Diversas pesquisas apontam para uma força da tradição imperando nas aulas de Língua Portuguesa. As teorias linguísticas chegam às escolas, mas abalam timidamente as aulas de gramática normativa tradicional. Nossa pesquisa segue um percurso que parte de nossa experiência profissional, de nossas indagações, para tentar investigar as nuances, dentro de um determinado contexto escolar, que dificultam o processo de aliar a teoria à prática na sala de aula. Partimos da hipótese de que este apego à tradição e o foco em atividades metalinguísticas pouco contribuem para uma aprendizagem significativa da língua. Tendo em vista testes nacionais e internacionais que apontam inadequações no uso da modalidade escrita da língua (leitura e produção escrita) pelos alunos que concluem o Ensino Fundamental e a ênfase histórica das aulas de Língua Portuguesa em atividades gramaticais de metalinguagem (nomenclaturas e classificações), questionamo-nos como as aulas de Língua Portuguesa podem ser reconfiguradas para potencializar o desenvolvimento das habilidades linguísticas dos alunos. Assim, realizamos um estudo qualitativo com duas professoras e suas cinco turmas de 9º ano, em uma escola pública municipal de São Paulo. As professoras nos forneceram dados por meio de relatos escritos de suas vivências, questionário e conversações informais cotidianas. Realizamos Avaliação Diagnóstica e Formativa (ADeF) do desempenho linguístico dos alunos, analisamos cadernos de alunos indicados pelas professoras como os melhores de suas turmas, planejamos e conduzimos uma oficina de linguagem (atividades linguísticas e epilinguísticas) com esses alunos. Alguns dos resultados indicam que as dificuldades das professoras em aliar teoria e prática estão relacionadas com a formação inicial e preliminar de cada uma e não necessariamente com a formação universitária e contínua em que se constitui o conhecimento teórico; levantamos fortes evidências de que a maneira como ensinamos reproduz ou é fortemente influenciada pela maneira como aprendemos; constatamos que a ausência da ADeF como prática efetiva se apresenta como um importante elemento que dificulta o conhecimento (por parte do professor) do que considerar no processo de ensino e aprendizagem. Ainda foi possível verificar que ADeF não compõe um critério de formação das turmas. Um professor pesquisador que busque aliar teoria e prática deve estar preparado para enfrentar inúmeros desafios e criar oportunidades para crianças e jovens se desenvolverem, preparando-se para se envolverem com as incertezas do cotidiano. Isso pode significar quão importantes serão, para professores e alunos, as novas vivências, por meio de oficinas contendo práticas mais eficazes para podermos nos desvencilhar de algumas amarras do passado, ou seja, da formação preliminar ou formatação preliminar a que fomos submetidos. / Previous knolwedge and school context underlying theory application to practice: diagnostic testing and formative assessment as a starting point to language and epilanguage activities Several studies point to the power of tradition that rules Portuguese classes. Language theories get to schools but little they influence or change the traditional, prescriptive grammar-based classes. This study starts off from our own professional experience and the questions arisen within a specific context in order to investigate the nuances that make it difficult to relate theory to practice in the classroom. We begin with the hypothesis that this attachment to theory and the focus on metalinguistic activities contribute very little to meaningful language learning. With national and international exams in mind, which point at the inappropriate use of the written language (reading and writing skills) students who are finishing middle school have, and also with the historical emphasis on metalinguistic grammar activities the Portuguese language classes have (exploring synthatic categories and classifying), we enquire how Portuguese language classes can be reconfigured to optimize students development of linguisctic skills. Thus,we undertook a qualitative study with two teachers and their five groups of 9th graders in a public municipal school in São Paulo. We gathered data from the teachers by means of written reports of teaching experience, questionnaire and daily informal talks. Students also took a diagnostic formative test (in Portuguese, ADeF) in order to have their linguistic performance assessed and we analized the notebooks of the best students in the classes, according to the teachers. We also planned and carried a language workshop with the students, which included linguistic and epilinguistic activities. Some results indicate that some of the difficulties teacher have in applying theory to practice are related to their schooling, not necessarily from their university undergraduation courses or continuing teacher education courses in which the theoretical knowledge is built. Strong evidence showed that the way we teach reproduce or is strongly influencced by the wahy we learn. We also xxx that the lack of ADef as an efficient practice is an important element that makes it difficult for teachers to decide to what to consider in the teachinglearning process.Moreover, it was possible to identify that ADeF is not an criteria used to form the groups. A teacher-researcher that aims to relate theory and practice should be prepared to face several challenges and create opportunities to children and youngsters, preparing them to deal with the daily uncertanties. This may mean how important new experiences will be to teacher and students in workshops that contain more efficient practices so that we can undo some of the knots from our past schooling or preliminary formatting

Text in German / This dissertation is a contribution to cybernetics, a sub-discipline ofPractical Theology. It is a dialogue between theology and management science. The first part discusses whether such a dialogue is reasonable at all. There are a lot of parallels between wisdom theology in the Old Testament and modern management theory. We discuss the benefits and the limitations of wisdom, and the way Israel took advantage of wisdom knowledge of the surrounding peoples. Finally, we draw conclusions for the way how church leadership could integrate knowledge from management theory. The main part of this dissertation is on anthropology and leadership. McGregor invented 1957/60 the so-called theories X andY. He demonstrated that leadership styles of managers are affected by the way they look at their subordinates. Leaders who regard people as lazy (theory X) will try to movitate people by extrinsic factors. Theory Y assumes that human beings have intrinsic motives to work. This assumption is an implicit basis of modem leadership concepts. The background and influence of these theories are explained. Especially, we follow the way from the anthropology of the reformators to theory X and from theory X (Taylorism) to theory Y. Limitations of theory Y are also discussed. In the next step we describe various facets of Old Testament anthropology dealing with man's willingness and capacity to work. The significance of the imago dei in this context is discussed by and large. Finally, we compare these facets with the theories X and Y. Result: The reformators emphasized one-sidedly the undignity of human beings implying that many Protestants consider theory Y as too positive, too humanistic. Old Testament portrays both the dignity and the undignity of human beings. Old Testament anthropology correlates better with theory Y. Thus theory Y is not an antibiblical theory. / Philosophy, Practical and Systematic Theology / D.Th (Practical Theology)

Diversas pesquisas apontam para uma força da tradição imperando nas aulas de Língua Portuguesa. As teorias linguísticas chegam às escolas, mas abalam timidamente as aulas de gramática normativa tradicional. Nossa pesquisa segue um percurso que parte de nossa experiência profissional, de nossas indagações, para tentar investigar as nuances, dentro de um determinado contexto escolar, que dificultam o processo de aliar a teoria à prática na sala de aula. Partimos da hipótese de que este apego à tradição e o foco em atividades metalinguísticas pouco contribuem para uma aprendizagem significativa da língua. Tendo em vista testes nacionais e internacionais que apontam inadequações no uso da modalidade escrita da língua (leitura e produção escrita) pelos alunos que concluem o Ensino Fundamental e a ênfase histórica das aulas de Língua Portuguesa em atividades gramaticais de metalinguagem (nomenclaturas e classificações), questionamo-nos como as aulas de Língua Portuguesa podem ser reconfiguradas para potencializar o desenvolvimento das habilidades linguísticas dos alunos. Assim, realizamos um estudo qualitativo com duas professoras e suas cinco turmas de 9º ano, em uma escola pública municipal de São Paulo. As professoras nos forneceram dados por meio de relatos escritos de suas vivências, questionário e conversações informais cotidianas. Realizamos Avaliação Diagnóstica e Formativa (ADeF) do desempenho linguístico dos alunos, analisamos cadernos de alunos indicados pelas professoras como os melhores de suas turmas, planejamos e conduzimos uma oficina de linguagem (atividades linguísticas e epilinguísticas) com esses alunos. Alguns dos resultados indicam que as dificuldades das professoras em aliar teoria e prática estão relacionadas com a formação inicial e preliminar de cada uma e não necessariamente com a formação universitária e contínua em que se constitui o conhecimento teórico; levantamos fortes evidências de que a maneira como ensinamos reproduz ou é fortemente influenciada pela maneira como aprendemos; constatamos que a ausência da ADeF como prática efetiva se apresenta como um importante elemento que dificulta o conhecimento (por parte do professor) do que considerar no processo de ensino e aprendizagem. Ainda foi possível verificar que ADeF não compõe um critério de formação das turmas. Um professor pesquisador que busque aliar teoria e prática deve estar preparado para enfrentar inúmeros desafios e criar oportunidades para crianças e jovens se desenvolverem, preparando-se para se envolverem com as incertezas do cotidiano. Isso pode significar quão importantes serão, para professores e alunos, as novas vivências, por meio de oficinas contendo práticas mais eficazes para podermos nos desvencilhar de algumas amarras do passado, ou seja, da formação preliminar ou formatação preliminar a que fomos submetidos. / Previous knolwedge and school context underlying theory application to practice: diagnostic testing and formative assessment as a starting point to language and epilanguage activities Several studies point to the power of tradition that rules Portuguese classes. Language theories get to schools but little they influence or change the traditional, prescriptive grammar-based classes. This study starts off from our own professional experience and the questions arisen within a specific context in order to investigate the nuances that make it difficult to relate theory to practice in the classroom. We begin with the hypothesis that this attachment to theory and the focus on metalinguistic activities contribute very little to meaningful language learning. With national and international exams in mind, which point at the inappropriate use of the written language (reading and writing skills) students who are finishing middle school have, and also with the historical emphasis on metalinguistic grammar activities the Portuguese language classes have (exploring synthatic categories and classifying), we enquire how Portuguese language classes can be reconfigured to optimize students development of linguisctic skills. Thus,we undertook a qualitative study with two teachers and their five groups of 9th graders in a public municipal school in São Paulo. We gathered data from the teachers by means of written reports of teaching experience, questionnaire and daily informal talks. Students also took a diagnostic formative test (in Portuguese, ADeF) in order to have their linguistic performance assessed and we analized the notebooks of the best students in the classes, according to the teachers. We also planned and carried a language workshop with the students, which included linguistic and epilinguistic activities. Some results indicate that some of the difficulties teacher have in applying theory to practice are related to their schooling, not necessarily from their university undergraduation courses or continuing teacher education courses in which the theoretical knowledge is built. Strong evidence showed that the way we teach reproduce or is strongly influencced by the wahy we learn. We also xxx that the lack of ADef as an efficient practice is an important element that makes it difficult for teachers to decide to what to consider in the teachinglearning process.Moreover, it was possible to identify that ADeF is not an criteria used to form the groups. A teacher-researcher that aims to relate theory and practice should be prepared to face several challenges and create opportunities to children and youngsters, preparing them to deal with the daily uncertanties. This may mean how important new experiences will be to teacher and students in workshops that contain more efficient practices so that we can undo some of the knots from our past schooling or preliminary formatting

In all workplaces there are some type of a leader, a leader who in some way must guide and drive the work-group towards success. Today, there is a lot of research into what drives the employee forward and creates motivation. Research that is harder to find on the other hand is how the actual managers work about creating motivation and what their own view is of their leadership.   The purpose of this study is to fill that knowledge gap by finding out how managers view their own leadership, what view they have of their employees and how they feel they work with motivating their work group. In order to find out, a qualitative study of eight interviews with managers of different levels in the industrial sector was carried out, based on McGregor's theory X and Y, in Lewin's three leadership styles; authoritarian, democratic and let-go and in self-determination theory. In the study, the focus has been on the managers' perspective, which gives a subjective picture based on the respondents in the study's perspective.   The results of the study showed that the managers view their employees based on Theory Y, which means that they see people as voluntary workers and that people have the ability to make their own decisions. How the leadership styles could be applied to the managers was not as clear as there were elements of both the authoritarian and the let-go leadership style, but it turned out that the democratic leadership style was dominant among the managers. Finally, it could be stated that managers use both internal and external motivational factors to motivate their work group. Based on their motivation exercise, however, the managers show that it is the inner motivational factors that the greatest focus is on in order to achieve a high level of motivation. / På alla arbetsplatser finns det någon typ av ledare, en ledare som på något sätt ska vägleda och driva arbetsgruppen mot framgång. Idag finns det en hel del forskning på vad som driver medarbetaren framåt och skapar motivation. Forskning som är svårare att hitta är däremot hur cheferna går till väga för att skapa motivation och vad deras egen syn är på sitt ledarskap. Denna studies syfte är att fylla den kunskapsluckan genom att ta reda på hur chefer ser på sitt eget ledarskap, vilket synsätt de har på sina anställda och hur de upplever att de går till väga för att motivera sin arbetsgrupp. För att kunna ta reda på detta genomfördes en kvalitativ studie på åtta intervjuer med chefer av olika nivåer inom industrisektorn. Detta med grund i McGregors teori X och Y, i Lewins tre ledarskapsstilar; auktoritär, demokratisk och låt-gå och i självbestämmandeteorin. I studien har fokus legat på chefernas perspektiv, vilket ger en subjektiv bild utifrån respondenterna i studiens perspektiv. Resultatet i studien visade att cheferna ser på sina anställda utifrån Teori Y, vilket innebär att de ser människan som frivilligt arbetande och att människan besitter förmågan att ta egna beslut. Hur ledarskapsstilarna kunde appliceras på cheferna var inte lika tydligt då det fanns inslag av både den auktoritära-och låt-gå-ledarskapsstilen, men det visade sig att den demokratiska ledarskapsstilen var dominerande hos cheferna. Slutligen kunde man konstatera att chefer använder sig både av inre och yttre motivationsfaktorer för att motivera sin arbetsgrupp. Utifrån deras motivationsutövande visar dock cheferna att det är de inre motivationsfaktorerna som störst fokus ligger på för att uppnå en hög motivationsnivå.