Le français juridique au Maroc constitue la clé de voûte de la présente thèse. Dans celle-ci, nous voulons examiner une question fortement inscrite dans l’actualité sociétale, sociolinguistique et didactique marocaine, à savoir les pratiques et les usages du français spécialisé dans le supérieur, en l’occurrence dans les filières des sciences juridiques et dans la discipline de droit pénal général, plus précisément, pour mieux les connaître et éventuellement les enseigner. Cette étude porte donc, en premier lieu, et grâce à une démarche d’analyse macro et micro sociodidactique, sur les pratiques du français juridique à l’Université de Kénitra, notamment sur les spécificités linguistiques et discursives du langage spécialisé (technolecte), puisé dans les cours magistraux de droit (3 CM enregistrés puis transcrits), sur l’étude des interactions didactiques entre les participants in situ, données premières auxquelles nous avons ajouté, de façon secondaire, quelques entretiens avec les acteurs concernés (enseignants, étudiants). Elle débouche, en second lieu, sur l’identification des besoins linguistiques, technolectaux et didactiques des nouveaux inscrits à la Faculté de droit de l’Université de Kénitra, ainsi que sur des propositions sociodidactiques, qui seraient mieux adaptées au contexte universitaire en question et qui pourraient aider, par la suite, les futurs juristes en matière de français de spécialisation. / Legal french in Morocco is the keystone of this thesis. In this one, we want to examine an issue that is firmly entrenched in moroccan societal, sociolinguistic and didactic news, namely the practices and uses of french specializing in higher education, in the legal sciences and in the discipline of general criminal law, more precisely, to better know them and possibly teach them. This study is based, first, on the practices of legal french at the University of Kenitra, in particular on the linguistic and discursive specificities of specialized language (technolect), based on a macro and micro-sociodidactic analysis the legal lectures (3 lectures recorded and then transcribed), the study of the didactic interactions between the participants in situ, first data to which we added, in a secondary way, some interviews with the concerned actors (teachers, students). It leads to the identification of the linguistic, technolectual and didactic needs of new entrants to the Faculty of law of the University of Kenitra, as well as sociodidactic proposals that would be better adapted to the university context in question and which could, subsequently, help future lawyers in french specialization.

Esta pesquisa versa sobre o atendimento educacional especializado. Como recorte, investiga as possibilidades do brincar como ato pedagógico. O texto é tecido a partir do diálogo entre educação especial e psicanálise e organizado em duas grandes partes intituladas: Desdobramento do brincar e Jogos constituintes. Tais partes, ou dobras, falam sobre os movimentos teórico-metodológicos da pesquisa: da construção do relicário, texto-caixa onde as memórias e as vivências como professora de um aluno com impasses em sua constituição psíquica são lidas, escritas e rasuradas, à profanação das tradicionais formas de ofertar o ensino especializado por meio do brincar. Pela construção do caso, ressignificam-se sentidos e práticas objetivadoras do humano. O argumento deslinda a potência da educação como experiência; do brincar como capaz de produzir experiência; da função estruturante da escola e do professor. Conclui-se que o brincar, como ato pedagógico, no âmbito do atendimento educacional especializado, é capaz de efeitos estruturantes para alunos que vivem impasses em seu processo constitutivo. O brincar é o próprio trabalho de constituição do sujeito na infância, daí que se intervenha com e a partir do brincar no atendimento educacional especializado. / This research is about specialized education services. Though, its main subject is to investigate the possibilities of the usage of play-based activities as a pedagogical act. The essay is built on based on the dialogue between special education and psychoanalysis and is divided in two parts, named Desdobramento do brincar and Jogos constituintes. Those parts present the theoretical-methodological moves made in this research: from the construction of a shrine (a text-box where teacher's memories and experiences with a psychologically disturbed pupil are written, read and erased) to the debasement of traditional ways of offering a play-based specialized education. By constructing a case, new significance is given to humans' objectifying senses and praxis. The main point of this essay ascertains how powerful is education when it is dealt as an experience, as it also ascertains play-based activities as capable of building up experiences and claims the structuring role of schools and teachers. So, play-based activities, once they are used as an pedagogical act in specialized education services, may produce structuring effects on pupils who suffer any sort of impasse on their development process. The play is part of one's development and also is an important matter through one's childhood. That's why it is so necessary the usage of play-based activities on specialized education services.

CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior / Esta pesquisa investigou a avaliaÃÃo de alunos com deficiÃncia intelectual, desenvolvida no atendimento educacional especializado (AEE) da rede de ensino de Fortaleza-CE, com Ãnfase na aquisiÃÃo da escrita, visando à proposiÃÃo de estratÃgias de compreensÃo e articulaÃÃo do serviÃo especializado com o ensino regular, a partir dos resultados dessa avaliaÃÃo. Especificamente, intencionou-se: a) analisar o instrumental de avaliaÃÃo da escrita utilizado no AEE, com os alunos com deficiÃncia intelectual da rede de ensino de Fortaleza-CE; b) analisar o trabalho pedagÃgico desenvolvido no atendimento educacional especializado com os alunos com deficiÃncia intelectual, com Ãnfase na avaliaÃÃo da escrita; c) investigar a existÃncia de articulaÃÃo entre o trabalho pedagÃgico desenvolvido pelo professor de AEE e professores do ensino regular dos alunos com deficiÃncia intelectual. A hipÃtese que norteou a pesquisa foi de que hà articulaÃÃo diminuta entre o trabalho desenvolvido no AEE e no ensino regular destinado aos alunos com deficiÃncia intelectual, com rebatimentos nos processos de avaliaÃÃo. O aporte teÃrico foram os estudos sobre AvaliaÃÃo Educacional situados na quarta e quinta geraÃÃes, do tipo formativo, e abordando a especificidade da avaliaÃÃo do aluno com deficiÃncia intelectual. Em EducaÃÃo Especial foram analisadas as configuraÃÃes atuais, especificamente do AEE, com apoio no referencial vygotskyano. No tocante à aquisiÃÃo da escrita a base teÃrica foi a PsicogÃnese da LÃngua Escrita. A abordagem da pesquisa foi qualitativa, sendo do tipo pesquisa-aÃÃo. O local pesquisado foi uma escola da rede de ensino de Fortaleza-CE, com tradiÃÃo no atendimento a alunos com deficiÃncia. Os instrumentos de coleta de dados foram a anÃlise documental, a entrevista e sessÃes reflexivas e de trabalho (SRT). Os sujeitos colaboradores foram uma tÃcnica da rede de ensino referida, o coordenador pedagÃgico, a professora do AEE e quatro professoras do ensino regular. Os dados foram analisados com aporte metodolÃgico da anÃlise de conteÃdo. Os achados da pesquisa evidenciaram que a avaliaÃÃo do AEE investigada considera aspectos variados do desenvolvimento e aprendizagem do aluno com deficiÃncia intelectual. HÃ, entretanto, subutilizaÃÃo dos resultados, inexistindo monitoramento do processo de avaliaÃÃo na rede de ensino. As professoras do ensino regular revelaram uma predisposiÃÃo interna e crenÃa na aprendizagem dos alunos com deficiÃncia intelectual, distanciando-se de percepÃÃes baseadas no preconceito e estereÃtipos. Indicaram, entretanto, a necessidade de formaÃÃo especÃfica sobre o desenvolvimento e a aprendizagem dos alunos com deficiÃncia intelectual. Inferiu-se a necessidade de articulaÃÃo entre o trabalho docente realizado no ensino especializado e no ensino regular, desde o planejamento. O coordenador pedagÃgico foi considerado potencial agente de criaÃÃo de espaÃos-tempo de encontro entre os profissionais dos Ãmbitos de ensino especializado e regular. Foi proposto, por fim, um documento orientador destinado aos professores, escolas e sistema de ensino, que pretende contribuir com a articulaÃÃo qualificada entre o AEE e o ensino regular. / This research investigated the evaluation of students with intellectual disabilities, developed in specialized educational services (AEE) of Fortaleza-CE school system, with emphasis on the acquisition of writing, in order to propose comprehension strategies and joint specialized service with teaching regular, from the results of this evaluation. Specifically, it is purposed to: a) analyze the writing assessment instruments used in AEE, with students with intellectual disabilities of Fortaleza-CE school system; b) analyze the pedagogical work in the specialized educational services to students with intellectual disabilities, with an emphasis on writing assessment; c) investigate the existence of link between the pedagogical work of the teacher of AEE and teachers of regular schools for students with intellectual disabilities. The hypothesis that guided the research was that there is tiny link between the work in AEE and in regular schools for students with intellectual disabilities, with reverberations in the evaluation process. The theoretical basis were studies on Educational Evaluation located at the fourth and fifth generations of the training type, and approaching the specificity of the evaluation of students with intellectual disabilities. In Special Education the current model was considered, specifically the AEE, with support in the VygotskyÂs reference. Regarding the acquisition of writing the theoretical basis was the Psychogenesis of Written Language. The research approach was qualitative, and the type action research. The locus of the study was a school in Fortaleza-CE educational network with tradition in serving students with intellectual disabilities. The data collection instruments were document analysis, interviews and reflective and work sessions (SRT). The subjects were employees of a technique that school system, the educational coordinator, the teacher of the AEE and four teachers of regular education. Data were analyzed with methodological contribution of content analysis. The research findings showed that the evaluation of the researched AEE considers various aspects of the development and learning of students with intellectual disabilities. There are, however, under-utilization of the results, the absence of monitoring of the assessment process in the school system. The teachers of regular schools revealed an internal predisposition and beliefs of learning of students with intellectual disabilities, distancing himself from perceptions based on prejudice and stereotypes. They indicated, however, the need for specific training on the development and learning of students with intellectual disabilities. Inferred the need for coordination between the teaching work in specialized education and regular education, from planning. The pedagogical coordinator was considered potential agent of creation of space-time meeting between the professionals specialized and regular education levels. It has been proposed, finally, a guiding document of more qualified coordination between the AEE and the regular education, this for teachers, schools and education system.

O objetivo desta pesquisa é estudar a terminologia do futebol em inglês e português por meio do estabelecimento de equivalentes fraseológicos. A escolha de trabalhar com unidades fraseológicas, e não apenas com termos isolados, deve-se ao fato de acreditarmos que um termo raramente ocorre sozinho. Em outras palavras, é muito provável que este venha acompanhado de um colocado, formando uma colocação e, muitas vezes, seja até parte de uma unidade de sentido maior. Para tanto, a fundamentação teórica embasa-se na Linguística de Corpus, na Terminologia Textual, na Tradução Técnica como ato comunicativo sujeito a condicionantes culturais e no conceito forma-representação. O corpus de estudo possui, aproximadamente, um milhão de palavras em cada língua: 917.073 em português e 1.002.897 em inglês. Cada corpus é dividido em quatro subcorpora: regras do jogo, textos jornalísticos sobre resultados de partidas, narrações minuto a minuto e transmissões sociais. A análise do corpus foi realizada de maneira semiautomática, utilizando o etiquetador Tree-Tagger para fazer a etiquetagem morfossintática dos textos e o programa WordSmith Tools para explorar o corpus. O estudo nos mostrou que a extração de unidades fraseológicas é uma abordagem promissora para a compilação de um glossário que tenha como objetivo registrar o uso autêntico da terminologia técnica - em nosso caso, do futebol. Ao final do trabalho, apresentamos um modelo de glossário bilíngue português-inglês de fraseologias formadas a partir do termo gol, com base na análise realizada. / This study investigates football terminology both in English and in Portuguese and attempts to establish phraseological equivalents. Phraseological units were chosen to the detriment of individual terms because these usually occur in a larger context rather than as isolated lexical items living a life of their own. We believe that a term tends to be accompanied by a collocate, making up a collocation, which is frequently part of an extended unit of meaning. Therefore, the study is based on the notions of Corpus Linguistics and Textual Terminology. To explain cultural differences, technical translation is viewed as a communicative act subject to cultural restraints and the concept of form-representation is called upon to elucidate such differences. Our corpus consists of approximately two million words - 1.002.897 in English and 917.073 in Portuguese. Each corpus is divided into four subcorpora: laws of the game, newspaper reports on match results, live minute by minute commentaries and live commentaries by sports journalists and by football fans via social media like twitter and facebook. The analysis was carried out semi-automatically on tagged corpora, for which we used Helmut Schmids Tree-Tagger and Mike Scotts WordSmith Tools. All in all, the study proved that the extraction of phraseological units is a promising approach to build a glossary which aims at registering the authentic use of specialized language, in this case, the language of football. The study concludes with a model for a bilingual Portuguese-English phraseological glossary with entries made up of the term goal.

Este trabalho analisa os sentidos e as estratégias dos discursos das revistas especializadas em meio ambiente, a fim de investigar como a noção de meio ambiente é construída. Tendo em vista que o jornalismo conforma a realidade - selecionando pautas, enfoques e modos de tornar esse conhecimento social um discurso inteligível -, compreende-se que quatro diferentes publicações ambientais ('Terra da Gente, 'Mãe Terra', 'Sustenta!' e 'Aquecimento Global') trazem perspectivas diferentes de uma visão ambiental, ainda que se proponham tratar da mesma temática. Para delinear as semelhanças e divergências entre as revistas, optou-se por usar, de forma livre, o referencial teórico-metodológico da Análise do Discurso Francesa. Além das filiações de sentido, extraídas de Formações Discursivas (FDs) definidas em função da literatura que discute o meio ambiente, verificam-se os sentidos possíveis dos nomes das revistas e as estratégias discursivas que movimentam as intenções dos produtores pensando em seus destinatários. Sem deixar de perceber o contexto e as dificuldades externas à produção, foca-se no jornalismo ambiental apresentado no veículo revista, tanto pelo espaço privilegiado de interpretação, quanto pela dedicação integral que o tema recebe. A pesquisa indica que cada revista fabrica um discurso particular sobre meio ambiente, porém a FD Ecossocial é a predominante no corpus, assim como a mobilização de estratégias de aproximação e de estímulo à mudança de hábitos do leitor. / This paper analyzes the senses and the discursive strategies of environmental newsmagazines in order to investigate how the notion of environment is built for them. Considering that journalism formats reality - selecting agendas, approaches and ways to make this knowledge an understandable social discourse - it is known that four different environmental publications ('Terra da Gente', 'Mãe Terra', 'Sustenta!' and 'Aquecimento Global') will bring different perspectives of an environmental vision, although they intend to address the same subject. To delineate the similarities and differences between the magazines, we decided to use in a free way the theoretical and methodological framework of French Discourse Analysis. The intention is to look for affiliations of sense, extracted from Discoursives Formations (DFs), defined according to the literature which discusses the environment, and evidences about the possible senses in titles of the mentioned magazines, and also the discursive strategies that move the intentions of the producers thinking about the receivers. Considering the context and the external difficulties in the production, there is a focus in environmental journalism present in the magazine as a vehicle, because of a privileged space for interpretation and the dedication that the theme receives. This research indicates that each magazine built a particular discourse about the environment, but the DF Ecossocial is predominant in the samples. The analysis also demonstrates the regular use of strategies to reach the reader and to stimulate them to change their habits.

Le nombre de traductions médicales vers l’espagnol est en constante augmentation. Cependant, les traducteurs spécialisés dans ce domaine ne sont pas assez pour pouvoir combler les besoins du marché d’après les différentes enquêtes réalisées ces dernières années par des chercheurs espagnols. Considérant le manque d’études empiriques portant sur l’enseignement-apprentissage de la traduction médicale, ainsi que celui de la traduction spécialisée, nous nous sommes intéressés aux moyens de rapprocher les formations universitaires des conditions actuelles de l’activité professionnelle.Pour cette raison, l’objectif de la présente thèse est d’apporter une contribution à la didactique de la traduction spécialisée, notamment de la traduction médicale français-espagnol, grâce à la création d’une méthode d’enseignement-apprentissage qui permettra le transfert des compétences professionnelles pour les traducteurs listées par le Groupe d’expert EMT (European Master’s in Translation). / The number of medical translations to Spanish is constantly increasing. However, specialized translators in this field are not enough to meet the needs of the market according to the different surveys carried out in recent years by Spanish researchers. Considering the lack of empirical studies on the teaching-learning of medical translation, as well as that of specialized translation, we looked at ways to bring university courses closer to the current conditions of professional activity.For this reason, the purpose of the present thesis is intended to be a contribution to the didactics of specialized translation, especially French-Spanish medical translation, by creating a teaching-learning method that will allow transfer of professional skills for translators listed by the EMT Expert Group (European Master's in Translation).

Este trabalho tem como objetivo principal contribuir para o aperfeiçoamento do professor de matemática seja ele em formação ou em atuação. Buscamos oferecer um material que possa servir de referência técnica, histórica e epistemológica para o estudo do Logaritmo Natural. Discutimos aqui o conceito de Conhecimento Especializado do Conteúdo, cunhado por pesquisadores da Universidade de Michigan e liderados por Deborah Ball. Em seu artigo Content Knowledge for Teaching: What Makes It Special? (2008), eles levantam a questão \"Qual matemática o professor deve conhecer para dar cabo do trabalho de ensinar?\", dado que o conhecimento matemático necessário para o docente difere do conhecimento matemático requerido em outras profissões. Fazemos aqui uma análise crítica da abordagem utilizada para o tema em alguns livros didáticos de Ensino Médio, descrevemos de modo detalhado a construção da Função Logarítmica como realmente ocorreu no século XVII, ou seja, por meio de áreas de regiões sob a curva xy = 1, e definimos a função exponencial como a inversa dela, enfoque esse com caráter fortemente geométrico e que deu origem à noção de integral definida. Mostramos também a estreita relação existente entre as Progressões Aritméticas, Geométricas, Trigonometria e o próprio tema principal. Obtemos ainda a formalização do número irracional e tanto pelo método tradicional usado em livros de Cálculo e Análise como a decorrente da teoria apresentada. Por fim, apresentamos algumas situações curiosas que envolvem direta ou indiretamente essa constante e que podem ser trabalhadas com alunos da Educação Básica. / The main objective of this work is to contribute to the improvement of the mathematics teacher, whether in training or acting. We seek to offer a material that can serve as a technical, historical and epistemological reference for the study of the Natural Logarithm. We discuss here the concept of Specialized Content Knowledge, coined by University of Michigan researchers and led by Deborah Ball. In your article Content Knowledge for Teaching: What Makes It Special? (2008), they raise the question \"What mathematics does the teacher need to know for teaching?\", since the mathematical knowledge required for the teacher differs from the mathematical knowledge required in other professions. Here we present a critical analysis of the approach used for the subject in some high school textbooks. We describe in detail the construction of the Logarithmic Function as actually occurred in the seventeenth century, that is, through areas of regions under the curve xy = 1, and we define the exponential function as the inverse of it, a focus with a strongly geometric character that gave rise to the notion of definite integral. We also show the close relationship between Arithmetic, Geometric, Trigonometry and the main theme itself. We also obtain the formalization of the irrational number e, both by the traditional method used in Calculus and Analysis books and by the theory presented. Finally, we present some curious situations that directly or indirectly involve this constant and that can be worked with Basic Education students.

No description available.

Thesis (Ph.D. (Social Work)) -- University of Limpopo, 1987 / Refer to document / Human Science Research Council (HSRC) and University of the North

The purpose of this study was to explore the utilization of specialized camp services among parents of a child with a disability. This study sought to investigate specialized camp services as respite for families. The data was gathered utilizing a mixed method survey approach. The surveys were distributed to primary caregivers of a child with a disability who have attended Camp Paivika within the past three years. The sample size of this study was 69 respondents. The results show that the family unit benefits by way of de-isolation. The camper increases social skills, confidence, and independence. The caregivers experience emotional stress relief along with an increased ability to connect with other family members. The siblings of the child with a disability experience a relief of responsibilities associated with having a sibling with a disability as well as an ability to partake in family activities they may not otherwise be able to do. In conclusion, this research indicates positive familial benefits to out-of-home recreational respite services, such as a specialized camp services. Future research on the benefits will give the field of social work greater insight into the importance of out-of-home recreational respite.