Orientador: Sérgio Antonio da Silva Leite / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-18T08:28:18Z (GMT). No. of bitstreams: 1 Barros_FlaviaReginade_M.pdf: 1735978 bytes, checksum: 18ad246c816b651baa5d6938718d0bf5 (MD5) Previous issue date: 2011 / Resumo: A presente pesquisa tem como objetivo descrever e analisar as práticas pedagógicas de uma professora atuante na Educação de Jovens e Adultos (EJA) e verificar seus impactos nas práticas de letramento dos seus alunos. Foi realizada com alunos da Educação de Jovens e Adultos do município de Amparo/SP. As bases teóricas utilizadas fixam-se nos estudos sobre o letramento e na abordagem histórico-cultural. A metodologia de pesquisa adotada é qualitativa, com características etnográficas. A coleta de dados deu-se através da realização de entrevistas com os alunos em diversos momentos do processo e de visitas constantes à sala de aula, quando foram realizadas observações das práticas pedagógicas e registros das mesmas em diário de campo. A análise e a discussão dos dados estão baseadas na abordagem teórica assumida. Os resultados, produtos da análise das respostas emitidas pelos sujeitos nas entrevistas, mostram uma ampliação das práticas de leitura e escrita realizadas pelos sujeitos, que podem ser relacionadas com as práticas pedagógicas vivenciadas. A pertinência desta pesquisa firma-se na relevância social do tema, buscando um aprofundamento teórico sobre os conceitos de alfabetização e letramento, assim como, a educação de jovens e adultos. Além disso, poderá contribuir para que os educadores de jovens e adultos possam enriquecer sua prática e explorar alternativas pedagógicas centradas nos usos sociais da escrita. / Abstract: This research describes and analyses the pedagogic practices of a teacher in the field of Youth and Adult Education (EJA) and verify its impacts on the literacy practice of the students in the city of Amparo/SP. The theoretic support focuses on the studies about literacy and cultural-historical approach. The method adopted is qualitative, with ethnographic characteristics. The data were collected in interviews with the students and by frequent visits to the classes, when the pedagogic practices were observed and registered in the field journal. The analysis and discussion of the data are based on the assumed theoretic approach. The results, based on the subject's answers to the interviews, showed progress of the reading and writing skills by the subjects that may be related to the pedagogic practices experienced. The pertinence of this research is based on the social relevance of its thematic, searching for a deepening of the theoretic knowledge about the concepts of literacy and youth and adults education. It also contributes to the improvement of the practice of educators, allowing them to explore pedagogical alternatives centered on the social use of writing. / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação

Made available in DSpace on 2014-08-20T13:47:44Z (GMT). No. of bitstreams: 1 Alvaro Veiga Junior_Dissertacao.pdf: 1441661 bytes, checksum: 795ab9f1b3d89af359a6e818711c83a3 (MD5) Previous issue date: 2012-09-25 / This research aims to study processes of theoretical construction from their formative perspective, involving the pedagogic praxis of reading and writing, in the sphere where theoretical production and education meet. The focus of this study is composed by philosophical reflections from dialogs with research papers published by ANPED (National Association of Inquiry in Education), which is a forum that brings together investigators of areas of specialized knowledge in education. This work also invests in theorization as a formative verbal culture and grounds on education and language macro-scientificity, between philosophical, cultural perspectives and epistemological perspectives. We connect the interest to the curriculum and conceptualize it in an operational way so as to propose a scale of contributions and questions to the epistemology of education. We theorize when using a methodology developed in a movement creating tensions in the integration of several space-times which constitute lively places for the construction of the existence of student-teachers. While going along different texts published in ANPED‟s page, we find examples of the complex and multidimensional notion of processes of subjectivation. In contact with these texts, we systematize and (re)create categories, we enunciate the experience in dialogue with authors such as Paul Freire, - the reading of the world and the ethics of participant research; Jorge Larrosa, with essay, event and experience of reading and writing; and with Brazilian researchers who also teach: Carlos Rodrigues Brandão, Pedro Demo, Sílvio Sánchez Gamboa, Marcos Reigota, Tomaz Tadeu da Silva, Alfredo Veiga-Neto, Marisa Vorraber Costa and Carlos Walter Porto-Goncalves. Besides the contributions of classic texts in education, in the movement of study we bring near theorizations by Karl Marx, Friedrich Nietzsche and Michel Foucault, and make them converge in the worldview of this study. The work made efforts for creating textual links between an integrative multidimensional education and the increase in value of processes and means, increasing the repertoire and qualifying several knowledge areas aiming at theorizing. If teachers' education involves the paradigm of the product, which bureaucratizes and formalizes, there is also the search for the process and mediation. A discursive writing on the experience of language in the research pedagogical-political praxis implies inescapably a dose of not strictly academic essayism; and it cries out for a compensatory emphasis, of an ethical and esthetical character, in banking-education places and interests. Thus, the effort for presenting a praxical theorization as discursivity, and, with this, to contribute to an epistemic justice owed to education, to science as it is now practiced. A science that is not "neuter" or only committed invites us to make the pendulum be turned on behalf of the majoritarian minority. The model of inversion and compensation as an axiological scheme has been acting in the feeric indifferentiation of modernity while valuing contributions of wisdom and culture that integrate scientific knowledge and, so, must participate in its destiny. We try to create a dialogue with four articles of ANPED, which allowed to us to build the contextualization in the ideal horizon of argumentative or apprenticeship communities that build discursivities in the daily life of pedagogic praxis of research. Nevertheless, there are connections and links that are not visible in the products but are part of it, since any communitarian production fights for historical recognition and providing us opportunities to substitute gradually the culture of representation and heteronomy coming from the transmitting teaching of ready-made products. The via regia involves deeply apprenticeship, evaluation, and a non-consumerist citizenship. So, the curriculum may be a claim for the act of reading, writing, and living in the space-time of the world in movement, in order to maintain, to learn and to change. / Esta pesquisa tem como objetivo estudar processos de construção teórica em sua faceta formativa, envolvendo a práxis pedagógica da leitura e escrita, no horizonte do vínculo esférico entre a produção teórica e educação. O cerne desse estudo é constituído de reflexões filosóficas a partir de diálogos com artigos de pesquisa da ANPED (Associação Nacional de Pesquisa em Educação) que é um foro para congregar pesquisadores de áreas de conhecimento especializado da educação. Este trabalho investe também na teorização como cultura verbal formativa e referencia-se na macrocientificidade da educação e da linguagem, entre perspectivas filosóficas, culturais e epistemológicas. Conectamos o interesse ao tema currículo e o conceituamos de maneira operacional na investigação, propondo uma gama de aportes e questionamentos à epistemologia da educação. Teorizamos ao exercitar uma metodologia criada em movimento tensionador da integração dos diversos espaçostempos - como cenários vivos da construção da existência do estudante-professor. Ao transitar por diferentes textos publicados na página da ANPED, encontramos exemplos da noção complexa e multidimensional dos processos de subjetivação. Em contato com o conjunto destes textos, sistematizando e (re)criando categorias escrevemos a experiência em diálogo com autores como Paulo Freire, - a leitura de mundo e a ética da pesquisa participante; Jorge Larrosa, com ensaio, acontecimento e experiência da leitura e escrita e, pesquisadores brasileiros/as que atualmente lecionam, como Carlos Rodrigues Brandão, Pedro Demo, Sílvio Sánchez Gamboa, Marcos Reigota, Tomaz Tadeu da Silva, Alfredo Veiga-Neto, Marisa Vorraber Costa e Carlos Walter Porto-Goncalves. Além das contribuições de textos clássicos em educação, no movimento de estudo aproximamos as teorizações de Karl Marx, Friedrich Nietzsche, e Michel Foucault, convergindo na cosmovisão deste estudo. O trabalho empenhou-se em criar elos textuais entre uma educação multidimensional integradora e a valorização dos processos e meios, aumentando o seu repertório e qualificando o conjunto de conhecimentos nas intenções da teorização. Se há na formação de professores o paradigma do produto, que burocratiza e formaliza, há também o desejo do processo e da mediação. Escrever discursivamente sobre a experiência da linguagem na práxis político-pedagógica da pesquisa professa um âmago de ensaio. Clama por uma ênfase compensatória, ética e estética, nos espaços bancários, dos interesses banqueiros. Desta maneira, busca praxicar a teorização como discursividade, e, com isto, contribuir para uma justiça epistêmica devida à educação, à ciência atual. Uma ciência que não seja neutra ou somente engajada, nos convida a acionar uma pendulação de ênfases em favor das minorias majoritárias. O modelo de inversão e compensação, como esquema axiológico, tem agido na indiferenciação feérica da modernidade ao valorizar contribuições da sabedoria e da cultura que integram o conhecimento científico e, portanto, devem participar do seu destino. Procuramos criar um diálogo com quatro artigos da ANPED, o que nos permitiu construir a contextualização no horizonte ideal das comunidades argumentativas ou de aprendizagem construindo discursividade no cotidiano da práxis pedagógica da pesquisa. Existem conexões e elos que não se encontram visíveis nos produtos, no entanto, formam parte, pois toda produção comunitária, luta pelo reconhecimento histórico e por ensejar substituir paulatinamente a cultura da representação e da heteronomia do ensino transmissor de produtos prontos. O caminho passa pela aprendizagem, avaliação e pela cidadania não consumista. Assim, pode ser o currículo: uma reivindicação do ato de ler, escrever, ler, e viver no espaçotempo do mundo em movimento, para manter, aprender e mudar.

What might becoming a poet have to do with becoming a teacher? What might becoming a teacher have to do with becoming a poet? Is it possible to invite someone to become a teacher or a poet? What might such an invitation look like? What kinds of conditions are involved in "making poetry"? What might these conditions have to do with "making pedagogy"? Further, what might these conditions — of making poetry or pedagogy — have to do with "making research"? Based on a study of a six-week intensive language across the curriculum course involving a group of prospective Secondary School teachers, this dissertation explores the kinds of conditions that might create an interpretive location in which to entertain and address the above kinds of questions — of the making of poetry and pedagogy and research — i n all their relations. Moving backward and forward — between the lived particulars of a group of preservice teachers' writing practices in a workshop-styled setting, and the writing practice of a researcher/teacher educator/poet curious about the acts of learning and teaching, writing and researching — this work attempts to live well with the necessarily tangled relationships among literacy, aesthetic practice, and the ongoing production of subjectivity in teacher education and our educational researchings of teacher education. The value of writing practice, as this dissertation attempts to enact it, is not only in its offer of further practice — of writing to learn (about writing and teaching and researching) — but also in its offer of a location where we might become curious about the performative nature of learning itself. The dissertation seeks to show the ways that my own writing life, shaped as it is by the work of those who have brought hermeneutics, postmodernism, psychoanalytic theory, and the literary imagination to bear on teacher education, is deeply implicated with other writing lives, others who are always and already writing lives. The invitation to imagine the curious time of researching pedagogy, then, is part of an invitation to think differently about preservice teachers thinking differently about their time together in classrooms, engaged in acts of learning and teaching, writing and researching. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

There are certain texts and certain ways of writing which when we encounter, we feel we are touching the edge of mystery. What obtains in such texts is the revelation of spirit, the resonance of the holy. The creation of texts that capture and display this sense is an artistic capability. To read receptively in a manner that uncovers this sense of spirit is also an artistic capability. These two approaches to writing and reading form the background of this study. Together they describe what is identified in the study as textual spirituality. The foreground of the study is a consideration of the unique aspects of the textual approach to spirituality with a view to how it can be cultivated and recognized in the academy and so contribute to the clearer organizing of spirituality as a discipline. There are three parts to the study. Part One deals with the challenges of understanding and studying spirituality and spirituality texts in general. It then explores, specifically, the philosophical bases and rationale forwriting spirituality texts as a mode of communicating the sense of spirit. Part Two of the study is demonstrative. It displays an example of the writing of an original spirituality text using the frameworks of the poetic, the narrative and the intuitive. Part Three, following, is largely concerned with those approaches to reading that facilitate the garnering of the sense of spirit from written texts. It then revisits the question of the disciplinary identity of textual spirituality and how it may have a cogent contribution in the academy. Overall, the study is an argument for the possibility of the artistic inscription and transcription of spirit through the agency of written texts. / Religious Studies and Arabic / D. Litt. et Phil. (Religious Studies)

The present study aimed to establish a test development and validation framework of reading-into-writing tests to improve the accountability of using the integrated task type to assess test takers' ability in Academic English. This study applied Weir's (2005) socio-cognitive framework to collect three components of test validity: context validity, cognitive validity and criterion-related validity of two common types of reading-into-writing test tasks (essay task with multiple verbal inputs and essay task with multiple verbal and non-verbal inputs). Through literature review and a series of pilot, a set of contextual and cognitive parameters that are useful to explicitly describe the features of the target academic writing tasks and the cognitive processes required to complete these tasks successfully was defined at the pilot phase of this study. A mixed-method approach was used in the main study to establish the context, cognitive and criterion-related validity of the reading-into-writing test tasks. First of all, for context validity, expert judgement and automated textual analysis were applied to examine the degree of correspondence of the contextual features (overall task setting and input text features) of the reading-into-writing test tasks to those of the target academic writing tasks. For cognitive validity, a cognitive process questionnaire was developed to assist participants to report the processes they employed on the two reading-into-writing test tasks and two real-life academic tasks. A total of 443 questionnaires from 219 participants were collected. The analysis of the cognitive validity included three stands: 1) the cognitive processes involved in real-life academic writing, 2) the extent to which these processes are elicited by the reading-into-writing test tasks, and 3) the underlying structure of the processes elicited by the reading-into-writing test tasks. A range of descriptive, inferential and factor analyses were performed on the questionnaire data. The participants' scores on these real-life academic and reading-into-writing test tasks were collected for correlational analyses to investigate the criterion-related validity of the test tasks. The findings of the study support the context, cognitive and criterion-related validity of the integrated reading-into-writing task type. In terms of context validity, the two reading-into-writing tasks largely resembled the overall task setting, the input text features and the linguistic complexity of the input texts of the real-life tasks in a number of important ways. Regarding cognitive validity, the results revealed 11 cognitive processes involved in 5 phases of real-life academic writing as well as the extent to which these processes were elicited by the test tasks. Both reading-into-writing test tasks were able to elicit from high-achieving and low-achieving participants most of these cognitive processes to a similar extent as the participants employed the processes on the real-life tasks. The medium-achieving participants tended to employ these processes more on the real-life tasks than on the test tasks. The results of explanatory factor analysis showed that both test tasks were largely able to elicit from the participants the same underlying cognitive processes as the real-life tasks did. Lastly, for criterion-related validity, the correlations between the two reading-into-writing test scores and academic performance reported in this study are apparently better than most previously reported figures in the literature. To the best of the researcher's knowledge, this study is the first study to validate two types of reading-into-writing test tasks in terms of three validity components. The results of the study proved with empirical evidence that reading-into-writing tests can successfully operationalise the appropriate contextual features of academic writing tasks and the cognitive processes required in real-life academic writing under test conditions, and the reading-into-writing test scores demonstrated a promising correlation to the target academic performance. The results have important implications for university admissions officers and other stakeholders; in particular they demonstrate that the integrated reading-into-writing task type is a valid option when considering language teaching and testing for academic purposes. The study also puts forward a test framework with explicit contextual and cognitive parameters for language teachers, test developers and future researchers who intend to develop valid reading-into-writing test tasks for assessing academic writing ability and to conduct validity studies in such integrated task type.

There are certain texts and certain ways of writing which when we encounter, we feel we are touching the edge of mystery. What obtains in such texts is the revelation of spirit, the resonance of the holy. The creation of texts that capture and display this sense is an artistic capability. To read receptively in a manner that uncovers this sense of spirit is also an artistic capability. These two approaches to writing and reading form the background of this study. Together they describe what is identified in the study as textual spirituality. The foreground of the study is a consideration of the unique aspects of the textual approach to spirituality with a view to how it can be cultivated and recognized in the academy and so contribute to the clearer organizing of spirituality as a discipline. There are three parts to the study. Part One deals with the challenges of understanding and studying spirituality and spirituality texts in general. It then explores, specifically, the philosophical bases and rationale forwriting spirituality texts as a mode of communicating the sense of spirit. Part Two of the study is demonstrative. It displays an example of the writing of an original spirituality text using the frameworks of the poetic, the narrative and the intuitive. Part Three, following, is largely concerned with those approaches to reading that facilitate the garnering of the sense of spirit from written texts. It then revisits the question of the disciplinary identity of textual spirituality and how it may have a cogent contribution in the academy. Overall, the study is an argument for the possibility of the artistic inscription and transcription of spirit through the agency of written texts. / Religious Studies and Arabic / D. Litt. et Phil. (Religious Studies)

This research examines the textual performance, in understanding and production, of 42 subjects of the fourth and fifth grades with (21 subjects) and without (21 subjects) complaints of desabilities/disorder of writing language, who attended two municipal schools of Santa Maria. Try to relate those performances with practices of literacy at home and school. The study also interviewed Portuguese teachers and their studants to observe their criteria for evaluating the textual performance and identification of subjects with low performance, which attach suspicion of desabilities/disorder of writing language. The results showed a general low textual performance, as much in the group with as without complaint of disability/disorder. There was, however, the worst performing in group with complaints on aspects as acceptability and progression in both grades, and intent, situational and repetition only in fourth grade. Students of both groups had low textual performance in comprehension. Teachers differ about the focus of textual work. While the teacher at a school more focused on textual progressing, the teacher of another school more formal aspects such as spelling. It was concluded that the textual work is focused so partial in schools and in the family. The data suggest that there are major environmental problems that must be solved so that the subjects can progress in their textual performance and which get doubts about about writing disorders diagnostics as dyslexia in the studied cases. / Esta pesquisa analisa o desempenho textual, em compreensão e produção, de 42 sujeitos de quarta e quinta séries do ensino fundamental,1 com (21 sujeitos) e sem (21 sujeitos) queixas de dificuldade/distúrbio na linguagem escrita, que freqüentavam duas escolas municipais de Santa Maria. Busca-se relacionar os referidos desempenhos com práticas de letramento familiar e escolar. O estudo também entrevistou dois professores de português dos alunos para observar seus critérios de avaliação do desempenho textual e de identificação de sujeitos com suspeita de dificuldade/distúrbio de linguagem escrita. Os resultados demonstraram baixo desempenho textual geral, tanto no grupo com queixa quanto no grupo sem queixa de dificuldade/distúrbio. Houve, no entanto, desempenho pior do grupo com queixa de dificuldade/distúrbio em linguagem escrita em aspectos como aceitabilidade e progressão, em ambas as séries, e intencionalidade, situacionalidade e repetição exclusivamente na quarta série. Ambos os grupos apresentaram baixo desempenho na compreensão textual. Os professores diferiram quanto ao foco de trabalho textual. Enquanto o professor de uma escola enfocava mais a progressão textual, a professora da outra escola abordava mais os aspectos formais como a ortografia. Concluiu-se que o trabalho textual é enfocado de modo parcial nas escolas, delineando práticas insuficientes de letramento na sala de aula e na família. Sugerem que há dificuldades ambientais importantes que devem ser sanadas, para que os sujeitos evoluam em seu desempenho textual, o que coloca em questão diagnósticos de distúrbios como a dislexia nos casos estudados.

Detta examensarbete behandlar läs- och skrivmetoden ASL (Att Skriva sig till Läsning). Syftet med studien är att undersöka hur ASL kan tillämpas i årskurs ett och två. Detta syfte besvaras genom forskningsfrågorna: På vilka sätt arbetar lärare och elever med läs- och skrivmetoden ASL? Hur anser lärarna att elevernas lärande påverkas av dessa arbetssätt? Examensarbetet har utförts med ett sociokulturellt perspektiv som teoretisk grund. Metoden var av kvalitativ karaktär och utfördes med en induktiv ansats genom intervjuer av lärare och observationer av elever. Resultatet visade att lärarna hade olika arbetssätt och olika hjälpmedel. Några använde sig av surfplattor och andra av bärbara datorer. Både enskilt arbete och pararbete förekom. Elevernas klassrum skiljde sig gällande möblering, tillgängliga verktyg och även lärarnas syn på hur deras arbetssätt påverkade deras elever varierade. / This thesis discusses the reading and writing method WTR (Writing Through Reading). The aim of the study is to research how WTR can be utilized in first and second grade. This aim is answered by the research questions: In what way are the teachers and pupils practicing the reading and writing method WTR? In what way do the teachers believe the learning of the pupils is affected by these methods? The thesis has been conducted with a sociocultural perspective as a theoretical foundation. The method was a quality research executed with an inductive approach. This was accomplished through interviews with teachers and observations of pupils. The result of the thesis showed that the teachers practiced WTR differently and used varied devices. Some used tablets and others used laptops. The pupils practiced both individual work and in pairs. In addition, the results show variation in the classroom context and in the teachers’ attitude to how their teaching affected their pupils.

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Cette étude trouve son origine dans un double étonnement. Les années 1680-1740 sont marquées par la publication aux Provinces-Unies d’ouvrages en français qualifiés d’« historiques » et consacrés à l’actualité politique européenne immédiate et à son analyse. Ce phénomène trouve sa plus belle illustration dans la parution, à Leyde, à la fin du mois de juillet 1686, de l’Histoire abrégée de l’Europe, le premier mensuel politique de langue française. À l’apparition de cette nouvelle forme éditoriale vouée à un bel avenir, que nous désignons sous le qualificatif de « mercures historiques et politiques », s’ajoute l’impression d’Histoires consacrées aux évènements récents mais aussi de collections diplomatiques, recueils qui compilent les pièces ayant trait aux relations internationales. Or, ces trois types d’ouvrages sont rédigés par les mêmes auteurs, une douzaine d’exilés français installés en Hollande qui n’avaient rien publié avant leur départ de France. Ce corpus qualifié d’« histoire du temps présent européen » permet de saisir comment, dans la Hollande des années 1680-1740, publier l’actualité politique est devenu une profession caractérisée par des pratiques d’écriture et des compétences valorisables auprès du public mais également auprès des autorités politiques grâce à l’entretien de correspondances. En observant comment ces hommes qui s’érigent en spécialistes ont participé à la constitution d’un marché de l’information politique, cette étude analyse les procédés par lesquels ils ont rendu publics la politique et ses instruments et interroge les implications qu’un tel phénomène éditorial peut induire sur le rapport des lecteurs à l’action des gouvernements. / This study started from two surprising facts. Between 1680 and 1740, numerous works, written in French and published in the Dutch Republic, were labeled “historical” and devoted to describing and analyzing current European political events. The best example of this phenomenon is the publication in Leyden in late July 1686 of the “Histoire abrégée de l’Europe”, the first political monthly in French. This new editorial format (which we call “mercures historiques et politiques”) emerged was to know a great success. At the same time, some Histoires dealing with current events were also printed, as well as diplomatic collections, compiling all the pieces related to international relations. In fact all three types of books were penned by the same people, a dozen of exiled Frenchmen living in Holland who had never published anything before leaving France.These several printings, called “histoire du temps present européen” allow us to understand how, in late 17th and early 18th century Holland, writing about current political affairs turned into an profession, characterized by writing practices and skills that can help these authors to live by their pen, thanks to their public via several editorial media, and thanks the political authorities with which they entertained correspondences. By studying how these self-styled “specialists” have contributed to the emergence of a market for political information, I will analyze the processes they used to publicize political life and its instruments, and investigate the implications of this phenomenon on the way readers perceive the government’s action.