This thesis challenges the notion that landscape can be seen or thought as a picture i.e. in terms of its modern definition and etymology. In questioning the modern definition of landscape the thesis asks a number of specific questions: does the etymology of landscape yield any latent meanings which may be profitably explored? Can these be used as the basis for a new formulation of landscape i.e. ‘landtext’ or landscape as text? The thesis goes on to consider what the implications of this are. Importantly, this thesis is practice based which has entailed that the work is interdisciplinary in nature, the working method amounts to a dialogue between disciplines. The practice with which the thesis concerns itself is photography and it has been a pivotal component of this research to consider photography in terms of Jacques Derrida’s expanded field of writing. The photograph as a motif of the metaphysics of presence, a Barthesean emanation, is presented in relation to Derrida’s grammatology, or generalised system of difference. Critically this thesis asks is photography a form of writing? If so, what are the consequences of this for the relation between photographic writing, or as it is termed here, photogrammatology and landtext? The thesis explores whether intertextuality adequately describe the nexus of relations between each of the systems of difference. Due to the practice led nature of the project, a significant consideration has been the implication of a relational, text based understanding of practice for the viewer or reader in the gallery. To this end the thesis investigates relational aesthetics vis à vis text with a view to theorising photographic practice in a gallery setting in terms of a text which the reader enters. In addition, the role of light in the intertextual relation is considered, especially with respect to the articulation of difference.

Made available in DSpace on 2014-06-11T19:25:28Z (GMT). No. of bitstreams: 0 Previous issue date: 2002-05-07Bitstream added on 2014-06-13T20:08:07Z : No. of bitstreams: 1 cossentini_aa_me_assis.pdf: 406838 bytes, checksum: 5ec7766caf5d0fca0519569bb6b64b56 (MD5) / Trata-se de uma pesquisa sobre a produção de textos realizada na E.E.P.S.G José Augusto Ribeiro, na cidade de Assis - SP, onde foi averiguado como se processa o ensino da expressão escrita de 2ª e 3ª séries da Educação de Jovens e Adultos (Supletivo). Observei e, posteriormente, realizei diagnósticos dos problemas textuais dos alunos, das concepções do professor com referência ao trabalho em sala de aula, além de ter apresentado sugestões de trabalho com coesão e, conseqüentemente, com a produção de textos. Durante as observações em sala de aula, atentei para a hipótese do déficit lingüístico, ou seja, verifiquei se ele é o principal responsável pelas dificuldades de aprendizagem e se ele afeta os alunos da Educação de Jovens e Adultos. A pesquisa, em suas conclusões, aponta os problemas que dificultam o processo ensino-aprendizagem, bem como procura colaborar para solucioná-los, orientando para outras formas de ensino que podem ser utilizadas pelos professores, para que se atinja um maior índice de aprendizagem, levando-se em conta que a curta duração do curso não deve impedir a instauração da capacidade crítica dos alunos. / This dissertation deals with texts written by young and adult students of second and third grades of a high school in Assis, São Paulo State. The students' writing and the teachers' comprehension as to their teaching activities were first analyzed and then listed so that suggestions could be presented to achieve the writing of texts with cohesion. Such an observation showed a linguistic deficit hypotheses, that is, I found out that such a deficit is the main cause of learning difficulties affecting both young and adults students. The conclusions point to the problems that make the teaching-learning process difficult as well as try to solve them, showing to the teachers other possible ways of teaching, so that a higher level of learning could be attained, taking into consideration the shortness of the course.

Written expression can be a critical skill for academic, vocational, and social pursuits. Unfortunately, research suggests that students with intellectual and developmental disabilities (IDD) struggle to develop writing skills. Paragraph text-writing is a component of written expression and refers to constructing multiple sentences about a singular topic with appropriate capitalization, punctuation, and grammar. The present study investigated the effects of a multicomponent intervention of explicit instruction and timed practice on the paragraph text-writing skills of four secondary student with IDD. The study included four dependent measures (paragraph text-writing rubric, total words written, and correct and incorrect writing sequences) and used a multiple-probe across participants design. Visual analysis and effect sizes revealed modest results. Three participants showed improvement on at least one of the dependent measures; one participant showed no improvement at all. The practical implications of this study are discussed within the context of existing writing literature, and the limitations are presented.

Orientador: Rony Farto Pereira / Banca: Durvali Emílio Fregonezi / Banca: Creobel Franco Maimone / Resumo: Trata-se de uma pesquisa sobre a produção de textos realizada na E.E.P.S.G José Augusto Ribeiro, na cidade de Assis - SP, onde foi averiguado como se processa o ensino da expressão escrita de 2ª e 3ª séries da Educação de Jovens e Adultos (Supletivo). Observei e, posteriormente, realizei diagnósticos dos problemas textuais dos alunos, das concepções do professor com referência ao trabalho em sala de aula, além de ter apresentado sugestões de trabalho com coesão e, conseqüentemente, com a produção de textos. Durante as observações em sala de aula, atentei para a hipótese do "déficit lingüístico", ou seja, verifiquei se ele é o principal responsável pelas dificuldades de aprendizagem e se ele afeta os alunos da Educação de Jovens e Adultos. A pesquisa, em suas conclusões, aponta os problemas que dificultam o processo ensino-aprendizagem, bem como procura colaborar para solucioná-los, orientando para outras formas de ensino que podem ser utilizadas pelos professores, para que se atinja um maior índice de aprendizagem, levando-se em conta que a curta duração do curso não deve impedir a instauração da capacidade crítica dos alunos. / Abstract: This dissertation deals with texts written by young and adult students of second and third grades of a high school in Assis, São Paulo State. The students' writing and the teachers' comprehension as to their teaching activities were first analyzed and then listed so that suggestions could be presented to achieve the writing of texts with cohesion. Such an observation showed a "linguistic deficit" hypotheses, that is, I found out that such a deficit is the main cause of learning difficulties affecting both young and adults students. The conclusions point to the problems that make the teaching-learning process difficult as well as try to solve them, showing to the teachers other possible ways of teaching, so that a higher level of learning could be attained, taking into consideration the shortness of the course. / Mestre

Submitted by William Justo Figueiro (williamjf) on 2015-07-27T19:59:16Z No. of bitstreams: 1 07d.pdf: 3644643 bytes, checksum: ca0a6d01ee9baf20f712b696c3b24af7 (MD5) / Made available in DSpace on 2015-07-27T19:59:16Z (GMT). No. of bitstreams: 1 07d.pdf: 3644643 bytes, checksum: ca0a6d01ee9baf20f712b696c3b24af7 (MD5) Previous issue date: 2011-02-21 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Com o objetivo de compreender como é realizada a (co)construção de um objeto de ensino – a produção textual escrita – no trabalho docente, esta pesquisa investiga os modos de organização linguístico-textual e didática inerentes à dimensão do trabalho real com o referido objeto de ensino em sala de aula. Para a realização da pesquisa tomamos como base teórica os pressupostos do interacionismo sociodiscursivo (BRONCKART, 1999; 2006; 2008), que atribui ao agir e à linguagem papel nodal no desenvolvimento humano. Assumindo a noção de trabalho proposta pelo quadro teórico supracitado, enfocamos a dimensão do trabalho real (BRONCKART, 2006) realizado por alunas-professoras na (co)construção do objeto de ensino e do meio-aula (AMIGUES, 2004). Para isso, aliamos análise linguística e reflexão didática a partir dos dados gerados em aulas de produção textual, na disciplina de Língua Portuguesa, de duas alunas-professoras que realizavam seu estágio supervisionado em turmas do ensino fundamental da rede pública de ensino. A análise qualitativa dos dados partiu da descrição de dois níveis da textualidade (MACHADO E BRONCKART, 2009), o organizacional e o enunciativo, amparandose em elementos linguísticos pré-determinados, para desvelar as relações entre as escolhas linguísticas/textuais realizadas e o desenvolvimento do trabalho real. Do ponto de vista didático (DOLZ, 2009; DOLZ et. al. 2010) a análise considerou o emprego de gestos didáticos (GOMES-SANTOS, 2010) em relação ao desenvolvimento da profissionalidade das alunas-professoras e de sua formação inicial. Os resultados obtidos mostram a relevância da análise linguístico-textual realizada em conjunto com a análise dos gestos didáticos que acompanham o desenvolvimento do trabalho real. Revelam, ainda, que apesar das similaridades e diferenças encontradas na (co)construção do objeto de ensino e do desenvolvimento do meio-aula, ambas as alunas-professoras se tornaram atoras no trabalho de ensino. O trabalho contribui para as investigações realizadas no conjunto das pesquisas sobre o agir docente ao reiterar, a partir das análises efetuadas, a importância de serem aliadas a análise linguística e a reflexão didática tanto no quadro das ciências da formação do professor de língua materna quanto na análise do trabalho docente. / This study aims at comprehending in which ways a co-construction of a teaching object – text writing production – takes place in the teaching work. It also investigates the ways of discursive and linguistic-textual organization of the teaching practice concerning the real work with the teaching object in the classroom. In order to accomplish this research, we take as a theoretical basis the sociodiscursive interactionism – ISD – (BRONCKART, 1999; 2006; 2008), which considers language and act as main roles in human development. Taking the idea of work proposed by the ISD, we focus on the real dimension of the work done by teacher trainees in the co-construction of the teaching object and of the classroom environment. Aiming at the accomplishment of this task, we conjugate a linguistic analysis and a didactic reflection from the data generated in text-writing classes, during Portuguese as mother language lessons of two teacher trainees who were taking their supervised teaching practice in groups of Junior High in public held schools. Data analysis started from the description of two levels of textuality (MACHADO E BRONCKART, 2009), the organizational and the enunciative, supported in pre-determined linguistic elements to reveal the relations between the textual/linguistic choices made and the development of the real work. From a didactic perspective (DOLZ, 2009; DOLZ et. al. 2010), the analysis considered the use of didactic gestures (GOMES-SANTOS, 2010) and how they are connected to the development of the professionalism of two teacher trainees in their former education as teachers. Results point out to the relevance of the textual-linguistic analysis which was made together with the analysis of the didactic gestures that follow the real work development. However, in spite of the similarities and differences found in the co-construction of the teaching object and in the development of the class environment, both teacher trainees became “actors” in their teaching practice. This study contributes to researches developed concerning the teaching act, as it points out – from the analysis that took place – the importance of conjugating the linguistic analysis and the didactic reflection in the area of mother language teaching trainee sciences and also in the teaching practice analysis.

Depuis le début des années 1980, les auteurs de théâtre sont sollicités pour conduire des dispositifs d’apprentissage de l’écriture théâtrale auprès de publics variés. Cette nouvelle prérogative pédagogique de l’auteur ne va pas sans poser un certain nombre de questions qui portent aussi bien sur l’organisation du dispositif pédagogique que sur les contenus de la transmission. À travers une approche historique et sectorielle, et en étayant l’enquête bibliographique de trente entretiens avec des écrivains-enseignants, nous analyserons la constitution cumulative de contenus d’enseignement ainsi que l’évolution des dispositifs pédagogiques sur la période 1984-2015. / Since the 1980s playwrights have been requested to devise learning techniques in the art of dramatic writing for a variety of audiences in France. This new educational opportunity given to a writer interrogates both adopted pedagogic strategies and the contents of the knowledge transferred. Through a historic and sectoral approach, by supporting the bibliographic research with thirty interviews of teacher-writers our analysis will evaluate the cumulative construction of the teaching material and the evolution of the pedagogic measures taken between 1984 and 2015.

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