo de preservação da cultura afrocêntrica no ensaio fotográfico Engenhos e Senzalas. Operacionalmente, tem a pretensão de identificar, contextualizar e caracterizar as fontes iconográficas de informação étnico-racial, bem como analisar a função sociocultural do arquivo onde se encontram e como essas fotografias (elemento tipológico característico das fontes em questão) podem servir como elementos de representação e preservação da cultura afrocêntrica. Em termos metodológicos, trata-se de uma pesquisa qualitativa de tipo descritivo-exploratória, que faz uso de métodos crítico-analíticos como a análise documental e a análise discursiva na interpretação de seus objetos de estudo. A coleta de dados identificou dezessete fotografias produzidas no ano de 1982, que visam à representação das relações entre senhores de engenhos e escravos no período pós-abolicionista. Os resultados mostram que as fotografias deflagram a visibilidade marginalizada de uma memória afrocêntrica incapaz de aduzir ao negro seu caráter cidadão, mesmo alforriado. Diante disso, cabe ao profissional da informação responsável pelo arquivo, atribuir outros mecanismos e fontes de informação que cristalizem o papel social no negro.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Research in the area of pre and inservice teacher education have focused on the development of a meta-awareness on English teachers learning process and how this knowledge affects their social and discursive practices and their social relations in the teaching contexts in which they work (see MAGALHÃES & FIDALGO, 2008; BARCELLOS, 2006, CASTRO, 2006; PAIVA, 2005; CRISTÓVÃO, 2005a; MAGALHÃES, 2004; VIEIRA-ABRAHÃO, 2004; MOTTA-ROTH, 2006b; for instance). As a result of these investigations, this knowledge can be appropriated by language teacher programs (JOHNSON, 1996, p. 47) in the configuration of a critical and empowered second language teacher education (FREIRE, 2003b). Following this perspective, this work tries to evaluate how a collaborative practice of intervention can contribute to qualify pre and inservice language teacher education linguistically and pedagogically. To do that, we initially investigate the profile of preservice teachers and the concepts of language, teaching and learning built along their language teacher program. Then a focus group (two pre and one inservice teacher) was established in order to develop a collaborative practice of intervention which could ultimately generate reflection on concepts of learning, teaching practice and identities built along the preservice training practice in a State school. The reflective actions and the analysis of the discourses produced during these actions are theoretically supported by collaborative research of intervention (MAGALHÃES & FIDALGO, 2008; MAGALHÃES, 2004), Critical Discourse Analysis (FAIRCLOUGH, 2003, 1989) and socio-cultural theory of learning (VYGOTSKY, 2001, 1995). The discourse analysis shows that, through the practice of intervention, participants could develop a meta-awareness on behaviorist concepts of learning which underly their discourse and teaching practices at the beginning of the reflective process. The practice of intervention also helped them give their first steps on building a sociocultural learning perspective (concepts and teaching practice). This reconfiguration had an impact not only on the way they act in the classroom, but also in the constitution of their identities as teachers of English, as they gradually personify social roles which demand a critical and socially-situated attitude from themselves and from their students. By the end of the intervention practice, they point out the importance of teacher s engagement in reflective ongoing processes, taking responsibility for their role in the configuration of these processes. / Pesquisas na área de formação pré e em serviço têm priorizado o desenvolvimento de uma metaconsciência acerca do processo de aprendizagem de professores de inglês e de que maneira esse conhecimento afeta suas práticas sociais e discursivas e suas relações sociais nos contextos de ensino em que atuam (ver MAGALHÃES & FIDALGO, 2008; BARCELLOS, 2006, CASTRO, 2006; PAIVA, 2005; CRISTÓVÃO, 2005a; MAGALHÃES, 2004; VIEIRA-ABRAHÃO, 2004; MOTTA-ROTH, 2006b; por exemplo). Como resultado dessas investigações, esse conhecimento pode ser apropriado pelos currículos de licenciatura (JOHNSON, 1996, p. 47) na configuração de uma formação crítica e democrática (FREIRE, 2003b). Dentro dessa perspectiva, este trabalho procura avaliar em que medida uma prática de interferência colaborativa pode contribuir para qualificar o processo formativo lingüístico-pedagógico do professor de inglês pré e em serviço. Para tanto, procuramos inicialmente investigar o perfil do aluno de Letras e as concepções de linguagem, ensino e aprendizagem que constrói em diferentes pontos de sua trajetória universitária. Em seguida, um grupo focal (duas professoras em pré e uma em serviço) foi estabelecido no sentido de desenvolvermos uma prática de interferência colaborativa que, em última instância, pudesse gerar a reflexão acerca das concepções de aprendizagem, da prática pedagógica e das identidades construídas ao longo do programa de estágio curricular supervisionado, vivenciado pelo grupo, em uma escola pública. As ações reflexivas e a análise dos discursos produzidos no decorrer delas são ancoradas teoricamente pela pesquisa de interferência colaborativa (MAGALHÃES & FIDALGO, 2008; MAGALHÃES, 2004), pela Análise Crítica do Discurso (FAIRCLOUGH, 2003, 1989) e pela perspectiva sociocultural de aprendizagem (VYGOTSKY, 2001, 1995). A análise do discurso das participantes mostrou que, por meio da prática de interferência colaborativa, puderam desenvolver uma metaconsciência acerca da concepção behaviorista que subsidiou seu discurso e sua prática pedagógica no início do processo reflexivo, bem como dar os primeiros passos na configuração de uma perspectiva de aprendizagem sociocultural (conceitos e prática pedagógica). Essa reconfiguração teve impacto não somente no modo como vivenciaram suas ações em sala de aula, mas igualmente na constituição de suas identidades como professoras de inglês, uma vez que gradualmente personificam, em sala de aula, papéis sociais que demandam uma postura crítica e socialmente situada em relação a si mesmas e a seus alunos. Ao final do processo de investigação, apontam a importância de o professor estar inserido em um processo reflexivo crítico e continuado, assumindo sua parcela de responsabilidade na configuração desse processo.

The purpose of our study is to investigate how children interact in play with prepared and non-prepared material respectively to contribute with the knowledge of childrens opportunities for different ways of interaction. The study was performed with a qualitative consisting of observation including video observation and field notes. Two different departments from a preschool in south of Sweden participated in the observations. The theoretical base of the study is a social cultural perspective which in this study means focus on interaction with the material and other children. In the the result it is stated that children use their imagination to give non-prepared material new not foreseen purposes. The symbolic weight of prepared material is the base of how children use it. When children interact with different materials the conditions for different types of interactions and feelings are created. In our study we could see that children themselves prefer play with prepared material however children tend to interact more between the when playing with non-prepared material. / Syftet med vår studie är att undersöka hur barn samspelar i leken medfärdigt respektive ofärdigt material för att bidra med kunskaper om barnsmöjligheter till olika samspel. Undersökningen genomfördes med enkvalitativ metod bestående av observation vilket inkluderadevideoobservation och fältanteckningar. Två olika avdelningar från enförskola i södra Sverige deltog i observationerna. Studiens teoretiskautgångspunkt är sociokulturellt perspektiv vilket i denna studie innebärfokus på samspel med material och med andra barn. I resultatet framgår detatt barn använder sin fantasi för att ge ofärdigt material nya ändamål ochsyften som inte är förutbestämda. Den symboliska vikten i färdigt materialär utgångspunkten till vad barnen gör med materialet. När barnen samspelarmed olika material skapas förutsättningar till olika typer av samspel ochkänslor. I vår studie framkom det att barn själva föredrar lek med färdigtmaterial. Däremot tenderar barnen att samspela mer med varandra när deleker med ofärdigt material.

The purpose of this qualitative study was to understand the social, cultural, and structural factors that contribute to or inhibit alcohol use and abuse in the Army among young males, unmarried or married without a present spouse. Seventeeen single, or separated, young male soldiers stationed at Fort Bragg Army Base were interviewed to provide insight into the research questions. Soldiers were largely located through face-to-face canvassing. The interviews, which lasted from 45 to 90 minutes, took place face-to-face and were then transcribed. Interviews were analyzed using grounded theory approach by locating patterns, themes and relationships to come to generalizations. The themes that emerged from the interviews include: 1) stresses of army work/life; 2) social/entertainment use; 3) tradition/brotherhood/entitlement; 4) fear/consequences; 5) impressionable youth; 6) treatment. While the themes which emerged were reported in discrete terms, there was overlap in them. The functional aspect of alcohol use to these soldiers mixed with the impact of social interaction influencing their use served to encourage and further the use of alcohol. The drinking patterns of young male soldiers can be seen to exist on a continuum of either social integration or social stress, in line with Durkheim's conception of suicide, with the existence of being on either end of these continuums leading to excessive alcohol use. The findings confirm Durkheim's conception of social order in leading to unhealthy responses and indicate the Army needs to address the role and impact of the greater social environment in leading to alcohol misuse among young male soldiers.

In hierdie verhandeling reflekteer ek oor my godsdiensdiskoers en die invloed daarvan op my lewe, beide as persoon en as terapeut. My werk vind 'n nis in die wyse waarop dit die 'stil, onsigbare mensa' benader wie se stories gevorm is deur diskoerse van die modemistiese samelewing. In my navorsing kry ek te doen met problema wat in die algemeen met die praktyke van marginalisering geassosieer word. Die narratiewe gesprekvoering met 'medeskrywers' aan my storie en interaksie met hulle verskillende horisonne kristalliseer in 'n bevrydende en veelvlakkige insig. Hierdie kennis stel my in staat om nuwe keuses te maak en 'n alternatiewe storie vir myself te formuleer. Die studie illustreer dus nie net hoe narratiewe terapie die 'stil, onsigbare' produkte van 'n paternalistiese samelewing kan bemagtig nie. Dit wys ook op die waarde van die oopstelling van die terapeut se eie verhaal vir sy/haar vorming as terapeut. / In this dissertation I reflect on my religious discourse, its influence on my life and how it affects me, both as a person and a therapist. It addresses a niche in its approach to the 'silent, invisible people' whose stories are authored by the discourses of a modernistic society. My research stumbles on all kinds of problems that are generally associated with the practices of marginalisation. Acting as both client and therapist, I enter into numerous interactive conversational sessions with 'co-authors' of my story, afJ with different contexts and horizons. This process crystallises in a liberating and multi-faceted truth. The newly gained knowledge enables me to make new choices and formulate tor myself an alternative story. This study illustrates not only how narrative practices may empower the 'silent, invisible' products of a patemalistic society. It also shows how therapists may benefit from the deconstruction of their own story in both a personal and professional way. / Practical Theology / M. Th. (Pastoral Theology)

In hierdie verhandeling reflekteer ek oor my godsdiensdiskoers en die invloed daarvan op my lewe, beide as persoon en as terapeut. My werk vind 'n nis in die wyse waarop dit die 'stil, onsigbare mensa' benader wie se stories gevorm is deur diskoerse van die modemistiese samelewing. In my navorsing kry ek te doen met problema wat in die algemeen met die praktyke van marginalisering geassosieer word. Die narratiewe gesprekvoering met 'medeskrywers' aan my storie en interaksie met hulle verskillende horisonne kristalliseer in 'n bevrydende en veelvlakkige insig. Hierdie kennis stel my in staat om nuwe keuses te maak en 'n alternatiewe storie vir myself te formuleer. Die studie illustreer dus nie net hoe narratiewe terapie die 'stil, onsigbare' produkte van 'n paternalistiese samelewing kan bemagtig nie. Dit wys ook op die waarde van die oopstelling van die terapeut se eie verhaal vir sy/haar vorming as terapeut. / In this dissertation I reflect on my religious discourse, its influence on my life and how it affects me, both as a person and a therapist. It addresses a niche in its approach to the 'silent, invisible people' whose stories are authored by the discourses of a modernistic society. My research stumbles on all kinds of problems that are generally associated with the practices of marginalisation. Acting as both client and therapist, I enter into numerous interactive conversational sessions with 'co-authors' of my story, afJ with different contexts and horizons. This process crystallises in a liberating and multi-faceted truth. The newly gained knowledge enables me to make new choices and formulate tor myself an alternative story. This study illustrates not only how narrative practices may empower the 'silent, invisible' products of a patemalistic society. It also shows how therapists may benefit from the deconstruction of their own story in both a personal and professional way. / Philosophy, Practical and Systematic Theology / M. Th. (Pastoral Theology)