Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-30T17:14:13Z No. of bitstreams: 1 Dissertacao_Adriana Dantas.pdf: 1061643 bytes, checksum: c9f4e44e704a40bb84982513a4e16150 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-11T17:52:08Z (GMT) No. of bitstreams: 1 Dissertacao_Adriana Dantas.pdf: 1061643 bytes, checksum: c9f4e44e704a40bb84982513a4e16150 (MD5) / Made available in DSpace on 2013-06-11T17:52:08Z (GMT). No. of bitstreams: 1 Dissertacao_Adriana Dantas.pdf: 1061643 bytes, checksum: c9f4e44e704a40bb84982513a4e16150 (MD5) Previous issue date: 2011 / Tendo identificado a pouca freqüência dos alunos surdos usuários da língua de sinais nas escolas regulares municipais da cidade de Salvador, o presente trabalho objetivou refletir sobre os fatores que têm influenciado a permanência ou ausência dos alunos surdos com esse perfil comunicativo nas referidas escolas. Para tanto, percorreu três caminhos metodológicos: identificou as instituições educacionais públicas e privadas sem fins lucrativos de atendimento às crianças surdas no período da educação infantil ao ensino fundamental I existentes na cidade de Salvador; entrevistou os profissionais da educação e familiares responsáveis pelos alunos surdos incluídos em tais instituições e analisou as informações construídas durante as entrevistas à luz de duas categorias de análise (aspectos pedagógicos da educação do surdo e opinião dos sujeitos sobre a política inclusiva). As visitas e entrevistas realizadas permitiram conhecer a realidade das instituições que oferecem atendimento educacional ao surdo. Tais espaços vivenciam situações diferentes, tanto com relação ao perfil dos alunos surdos atendidos, quanto com relação à dinâmica dos serviços oferecidos. Apesar do pouco número de alunos surdos usuários da língua de sinais encontrados nas escolas regulares, foi observada a presença de outro perfil de aluno. O principal perfil comunicativo dos alunos surdos incluídos nas escolas regulares refere-se a aquele grupo de sujeitos que conseguem se utilizar da fala para se comunicar. Em contrapartida, encontramos uma volumosa quantidade de crianças surdas usuárias da língua de sinais nas escolas de surdos. Questionados sobre esse fato, ao expressarem suas opiniões, os sujeitos da pesquisa apontaram o despreparo das escolas regulares como o principal fator determinante dessa realidade. Refletindo sobre as informações construídas durante a pesquisa, foram levantados possíveis fatores influenciadores da permanência ou ausência dos alunos surdos usuários da língua de sinais nas escolas regulares municipais. A crença da família de que o ambiente da escola de surdos impossibilitará o aprendizado da língua oral pelo surdo; o desejo da família de ver os surdos estudando com os ouvintes e a proximidade das escolas regulares das residências dos alunos surdos, foram fatores identificados como influenciadores da permanência desses alunos nas escolas regulares. Contudo, a ausência de uma língua comum entre o aluno surdo, o professor e seus colegas; o desconhecimento da escola sobre as particularidades educacionais do surdo e a recusa de algumas escolas regulares de matricularem esses alunos, têm sido os principais fatores determinantes da ausência dos alunos surdos usuários da língua de sinais nas escolas regulares. Nesse sentido, concluímos que a atual política educacional inclusiva, no âmbito da educação do surdo, precisa passar por profundas mudanças. A pouca frequência dos alunos surdos usuários da língua de sinais nas escolas regulares não se deve, apenas, ao despreparo das escolas, mas, principalmente, à inexistência de uma Política Inclusiva voltada à educação dessa população. / Salvador

The English language is becoming more common in our society. Research shows that students learn English in their spare time as well as in the classroom. The purpose of the study is to investigate teachers’ experiences of students’ previous knowledge in English, if it has changed over time in speech and vocabulary and what sources the teachers perceive that the students meet in their spare time. I considered it appropriate to use qualitative data collection in the form of semi structured interviews with experienced teachers. The result shows that the teachers in my study can see a change in previous knowledge over time and that the sources are often connected to the internet. I found that both the previous research and the results of my data in this study agree that extramural English is rewarding for students’ English knowledge. There has been a big change in an increased level of previous knowledge in English. An important conclusion is that this increase of previous knowledge contributes to greater variation of knowledge among students, which puts higher demands on teachers to individualize the teaching.

Syftet med denna kunskapsöversikt är att bidra till att ge en fördjupad förståelse av och en systematisk översikt över högläsningens olika kvaliteter som ett pedagogiskt språkutvecklingsverktyg för yngre elever. Mer specifikt ämnar jag att besvara följande frågeställningar utifrån aktuell forskning: 1) Vilka möjligheter kan högläsning som pedagogiskt språkutvecklingsverktyg innebära för elever i de tidiga skolåren? och 2) Vilka didaktiska utmaningar kan uppstå i samband med högläsning för dessa elever? Arbetet bestod av systematiska sökningar i totalt fyra internationella och svenska databaser. Denna kunskapsöversikt redovisar på ett transparent sätt de strukturerade metoder och tillvägagångsätt som användes för att identifiera, välja ut, sammanställa och analysera de tio valda vetenskapliga artiklar som ligger till grund för detta arbete.  En tematisk analys av de valda artiklarna ledde till att följande teman lyste igenom: lärare och barns uppfattningar om högläsning; effekter på ordförråd, hörförståelse och språkkunskaper; läsinlärning som en utsträckt process; lärarens kunskap om och användning av olika genrer; och den digitala högläsningens framfart.  Resultatet av denna kunskapsöversikt visar att aktuell forskning pekar på att högläsning erbjuder ett stort antal möjligheter för både yngre och äldre barn, såsom en rad kognitiva och affektiva fördelar; främjandet av social interaktion och gemensamma läspraktiker; möjliggörandet av en bredare repertoar av svårare litteratur; m.m. Från resultatet kan även utläsas ett antal didaktiska utmaningar, t.ex. kanske barn inte tycker om högläsning; högläsningsfrekvensen är otillräcklig eller att den upphör helt; högläsningen är av dålig kvalitet; läraren väljer svåra/tråkiga böcker; skönlitteratur är överrepresenterad till facklitteraturens nackdel; digital högläsning ställer nya krav på lärare; m.m.

Vårt huvudsyfte med detta arbete har varit att ta reda på barns föreställningar om genus. För att försöka skaffa oss kunskap om detta och fånga elevernas tankar på ett naturligt sätt skapade vi en pjäs om genus där vi kastade om den befintliga genusordningen. Denna pjäs framförde vi sedan för skolår 3 och skolår 6. Vår avsikt med pjäsen var att den skulle fungerasom en utgångspunkt och igångsättare för elevernas tankar om ämnet och därför intervjuade vi 12 elever parvis efter pjäsen för att fånga upp deras reaktioner. Våra frågeställningar var följande: Vilka reaktioner väcktes hos eleverna när de genom pjäsen fick se den traditionellagenusordningen omvänd? Kan man se någon skillnad i reaktionerna beroende på ålder ochkön? Identifierade de sig med rollkaraktärerna och i så fall på vilket sätt? Vad hade elevernaför tankar kring genus? Slutsatsen som vi kan dra av våra intervjuer är att de flesta av våra intervjuade elever gav uttryck för att de uppfattat att genusordningen var omvänd och det fanns en tendens att reflekterandet över detta var starkare hos flickorna än hos pojkarna. Våra intervjuade eleververkade identifiera sig med genus (socialt och kulturellt kön) och inte med kön (biologiskt kön) genom det sätt de identifierade sig med rollkaraktärerna. I vår undersökning kan vi även se att kläder, intressen och beteende verkar ha stor betydelse när det handlar om attpositionera sig rätt i genusordningen. Traditionella normer kring genus i elevernas verklighet ter sig vara väldigt stark och eleverna ger uttryck för att de själva eller omgivningen reagerar negativt när någon bryter mot den. Samtidigt finns det ett viss mått av könsblindhet hos båda könen till att se att genus existerar. Trots detta kan vi även dra några positiva slutsatser frånvår empiriska undersökning. Vi kan se att elever redan i tidig ålder mer eller mindre kan se orsakssamband mellan de könskodade val de gör och de krav och förväntningar somsamhället ställer på dem. Detta har för oss som blivande pedagoger gett en ny inblick från vilken utgångspunkt ett genusarbete skulle kunna bedrivas och förstås. / The main purpose of this essay has been to find out about children’s conception of gender.In order to achieve knowledge on the subject and to be able to capture the pupil’s own thoughts in a natural way, we set up a play where we switched the existing gender order.We then performed this play to school children in year 3 and 6. The purpose of the play was that it was supposed to work as a starting point for the pupil’s thoughts on the subject and therefore we interviewed 12 pupils after the play to capture their reactions. Our questions were the following: What reactions were raised among the pupils when they, through the play,saw the general perception of the gender order change? Are we able to see a difference in reaction depending on sex and age? Did the children identify with the characters and if so,how? What were the pupil’s own thoughts about gender? Our conclusion of the interviews is that most of the pupils reacted on the fact that the gender order was switched and that the reactions were stronger among the girls than amongthe boys. After having examined the way in which the pupils identified with the characters in the play it seems like they identify with their gender not with their sex. Furthermore we can perceive that according to our research, clothes interests and behaviour seem to be important factors when it comes to determining your sex. In the pupils reality the gender norm seems tobe deeply rooted and the pupils react in a negative way when someone breaks the rulinggender norm. At the same time there is a certain amount of “gender blindness” in both sexes to at all apprehend or see that a gender order exists. In spite of this we have also come to a few positive conclusions in our empirical studies. We notice that pupils already at a young age more or less can see the connections between the gender coded choices they make and the demands and expectations from society. This has given us, as teachers to be, a new insight infrom which starting point gender work could be pursued and understood. We have also beenstrengthened in our view that it is possible to recreate the gender order we have today and in that way reach a more gender equal society.

Made available in DSpace on 2016-08-03T16:15:43Z (GMT). No. of bitstreams: 1 Sebastiao.pdf: 1239149 bytes, checksum: 97b23c0ee99b0773cbea32368d923eb4 (MD5) Previous issue date: 2013-12-10 / Este trabalho de pesquisa aborda uma questão que está presente na ordem do dia da educação brasileira, há algum tempo: a alfabetização nas séries iniciais na escola pública. Permitimo-nos fazer uma escolha ao tratar desta temática, ou seja, optamos por identificar práticas de alfabetização de sucesso na rede de educação municipal, na cidade de Diadema. Para isso, escolhemos trilhar o caminho da pesquisa qualitativa, através da abordagem metodológica de um estudo de caso na Rede Municipal de Educação de Diadema, com a realização de entrevistas envolvendo 12 profissionais da educação municipal: 7 professores alfabetizadores que desenvolvem práticas consideradas de sucesso, 3 gestores das escolas municipais, 1 assistente pedagógica e 1 formadora dos professores alfabetizadores da rede. O presente trabalho foi estruturado da seguinte forma: na Introdução, um passeio histórico ao longo da vida do autor da pesquisa, detectando as influências acontecidas para que o mesmo fizesse a opção pela atuação no magistério. No Capítulo 1, Histórico e Fundamentos da Alfabetização no estado de São Paulo, a partir da década de 1980, realizamos um resgate histórico do novo paradigma da educação no estado de São Paulo a partir do movimento de redemocratização do país paradigma esse que se irradiou para o resto do Brasil, no qual o aluno passa a ser visto de um jeito novo, mudando-se o foco para a construção do conhecimento (o Construtivismo). Para visualizarmos a evolução desse processo, apresentamos quais foram as políticas públicas implementadas no estado de São Paulo nos últimos trinta anos. No Capítulo 2, A Formação Continuada de Professores na rede Municipal de Educação de Diadema, a partir da década de 1980, apresentamos como se deu a construção de uma política pública de gestão democrática no município de Diadema, e quais as influências desse processo na educação municipal e na formação do quadro de profissionais da rede. No Capítulo 3, Os Procedimentos Metodológicos e as Análises de Dados, demonstramos a escolha pela linha de pesquisa, como se organizou a metodologia da pesquisa, quem são os sujeitos participantes, a definição dos instrumentos para a coleta e análise dos dados. Nas Considerações Finais apresentamos uma síntese dos capítulos em interface com os resultados obtidos. As discussões realizadas tiveram como principal aporte teórico os estudos e as pesquisas de Bahia (2002), Duran (1995), Ferreiro e Teberosky (1985), Figueredo (2011) e Mortatti (2000).

Abstract The aim of the study was to investigate the quality of pupils’ narrative texts written either by hand or on a tablet. The questions concern which structures are characteristic of the texts as a whole and what is distinctive about hand-written texts and those written on a tablet. To investigate this, 46 pupil texts from grade 2 were analysed. Each pupil in the class wrote two texts, one with each writing tool. The overall theoretical approach in the study is dialogism, which views all utterances as being related to each other. In this study that means that the pupils received teaching about how to write a story, and then wrote stories of their own. Relief theory, which has its foundation in dialogism, was used as analytical framework. With this model, analyses are made of the text as a whole. The overall structure and focus of the text are regarded as the foreground and the additions and expanded details supporting these are viewed as the background text. This interaction between foreground and background gives the relief perspective. Proceeding from relief theory, the structures of the texts in their entirety were analysed. At the intermediate and local level of the texts, dialogues and connectives were analysed, along with the number of unique words and the total number of words. The relief of the texts was analysed in terms of quality at global, intermediate and local text level. The relief analysis revealed that three different categories of relief could be identified in these texts. The result shows that the difference in quality concerns how the backgrounds are expanded. The results of the study show that there are differences between the pupils’ handwritten texts and texts written on a tablet, but the differences are small. The biggest differences concern the number of unique words and the total number of words. The texts written on a tablet contain both more unique words and more words in total than texts written by hand.   Keywords relief theory, tablet, writing tools, early school years, student text, narrative text

Både digitala och analoga skrivverktyg utgör en stor del av den tidiga skrivundervisningen. Det råder dock skilda åsikter om vilket skrivverktyg som är mest gynnsamt för elevernas textskapande. Syftet med denna studie är att bidra med kunskaper om elever och lärares uppfattningar om betydelsen av digitala respektive analoga skrivverktyg för textskapande. För att besvara syftet ligger följande frågeställningar till grund: Vilka möjligheter och utmaningar vid textskapande upplever elever med digitala respektive analoga skrivverktyg? Vilka möjligheter och utmaningar vid textskapande upplever lärare med digitala respektive analoga skrivverktyg? Samt vilka skillnader och likheter mellan lärarnas och elevernas uppfattningar förekommer? I studien har en kvalitativ metod använts i form av semistrukturerade intervjuer. Totalt deltar två lärare och åtta elever från två skolor i årskurs 3. Lärarintervjuerna har genomförts enskilt och elevintervjuerna i grupp. Studien har sin utgångspunkt i det sociokulturella perspektivet. Resultatet i studien visar att lärare och elevers uppfattningar till stor del stämmer överens. De möjligheter som resultatet visar är att digitala skrivverktyg underlättar textredigeringen samt att eleverna skriver snabbare och längre texter. Även olika funktioner skapar möjlighet för eleverna att bli medveten om sin stavning. Samtidigt kan funktionerna vara en utmaning eftersom det kan hämma elevernas lärande. Med analoga skrivverktyg gynnas elevernas motorik och minnesförmåga men kan vara utmanande då eleverna upplever att det värker i handen när de skriver för hand. Studiens slutsats är att det krävs medvetna didaktiska val av läraren för att avgöra när respektive skrivverktyg ska användas. / Both digital and analog writing tools are a big part of the early writing development. However, there are different opinions about which writing tool is the most beneficial for students’ text creation. Thus, the purpose of this study is to contribute knowledge about students’ and teachers’ perception of the importance of digital and analogue writing tools for text creation. To answer this, the following questions are the base of this essay: What opportunities and challenges in text creation do students experience with digital and analog writing tools? What opportunities and challenges in text creation do teachers experience with digital and analog writing tools? And what differences and similarities exist between the teachers' and students' perceptions? In the study, a qualitative method has been used in the form of semi-structured interviews. A total of two teachers and eight year 3 students from two schools participate. The teacher interviews were conducted individually and the student interviews in groups. The study has its theoretical anchoring in the socio-cultural perspective. The results of the study show that teachers' and students' perceptions largely agree. The results show that digital writing tools facilitate text editing and that students write faster and longer text. Certain functions also create opportunities for students to become aware of their spelling. At the same time, the features can be a challenge as it can hinder students' learning. With analog writing tools, the students' motor skills and memory are benefited, but can be challenging as the students find their hand aching when writing by hand. The study concludes that the teachers´ didactic choices are vital when determining which writing tool to use in the classroom.

This is a qualitative study aiming to find out how and why teachers work with art, music and movement in the English subject in the early years. In this study we have conducted a background study of previous research and as a starting point and as a point for reference we have relied on education policy documents like The Common European Framework of Reference for Languages and the Swedish curriculum for the English school subject. Our research has consisted of interviews with six teachers and ten observation occasions in a total of three different primary schools. Our result show that there seems to be a consensus in both theory and praxis when it comes to integrating art, music and movement in learning and teaching of English in the early school years. The use of methods including art, music and movement in early language learning seems to promote the language development for all students but especially for young learners that require extra support for their language development.

The aim of this study is to investigate how five boys in grade 3 of compulsory school structure and use language when they write narrative texts retelling and assessing personally experienced events. This is studied by interpreting how the boys use genre steps that are typical of the structure of personal narrative texts and by detecting and naming different linguistic features in the texts. The material in the study consists of five boys’personal reports and the method, which is based on the theories of genre pedagogy (see Johansson & Sandell Ring 2012:28ff, 223f), comes from systemic functional linguistics. A central finding of the study is that the boys structure their texts in varying combinations of genre steps which commonly occur in texts of a narrative kind. Another central finding is that the language in the boys’ texts consists of many verbs and verb groups which explain that someone is acting or doing something, different discourse connectives to indicate time, along with expressions for emotions and descriptions of experiences or objects.

Cette thèse avait pour objectif d’examiner les liens longitudinaux entre les relations d’amitié et l’évolution des comportements d’agressivité physique en début de scolarisation. Guidé par les principes énoncés par les théoriciens de l’apprentissage social, de l’attachement, du développement de la personnalité et de la théorie du jugement moral, le rôle principal et modérateur de certaines dimensions spécifiques à la qualité de la relation d’amitié, ainsi que des attributs comportementaux des amis et des caractéristiques personnelles de l’enfant a été évalué. Des données provenant de l’Étude Longitudinale du Développement des Enfants du Québec (ELDEQ), de l’Étude des Jumeaux nouveau-nés du Québec (EJNQ) et de l’évaluation des effets d’un programme d’intervention dyadique ont été analysées. Les mesures utilisées dans cette thèse ont été collectées entre la maternelle et la 2e année du primaire, soit de 5 à 8 ans, directement auprès des enfants, de leurs amis, leurs pairs, leurs parents et leurs enseignants par le biais de questionnaires, d’entrevues sociométriques et de mises en situation hypothétiques. En lien avec la perspective de l’apprentissage social, les résultats ont montré que l’association à des amis agressifs en maternelle est liée à une augmentation des comportements d’agressivité physique chez l’enfant. Cependant, en lien avec les théories du développement de la personnalité et la perspective de l’attachement, le fait d’établir une relation d’amitié de bonne qualité est reliée à une diminution des comportements agressifs à travers le temps. De plus, une interaction entre la qualité de la relation et les attributs comportementaux des amis a indiqué que le risque lié à l’association à des amis agressifs est atténué dans le contexte d’une relation d’amitié de bonne qualité. Les résultats indiquent également que chez les garçons, la présence de conflits entre amis à la maternelle est associée de façon linéaire à de plus hauts niveaux de comportements agressifs, indépendamment du risque génétique de l’enfant face à cette problématique. Une interaction triple a par ailleurs révélé que le conflit n’était pas lié à une augmentation de l’agressivité physique dans le contexte d’une relation d’amitié caractérisée par l’affect positif et une bonne capacité à régler les conflits. Enfin, les résultats ont montré un effet indirect d’une intervention dyadique sur la diminution des comportements d’agressivité physique, qui opère à travers l’amélioration de la capacité des amis à régler leurs conflits. Ces résultats appuient le rôle bénéfique de la qualité de la relation d’amitié sur l’évolution des manifestations de comportements d’agressivité physique et suggèrent que cet aspect relationnel soit pris en compte dans les programmes de prévention des conduites agressives. En somme, la mise en évidence d’associations et d’interactions significatives entre la qualité des relations d’amitié, les attributs comportementaux des amis et les manifestations de comportements d’agressivité physique en début de scolarisation suggère que certains aspects et dimensions relationnelles positives peuvent être bénéfiques au développement des enfants agressifs. La prévention du maintien et de l’aggravation des conduites agressives par l’entremise de l’amélioration de la qualité des relations d’amitié représente une avenue prometteuse. / The aim of the present dissertation was to investigate the prospective links between friendship relationships and physical aggression development during the early school years. Within a theoretical framework based on social learning, personality, attachment and socioconstructivist theories, we examined the unique and combined role of various dimensions of friendship quality, friends’ behavioral characteristics and child’s pre-existing vulnerabilities in regard to the persistence of young children’s physical aggression. Data from the Quebec Longitudinal Study of Child Development (QLSCD), from the Quebec Newborn Twin Study (QNTS) and from an efficacity test through a dyadic intervention program were used. Measures in this dissertation were collected from kindergarten to grade 2, when the children were aged from 5 to 8 years old, with the children themselves, their friends, their classmates, their parents, as well as their teachers, through various questionnaires, a peer evaluation procedure and hypothetical scenarios. In line with the social learning perspective, friends’ aggression was linked to a significant increase in children’s physical aggression. However, in line with the social bonding perspective, a good friendship quality played both a compensatory and a protective role, by respectively reducing children’s initial level of physical aggression and by mitigating the associations between friends’ and children’s physical aggression. Results also show that friendship conflict was associated to a linear increase with boys’ but not with girls’ physical aggression over time. Shared positive affect and conflict resolution skills were found to mitigate the prospective association between friendship conflict and children’s physical aggression. These results were independent of children’s sex and genetic risk for physical aggression. No interaction effects were found between the friendship dimensions and genetic risk for aggression, suggesting that children are equally affected independently from their genetic liability. Results showed an indirect effect of the dyadic intervention on decreasing levels of physical aggression through the improvement of one specific feature of friendship quality: conflict resolution. These results support the causal role of friendship quality on the developmental course of physical aggression and point to the inclusion of this relational aspect in prevention programs targeting young aggressive children. Overall, the main and moderating effect found between friendship quality, friend’s aggression and child personal characteristics bring both theoretical and practical implications. Indeed, these results suggest that fostering a positive relationship between friends in the early school years may decrease physical aggression even if the friends are aggressive. Besides, high friendship quality may also buffer against the risk associated with experiencing conflict. These findings underscored the importance of taking into account the relational characteristics, such as conflict resolution and positive affect, in order to better understand the impact of friendship relationships on children’s physical aggression development.