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1
Leth, Corina. „What is the Meaning of Meaningless sex in Dystopia?“ Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-16223.
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The aim of this essay is to provide an answer to the question "What is the Meaning of Meaningless sex in Dystopia?". It will show that meaningful concepts such as sexual satisfaction, pleassure, passion, love, bonding, procreation and family are handled as threats in dystopian societies described in well-known novels as We, Brave New World and Nineteen Eighty-Four . It will explain how the conflict between the collective and the individual influences peoples' sexuality. It will also show how leading powers in the three dystopian societies use different methods to remove the significanse and functions of sex. It will suggest meaningless sex is a means to control the masses in a collective and that meaningful sex is an act of rebelion against the state..
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Carter, Frances Hannah. „Magic toyshops : narrative and meaning in the women's sex shop“. Thesis, Kingston University, 2014. http://eprints.kingston.ac.uk/28758/.
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The sex shop aimed primarily at the female consumer is a phenomenon which forms part of our everyday understanding of the sexualisatian of culture or the mainstreaming of sexual representation and consumption. The women's sex shop privileges notions of female empowerment achieved through the consumption of goods and spaces dedicated to the pursuit of female erotic pleasure. Prioritising women's interpretations of the visual presence of the women's sex shop, this project establishes how the sex shop is re-made for its female consumers, making it both acceptable and desirable to a new audience. Primarily its aim is to interrogate the ways in which design is put to use to reflect, materialise and contribute to discourse around feminine sexuality and sexual pleasure. Utilising a feminist research methodology this thesis takes as a starting point the voices of women consumers and retailers, facilitating a new reading of the ways in which women negotiate the meanings invested in the spaces of gendered sexual consumption. In line with the testimony of participants, investigation begins by positioning the women's sex shop in relation to its progenitor, the traditional male sex shop, the model without which the women's shop could not be envisaged or designed. Secondly it investigates the ways in which the design of the women's sex shop and its goods, appropriate or resist established , normative and classed representations of female sexuality expressed in the geographical position of the shops, the interior layout, the external façade and the use of visual references. In conclusion, drawing on consumer narratives, research exposes a visual and spatial symbiosis between the 'seedy' masculine and the stylish women's sex shop. Key tensions and contradictions are unearthed in the things and spaces of the women's shop, calling into question the notions of female sexual agency and empowerment it proposes.
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Vicknair, Sharae R. „Words Used to Describe Same-Sex Sexuality| An Exploration of Meaning“. Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163305.
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This study explored the lexical semantics of common same-sex sexuality labels (i.e., homosexual, gay, gay man, lesbian, and no label) by presenting 395 participants with a short story about a fictitious person. The goal was to determine what effects these labels (as well as their social status) would have on participants’ willingness to interact socially with and participants’ support for their civil rights. Age, gender, religious affiliation, and contact with sexual minorities were assessed for each participant, and participants were also asked to rate the likely gender of the fictitious person. Results revealed that neither social status nor sexuality label had an influence on participants’ support for civil rights; however, participants were more willing to interact with the fictitious person when they were of higher status. Additionally, willingness to interact was also influenced by label: male participants were more willing to interact with the fictitious person who identified as a gay man or as a lesbian than the fictitious person who identified as homosexual or as gay, but labels did not have a significant influence on female participants’ willingness to interact. Contact with sexual minorities and not affiliating with a particular religion were associated with more willingness to interact with the fictitious person and higher support for their civil rights. Discussion suggests that same-sex sexuality labels may have various meaning components associated with them that influence individuals’ opinions of LGB individuals. The gendered terms gay man and lesbian had more positive valence associated with them (when compared to homosexual and gay) as demonstrated by male participants’ reactions. The term homosexual was found to be the most gender neutral option and gay appeared to be more associated with the male gender.
4
Halland, Joni. „Narratives of sex work : exploring stories of entry, experience and meaning“. Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/10638.
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Includes bibliographical references (leaves 89-94).Research into the reasons why sex workers enter and stay in sex work has largely viewed entry from perspectives of either choice or constraint. Choice perspectives attribute entry to reasons such as female agency and empowerment, and social and financial independence, while constraint perspectives attribute entry to reasons such as economic necessity, drug and alcohol abuse, childhood sexual abuse, lack of education and job opportunity, and homelessness and truancy.
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Sahady, Mark W. „Galatians 3:28 in orthodox theology its meaning for men and women today /“. Theological Research Exchange Network (TREN), 1989. http://www.tren.com.
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6
Hanna-Walker, Veronica R. „Missing Piece of the Puzzle: Creating a General Meaning of Sex Measure“. BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/9022.
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The presence of and/or search for meaning has divergent and salient outcomes for individuals’ physical, mental, and emotional well-being. Although numerous domains of meaning have been examined, the literature on the meaning of sex is sparse and lacks a quantitative measure. In this study, I aimed to validate a general Meaning of Sex (MOS) Measure that captured the presence of (MOS-P) and search for (MOS-S) the meaning of sex that predicted salient relational and sexual outcomes (i.e., relationship stability and satisfaction and sexual satisfaction). The MOS measure was based off of the Meaning in Life Questionnaire (MLQ) created by Steger and colleagues (2006), which also used the subscales of presence and searching. All participants (N = 856) reported engaging in what they considered to be sexual intercourse and were either single or in a relationship. The two subscales were distinct from one another and had good reliability. The MOS-S had a stronger (and negative) association with relationship stability and sexual satisfaction than the MOS-P. Further analyses revealed that there were significant interactions between the MOS-P and MOS-S. When individuals scored high on the MOS-P, searching for a meaning of sex no longer had a significant association with relationship stability or sexual satisfaction. Creating this measure is meaningful because it provides a more holistic picture of sexuality that has not been addressed in the literature.
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Agus, Hendroyono Suphot Dendoung. „The meaning of condom : males' experience of multiple undafe sex partners in Bekasi, Indonesia /“. Abstract, 2007. http://mulinet3.li.mahidol.ac.th/thesis/2550/cd400/4838733.pdf.
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8
McCarthy, Anthony. „Ethical sex : sexual choices and their nature and meaning : perspectives from natural law and marriage“. Thesis, University of Surrey, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.682553.
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9
Hailey, Jan. „"Not male and female" the interpretation and scope of meaning of Galatians 3:28 in the context of the Galatian epistle /“. Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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10
Dugandzic, Peter. „The family, the nuptial meaning of the body, television, and formation in sexual morality“. Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2006. http://www.tren.com.
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11
Garceau, Mary Elizabeth. „Gender Vs. Sex: Defining Meaning in a Modern World through use of Corpora and Semantic Surveys“. BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8444.
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Considerable resources in U.S. legal studies are devoted to determining the precise meaning of contested terms specifically in statutory interpretation. Traditional judicial approaches have defined meaning using dictionaries. This reliance has led to Mouritsen’s (2010) observation that "the judicial conception of lexical meaning—i.e., what judges think about what words mean … is often [subjectively] outcome determinative." Beginning with Mouritsen’s (2010) article, a movement in U.S. legal scholarship offers corpus linguistics as a more objective method to resolving contested meaning (Lee and Mouritsen, 2018). However, I assert that weaknesses still exist in contemporary applications of corpus linguistics to legal interpretation. I first review methodological differences in two corpus-based projects that attempt to resolve the meaning of the contested term, "emoluments," a high-profile Supreme Court-bound contemporary issue related to the legitimacy of the Trump presidency (Phillips and White, 2018; Cunningham and Egbert, 2019). Unfortunately, the results of these two studies are in conflict. Based upon a critique of these projects, I advocate for a more objective method of interpreting the results of corpus analyses using multiple human coders following rater reliability research models often used in sociolinguistics and second language acquisition research. In order to test our assumptions, I apply this approach to utilizing corpus linguistics to define the meaning of "sex" in two highly charged cases pending in the U.S. Supreme Court within the context of Title VII of the Civil Rights Act of 1964 which prohibits discrimination "because of. . . sex" (42 U.S.C. § 2000e-2(a)(1). The first case, Harris Funeral Home v. EEOC, questions if "sex" encompasses "gender identity;" while the second, Altitude v. Zarda, asks if the meaning of "sex" includes "sexual orientation." I discuss results of this research model and its implications to further corpus linguistic applications to the law.
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Gildae, Catherine Anne. „Good, old-fashioned, traditional family values? the meaning of marriage availability for female same-sex couples and their families /“. View dissertation online, 2008. http://hdl.handle.net/2047/d10016429.
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13
Campbell, Holly. „Spatial Politics and Sex Work : To what extent do differing frames of meaning in national debates on sex work result in spatial exclusion in Sweden and the Netherlands?“ Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-386138.
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The purpose of this thesis is to explore the relationship between spatial politics and sex work in order to demonstrate how spatial exclusion can be used to consolidate power imbalances in the public sphere. To achieve this, this thesis explores and compares the situations between two countries with opposing approaches to sex work – abolitionism in Sweden and decriminalisation in the Netherlands. Frame analysis is used to examine how these two states diagnose sex work as a problem and propose and justify solutions. This thesis finds that, despite the differing ideological standpoints towards sex work, the consequences of the differing legislative approaches of these two countries are more similar than might be expected, in relation to spatial politics. Both approaches to sex work result in the spatial exclusion of sex workers, tangibly from the urban environment and normatively from public debate. This result has significant ramifications. By rendering sex work invisible to the public eye, many sex workers are forced into less stable and less secure working conditions. Given that both the Dutch and Swedish approaches to sex work legislation are justified under the guise of promoting women’s rights, this issue is extremely significant and deserves further analytical interest.
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Ng, Hoi-nga, und 吳海雅. „The meaning of sexual intercourse: personal accounts of Hong Kong Chinese married women who have experienceddifficulty in vaginal penetrative sex“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44136389.
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Md, Nabil. „From sex tapes to revenge porn: Construction of a genre : Gender, sexuality and power in new media“. Thesis, Stockholms universitet, Institutionen för mediestudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-107285.
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This paper makes an attempt to explain the construction of a newly developed genre called revenge porn flourishing in new media. The study analyzes the patterns of production and display of revenge porn content as well as the mechanisms of the site that archives such materials. The results of this study suggest that the development of such a genre cannot be attributed only to liberatory and/or victimizing effects of the electronic space. Rather, social power structures based on discourses like gender, heterosexuality and capitalist patriarchy that exploit the surveillance mechanism of the internet are significantly influencing both individual uses of the internet as well as its apparatus and technologies. These are the major forces contributing to the institutionalization and commercialization of revenge porn in new media. This is a case study based investigation that uses both content analysis and discourse analysis as methods to interpret the revenge porn genre in new media.
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Ng, Hoi-nga. „The meaning of sexual intercourse : personal accounts of Hong Kong Chinese married women who have experienced difficulty in vaginal penetrative sex /“. Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B44136389.
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Coetzer-Liversage, Anthony. „Searching for meaning in the face of HIV/ AIDS among men who have sex with men (MSM) in Cape Town, South Africa“. Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71656.
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Thesis (MTh)--Stellenbosch University, 2012.ENGLISH ABSTRACT: This research paper set out to discover whether a Christian Spiritual perspective (within a framework of a theology of affirmation and a psychological strengths perspective of fortigenesis) on basic threatening existential issues, such as HIV/AIDS Stigma, Homophobia, etc. can help MSM to reformulate the quest for meaning and be integrated in a holistic approach to spiritual healing in order to overcome the schism in HIV/AIDS: Friend or Foe? Setting the stage for exploring the world‟s worst global challenge within the health sector, and how it relates to the South African context for MSM. The research uncovered that MSM face the greatest challenge and burden of HIV/AIDS in many countries, however little research has focused on MSM and HIV/AIDS in South Africa. Literature links this to the fact that throughout Africa, the predominant view of same sex relationships as being un-African, sinful and an abomination. Pointing out that for MSM, the development of God-images usually occurs during the process of growth and maturation as an individual, where a multitude of experiences are based primarily through the filter of belonging to a minority, which are seen predominantly from society as being sinful. The possible multitude of traumatic and often fearful life experiences, including the potentially highly stressful and difficult process of informing their parents and families of their sexuality, may influence their emotional experience and ultimately their God-image. The God-image of parental love, acceptance and caring may be impacted on by fear of rejection and the lack of acceptance. The development of ambivalence may strongly impact on MSM God-images, resulting in conflicted experiences and understanding of God, where the God-image could become distant and judgmental (Hoffman, 2009:15-18). Something that is exacerbated by the stance of some belief systems promote the concept of “love the sinner, hate the sin”, which only results in MSM being ignored or having their partners/relationships rejected, thus isolating them within their own faith community. This impacts their spiritual/religious development and their participation in a non-affirming faith community can result in levels of increased internalized homonegativity (this is defined as negative attitudes to one‟s own homosexuality), causing poorer psychological health and lower self-regard. The dignity, identity and meaning of MSM are further impacted on by their minority existence within the context of South Africa, which places various traumatic stresses on MSM. These traumatic stresses are amplified by the constant negotiation of fear regarding the contracting of HIV/AIDS or even being diagnosed with the life threatening disease. Despite all these external and the resultant internal stressors, Graham and Kiguwa (2005) found that religion and spirituality is important to MSM-youth as it provides possible supportive structures and environments. Many of the MSM-youth believe in the Bible or ancestors (or even both), yet have chosen to adapt their beliefs by taking what was important for them from the Bible and ancestral belief systems. This they have done as the traditional view of religion and the Bible held by most people, where the scriptures are taken literally, is that homosexuality is a sin (Graham and Kiguwa, 2005:7-8). Within this research, the interviewees experienced all this; however the results also showed that all the participants found some beneficial aspects out of contracting HIV/AIDS, with various levels of meanings relating to a sense of growth for each interviewee, while 4 out of 5 indicated that spirituality played an important role in assisting them in improving their lives. It aided in helping them to develop a sense of connection to themselves and others, something that many felt was missing within their lives. They felt that if it hadn‟t been for HIV, they would not have increased their levels of spirituality. This is an important empirical finding with respect to the research question and hypothesis, which hypothesized that HIV/AIDS promoted changes within MSM that results in spiritual growth and the development of internal strengths that allow them to transcend above the stressor of HIV/AIDS. The idea that MSM experience spirituality as something helpful and essential, makes it important to note that comments in the empirical research indicated that they tended to believe that if a Higher Power is involved, that it is unconditionally loving, kind and friendly. This is an important description of a God image within Christian Spirituality, a possible God-image of a Partner for Life or Friend. Thus, for Christian Spirituality to play a role within the healing of MSM and to better enhance spirituality and lay a better spiritual foundation, and develop better internal strengths and existential states, it thus becomes important to explore how Christian Spirituality will be able to address these needs of MSM, within a theological framework of affirmation.
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Bergström, Matz. „Länken mellan plåga och lycka : En kvalitativ studie om sex kvinnliga barnmorskors upplevelser av mening och meningsfullhet i arbete“. Thesis, Mälardalens högskola, Akademin för hållbar samhälls- och teknikutveckling, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-14869.
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Lönearbete utgör en väsentlig del av de flesta människors liv. Därför är det viktigt för individen och samhället att det finns mening med arbetet, och att det upplevs som meningsfullt. Barnmorskor tillhör en yrkeskategori som upplever sitt arbete som meningsfullt. Syftet med denna kvalitativa intervjustudie var att undersöka vad sex kvinnliga barnmorskor upplever som meningen med sitt arbete ur ett individ- och samhällsperspektiv samt vad de upplever som meningsfullt i arbetet. Genom en fenomenologisk metod framställdes essensen från barnmorskornas upplevelser. Med begreppet Mening i studien avses syftet eller värdet med arbetet och begreppet meningsfull betyder att arbetet har en djupare innebörd. Den teoretiska och begreppsliga referensramen bygger på tre övergripande meningar med arbetet, att arbeta för: 1) Ekonomiska resurser. 2) Sociala behov och självförverkligande. 3) Andra människors behov. Resultatet av studien visar att ur ett individperspektiv upplevde barnmorskorna att meningen med arbetet var att det var omväxlande, vilket innefattar variation i arbetstempo och möten med olika kollegor och patienter. Meningen med arbete ur ett samhällsperspektiv var att skapa positiva upplevelser, som handlar om ett gott bemötande av patienter, vilket skapar positiva bilder i samhället av vården och att få barn. Upplevelser av meningsfullhet består av att det finns ett behov av barnmorskornas kompetens, och att de är involverade i andra människors unika händelse i livet. Barnmorskorna värdesätter att arbeta för andra människor och samhällets nytta, vilket gör att de intar en altruistisk attityd till arbetet. Barnmorskorna arbetar nära livet självt och med sin kompetens gör de viktig skillnad i människors liv, något som bidrar till upplevelsen av ett meningsfullt arbete.Paid work is a major part of most people’s life. It is therefore important for individuals, and society as a whole, that there is meaning in the work being performed and it is perceived as meaningful. Midwives belong to a category of workers who perceive their work as meaningful. The intention of this qualitative interview study was to explore what six female midwives perceived as the meaning of work from an individual and society perspective. The aim was also to reveal what they perceived as meaningful in their work. By using a phenomenological method the essence of the midwives experiences was revealed. The concept of meaning in this study is to be understood as the aim or value of work. Meaningfulness is the concept used to describe a deeper meaning of work. The theoretical framework is based upon three generalised work aims, working for: 1) Financial resources. 2) Social needs and the need for self fulfilment. 3) Other people’s needs. The result shows that on an individual level the midwives experienced meaning in their work due to its changeable nature, which includes variations in tempo and encounters with different colleagues and patients. The meaning of work on a societal level was to create positive experiences among patients based on how there were treated. Good treatment generates positive images of the health care system and also of having children. Experiences of meaningfulness are based in the patient´s need for the midwives competence, and their involvement in other people’s unique life experience. Midwives value working for other people and benefiting society; this gives them an altruistic attitude towards work. They work with the intimacies of life, and their role influences other people’s lives, which contributes to the midwives feeling of having a meaningful job.
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Haskell, Amelia. „Creating meaning through theatre: a qualitative and phenomenological study exploring the positive power of theatre for adolescent girls in a single-sex private high school“. Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=123102.
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This study examines the link between theatre and positive development in adolescent girls. Using Portraiture and Performative Inquiry methodologies, I worked closely with eight girls at a private single-sex school in Montreal over the course of eight months, teaching a theatre curriculum that allows students to create their own dramatic works by looking at topics of concern to them and performing in front of their peers. The theatre class developed their communication, expression and imagination, among other skills. My research also shows how theatre allowed the participants to create deeper bonds of friendship, develop a sense of empathy and an understanding of others, and a greater ability to express their experiences, thoughts and feelings. These abilities enabled a shared experience with their peers and an understanding that they have anxieties, perceptions and fears in common with others. Therefore, this study shows how important it is for theatre to be an essential part of the high school curriculum, since it not only benefits adolescents in their present lives, but also develops individual capacities that will serve them in the future.Cette étude examine le lien entre le théâtre et le développement positif chez les adolescentes. À travers l'utilisation de la méthodologie portraitiste et de la recherche-action sur la performance artistique, j'ai travaillé étroitement avec huit filles d'une école privée pour fille à Montréal pendant huit mois. J'ai enseigné un programme de théâtre qui permet aux élèves de créer leurs propres œuvres dramatiques en rapport avec des sujets qui les concernent et de les jouer devant leurs pairs. Les élèves de la classe de théâtre ont, entre autres, développé leurs compétences de communication, d'expression et d'imagination. Mon étude montre également comment le théâtre a permis aux participantes de créer des liens plus profonds d'amitié, de développer un sentiment d'empathie et une compréhension d'autrui ainsi qu'une plus grande capacité à exprimer leurs expériences, leurs pensées et leurs sentiments. Ces capacités leur ont permis de créer une expérience partagée avec leurs pairs de comprendre qu'elles ont des angoisses, des perceptions et des craintes en commun avec les autres. Par conséquent, cette étude montre à quel point il est important que le théâtre fasse partie intégrante du programme d'études secondaires, car il bénéficie aux adolescentes non seulement dans la période actuelle de leur vie, mais développe également des capacités individuelles qui leur seront utiles dans l'avenir.
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Stoodley, Nick. „The spindle and the spear : a critical enquiry into the construction and meaning of gender in the early Anglo-Saxon burial rite /“. Oxford : British archaeological reports, 1999. http://catalogue.bnf.fr/ark:/12148/cb371998509.
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Williams, Barney. „'Would ya, could ya?' : male perspectives on the meaning of penetrative sex, and the issues involved in forgoing this activity in their emotionally committed relationships with women“. Thesis, University of East London, 2007. http://roar.uel.ac.uk/3664/.
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This thesis has arisen primarily out of academic and clinical work conducted in the field of 'intersex'. Many women diagnosed with intersex conditions elect genital surgery as adults in order that they may engage in penetrative sexual intercourse with men. This decision is based not on any expectation of increased sexual pleasure for the women themselves but rather on an assumption that male partners would not accept anything 'less'. The results of such surgeries are often disappointing on a number of levels and many women still report pain during intercourse post-surgery. A major aim of this current research was to 'test out' this assumption by asking a community sample of men about the significance they attach to penetrative intercourse in the context of their emotionally committed relationships with women. The men were also asked if there were any circumstances under which they would be prepared to forgo intercourse in this context and, if so, what might help them adapt to such a situation. Seven men were interviewed using a semi-structured interview format and the data was analysed using a mixed method of thematic analysis (TA) and limited Foucauldian discourse analysis (PDA). TA revealed three themes relating to the meaning intercourse held for the men personally: i) Physical aspects; ii) Power and control; and iii) Mutuality and connection. Two themes were also identified in relation to how the men felt they might be helped to adapt to living without intercourse iv) Alternatives to intercourse and v) Honesty and openness. The PDA explored how the men drew on two contrasting discursive constructions of sex and sexuality, a sociobiological discourse, or sex as reproductive drive and a humanistic discourse or sex as recreation and relationship building. These results are discussed in the context of previous research both in the field of male sexuality and intersex. Implications for woman diagnosed with intersex conditions and for those professionals involved in their psychological care are also outlined.
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Manda, Levi Zeleza. „Gender discourse and Malawian rural communities: a study of the meaning the people of traditional authority Likoswe of Chiradzulo make from human rights and gender messages“. Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1002910.
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Contrary to earlier beliefs and media theories such as the hypodermic needle or magic bullet, the audience of public communication is not a passive homogenous mass that easily succumbs to media influence. The audience is active, that is, it makes an effort to interpret media content. Depending on predisposing cultural, political, religious, or economic factors the audience makes different meanings from media texts. Media messages are not wholly controlled by producers, although the producers have their preferred and expected readings. Using qualitative research techniques associated with ethnographic and cultural studies (notably focus group discussions), this study sought to explore the meanings rural people in Malawi make out of human rights and gender messages broadcast on radio and through music. Interpreted against Stuart Hall's (1974b) Encoding and Decoding model, the study concludes that while rural communities understand and appreciate the new sociopolitical discourse, they take a negotiated stance because they have their own doubts and fears. They fear losing their cultural identity. Additionally, men, in particular, negotiate the messages because they fear losing their social power over land, property and family.
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Hanna, Nilsson, und Dahlqvist Jennie. „Framgångsrika kvinnors kommunikativa strategier : En kvalitativ intervjustudie om kommunikativa strategier vid interpersonell kommunikation mellan högt uppsatta kvinnor och deras manliga kollegor“. Thesis, Linnéuniversitetet, Institutionen för medier och journalistik (MJ), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45354.
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Women are being elevated into more leadership roles in society - roles that have long been primarly held by men. Women are also rising within male-dominated professions, and recent studies indicate that more women are being placed in key management positions. In order to gain credibility in leadership, women must find a management style that exudes authority, but also corresponds with the expectations of appropriate female behavior within masculine organizational contexts. In examining women in roles that are traditionally held by men, we conducted an interview-study to investigate and analyze the communication strategies of female managers in male-dominated companies. The study included analysis of communication strategies used by women as compared to their male colleagues. We note that research in this area has previously been done, but there has been a fairly limited focus examining only female communication strategies. Our study shows that the women use a variety of communication strategies, rather than a single strategy, and the main conclusion we can draw is that the women are proficient in changing communication strategies and methods depending on their audience. The study also shows an unexpected fact that goes against the published research on female communication in typically male dominated roles: Women in male-dominated professions choose to take on the communication style of men, using straight, simple and factual communication, rather than detailed, less direct communication styles generally associated with women.
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DaGrossa, Pamela Stamps. „The meanings of sex: University students in northeast Thailand“. Thesis, University of Hawaii at Manoa, 2003. http://hdl.handle.net/10125/1249.
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This ethnographic study examines the understanding ofthe concept of sex (pheet) among university students in Mahasarakham province in northeast Thailand. Specifically, it describes different categories of sex and related concepts, meanings associated with each, and how those are communicated through social action.
Northeast Thailand has shifted away from an agricultural-based society to a cash-based agro-industrial one. This, combined with the influence of a Bangkok-centered national elite and international globalization, has resulted in an influx of new cultural knowledge and shifting meanings related to sex, some reinforcing each other, others in conflict. Many of these conceptual conflicts are located in tensions between tradition and modernity, local culture and Bangkok culture, and Thai-ness and foreign-ness. At these points oftension, meanings are reinterpreted and recreated. This study relies on a variety of research methods including participant-observation, interviews, and questionnaires, and thus is methodologically situated at a crossroads of qualitative and quantitative traditions. This mixed method approach facilitates a broad understanding ofthe concept of sex, including categories of sex, sex roles, and sex behavior.
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Lewis, Ruth H. M. „Parent-child communication about sex and sexuality : everyday practices, processes and meanings“. Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/29223.
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Strategies to improve young people’s sexual health which involve parents have been identified as a key area for development. There is, however, a lack of quantitative data concerning parents’ and children’s experiences of communicating with each other about sex and sexuality. This study examines the content, contexts and processes of parent-child communication about these issues. Individual in-depth interviews were conducted with a diverse sample of 61 parents and young people (aged 11-15) from 23 families in Scotland. Accounts were gathered from multiple members of the same family, enabling insights into the interaction of perspective within and across families. The thesis highlights parents’ and young people’s understandings of the challenges of communication, contextualising these within changing dynamics of parent-child relationships as children reach their early teens. The negotiated management of young people’s pubertal bodies is identified as a significant mechanism through which ‘appropriate’ sexuality is implicitly communicated between parents and children. Parents and children found it difficult to describe their interactions about sex and sexuality, suggesting that communication itself is a slippery concept. The stereotypical notion of parents and children ‘sitting down to talk about the birds and the bees’ appeared far removed from these families’ experiences of sexual communication. The thesis illuminates parents’ and children’s understandings of the nuances of communication which extends the narrow focus on direct talk in much other research. The active construction of familial contexts in which communication is either constrained or encouraged is also explored. The nature of boundaries of communication is examined, including perceptions of openness, privacy and disclosure, and the precarious status of sexual knowledge within families. Fathers’ perspectives on the barriers to communication are particularly elucidated, most notably uncertainty about the boundaries of ‘appropriate’ involvement in their children’s physical and sexual development.
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Horton, Benjamin Peter. „Quantification of the indicative meaning of a range of Holocene sea-level index points from the western North Sea“. Thesis, Durham University, 1997. http://etheses.dur.ac.uk/987/.
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Strandberg, Åsa. „The Gazelle in Ancient Egyptian Art : Image and Meaning“. Doctoral thesis, Uppsala universitet, Egyptologi, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-107642.
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This thesis establishes the basic images of the gazelle in ancient Egyptian art and their meaning. A chronological overview of the categories of material featuring gazelle images is presented as a background to an interpretation. An introduction and review of the characteristics of the gazelle in the wild are presented in Chapters 1-2. The images of gazelle in the Predynastic material are reviewed in Chapter 3, identifying the desert hunt as the main setting for gazelle imagery. Chapter 4 reviews the images of the gazelle in the desert hunt scenes from tombs and temples. The majority of the motifs characteristic for the gazelle are found in this context. Chapter 5 gives a typological analysis of the images of the gazelle from offering processions scenes. In this material the image of the nursing gazelle is given particular importance. Similar images are also found on objects, where symbolic connotations can be discerned (Chapter 6). References to healing and regeneration are found, particularly in relationship to the context of the objects. The gazelle is found in a divine context in a limited material (Chapter 7). A discussion of these sources sees a focus on the gazelle as representative for the desert mountains as the setting for death and rebirth. This relates to the gazelle as a feminine image with a connection to the models of female divinity (Chapter 8).
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Mesquita, Ãquila Ferreira. „Eolianite and beachrocks in western coast of CearÃ: Meaning Sedimentological and neotectonic“. Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14392.
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CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel SuperiorOs depÃsitos holocÃnicos do litoral oeste do Cearà encontram-se em intrÃnseca relaÃÃo com a flutuaÃÃo do nÃvel relativo do mar no Holoceno Tardio, possivelmente controlada por atividade neotectÃnica. A partir do estuÃrio do rio Aracatimirim (provÃvel projeÃÃo do Lineamento Transbrasiliano), a Ãrea de estudo foi subdividida em setor Icaraà de Amontada (leste) e setor Itarema (oeste). O setor leste compreende planÃcies costeiras com grande presenÃa de eolianitos e beachrocks associados. A partir da anÃlise faciolÃgica dos depÃsitos de eolianitos, foi possÃvel identificar cinco fÃcies eÃlicas interpretadas como paleocampos de dunas frontais e cadeias de dunas barcanÃides associadas a extensÃes lineares. Esses depÃsitos foram originados em campos de dunas transgressivas em nÃvel eustÃtico alto sucedido por um recuo generalizado do nÃvel marinho local, este Ãltimo responsÃvel pela incisÃo fluvial e cimentaÃÃo de beachrocks e eolianitos. Em contrapartida, o setor oeste tambÃm registra dois momentos distintos do nÃvel relativo do mar, responsÃvel pela formaÃÃo de uma paleofalÃsia em nÃvel de mar alto e um sistema de barreiras regressivas em eventos de recuo do nÃvel do relativo do mar. Admitindo-se nenhum contraste na eustasia e suprimento sedimentar em ambos os setores, tal diferenÃa pode estar relacionada a movimentos diferenciais de blocos adjacentes à terminaÃÃo offshore do Lineamento Transbrasiliano, afetando a acomodaÃÃo sedimentar. Para os registos do nÃvel relativo do mar no Holoceno, supÃe-se que nÃvel acima do atual nÃo foi alcanÃado para a costa equatorial do Brasil, exceto na Ãrea em estudo, onde foram registrados paleonÃveis marinhos a 1,7 m e 1,0 acima do nÃvel mÃximo atual de preamares para SantarÃm e Volta do Rio, respectivamente. Essa relaÃÃo atende a hipÃtese de atividade neotectÃnica em blocos adjacentes ao Lineamento Transbrasiliano como o principal mecanismo na modificaÃÃo do espaÃo de acomodaÃÃo da bacia e recuo do nÃvel marinho. A partir dos dados morfoestruturais em tabuleiros prÃ-litorÃneos, identificou-se um leve arqueamento positivo da superfÃcie de topo dos tabuleiros no setor oeste, em contraste a uma pequena anomalia de relevo positivo (soerguimento relativo de aproximadamente 10 m) na extremidade do setor leste. Concomitante a essa movimentaÃÃo genÃrica, encontramse sÃries de movimentos transcorrentes dextrais em fraturas NE-SW com componentes transpressionais e transtracionais, promovendo movimentos verticais diferenciados de pequena amplitude. Dessa forma, postula-se que a maior componente de soerguimento, caracterÃstico do setor Icaraà de Amontada, tenha impulsionado uma maior destruiÃÃo de espaÃo para acomodaÃÃo de sedimentos no lado leste. Dessa forma, que o recuo do nÃvel marinho relativo atingiu magnitude maior nesse setor do que no setor Itarema, o que possibilitou a incisÃo fluvial no setor leste e instalaÃÃo de um sistema de barreiras regressivas no setor oeste. Esse modelo explica o contraste entre geometria e ambientes deposicionais em um compartimento relativamente pequeno do litoral noroeste do CearÃ. Entretanto, essa hipÃtese precisa ser melhor investigada e testada a fim de se obter um modelo mais robusto para a evoluÃÃo da Ãrea em questÃo, sobretudo em relaÃÃo a correlaÃÃes laterais entre os depÃsitos sedimentares, cinemÃtica e dinÃmica no contexto neotectÃnico.
The Holocene deposits of the western coast of Cearà are in close relationship with the fluctuation of the relative sea level in the Late Holocene, possibly controlled by neotectonic activity. Using the mouth of the Aracatimirim River (likely projection of Transbrasiliano Lineament) as reference, the study area was divided into Icaraà de Amontada sector (east) and Itarema (west) sector. The eastern sector comprises coastal plains with great presence of associated eolianite and beachrocks. From the facies analysis of eolianite deposits were identified five aeolian facies interpreted as frontal dunes and barcanoid dune chains associated with linear extensions. These deposits were originated in transgressive dune fields, during rising eustatic level, succeeded by a general fall of the local sea level, the latter responsible for river incision and cementation of beachrocks and eolianites. In contrast, the western sector also records two different times of relative sea level, responsible for the formation of a paleocliff in rising sea level and a system of regressive barriers in falling sea level event. Assuming no contrast in eustasy and sediment supply in both sectors, this difference may be related to differential movement of adjacent blocks offshore termination of Transbrasiliano Lineament, affecting sedimentary accommodation. For the record of relative sea level during the Holocene, it is assumed that the current level was not reached for the equatorial coast of Brazil, except in the study area, where were registered marine paleolevels from 1.7 m to 1.0 m above the current level of maximum high tides to Santarem and Rio Volta, respectively. This relationship strengths the hypothesis of neotectonic activity in locks adjacent to Transbrasiliano Lineament as the main mechanism on modification the accommodation space of the basin and retreat of sea level. From the morphostructural data in pre-coastal trays, were identified a positive smooth arching of the pre-coastal plateaus top surface in the western sector, in contrast to a small positive anomaly of relief (uplift of approximately 10 m) at the east end sector. Concomitant with this generic deformation, there was some dextral transcurrent movements in NE-SW fractures with transpressional and transtensional components,providing different vertical movements of small amplitude. Thus, it is postulated that the higher uplifting component, characteristic of Icarai de Amontada sector, has caused more destruction of accommodation space for sediment on the east side than in the west side,causing river incision in the eastern sector and installation of a regressive barriers system of in the western sector. This model explains the contrast between geometry and depositional environments in a relatively small compartment in northwestern coast of CearÃ. However, this hypothesis needs to be investigated and tested in order to obtain a more robust model for the evolution of the area, especially in relation to lateral correlations between sedimentary deposits, kinematics and dynamics in the neotectonic context.
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Seyssel, Ricardo [UNESP]. „Um estudo histórico perceptual: a bandeira brasileira sem o Brasil“. Universidade Estadual Paulista (UNESP), 2006. http://hdl.handle.net/11449/99855.
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seyssel_r_me_ia.pdf: 2214244 bytes, checksum: 4b95670ca493223d961fde5ba5e501dc (MD5)Este trabalho tem por meta verificar problemas objetivos e subjetivos na concepção e definição da bandeira nacional brasileira e como isto pode afetar ou não, intelectual e culturalmente, os brasileiros. Afora as dificuldades de sua reprodução/manufatura correta, dada sua forma com minúcias - por exemplo: a colocação e tamanho das estrelas, a inclinação exata da faixa branca central e a correta tonalidade do azul -, nossa bandeira certamente apresenta falhas tanto de design e aspectos simbólicos quanto de comunicação e psico-sóciocultural. Esta dissertação pretende determinar o porquê desses problemas, de onde surgiram, como possivelmente afetam as pessoas em geral e oferece uma das possíveis soluções, neste caso uma que pode ser considerada a mais simples. Desta forma, modificando somente um dos elementos básicos do design, a bandeira brasileira ganharia um grande e verdadeiro significado, aproximando-se da sinonímia brasil e da cor brasil e do que a nacionalidade brasil pode significar.
The aim of this work is to verify the objective and subjective problems related to the conception and definition of the Brazilian National flag, and how this may affect or not, intellectual and cultural roots of the Brazilian people. Regardless the difficulties in its correct reproducing/manufacturing, for having stamped some details - for instance: the size and the position of the stars, the exact inclination of the central white stripe, the correct blue tone -, surely our flag shows failures both in design and in symbolic, communication and psycho-sociocultural aspects. This dissertation intends to point out the reasons for the referred problems, where they come from, in what way they may influence people in general and offers one suggestion that could correspond to the one of the possible solutions, in this case the one which could be considered the simplest one. Thus, by modifying only one of the basic elements of the design, the Brazilians flag would get a greater and real meaning, getting closer to what the word 'brazil', the colour 'brazil' and the Brazilian nationality can mean.
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Lima, Aline Ottoni Moura Nunes de. „Ser mãe eu sei, o que agora falta é social : sobre o processo de constituição da identidade profissional no Acolhimento Institucional de Crianças“. Universidade Federal de Uberlândia, 2009. https://repositorio.ufu.br/handle/123456789/17070.
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This work aimed to comprehend how social mothers give meaning to their daily life in an
Institutional Shelter and to analyze their inter-relations with the making up of Professional
identity. We were guided by a Historical-material dialect of man and world and the
expression of this in Psychology which considers the making up of a person as a human
being as a material and historical character and is made up in and from the established
relations between I and the other throughout ontogenesis. We also assume that the
process of building professional identity of the Social Mothers surges from a network of
personal and social articulated interactions which make multiple meanings possible in a
dialectic process. We then performed a qualitive research in which we interviewed two
professionals (Social Mothers), responsible for the direct care of children in temporary and
exceptional shelter. Interviews were taped individually and completely transcribed. From
there, we defined, through an adaption of idea association maps proposed by Spink e
Lima (2000), four general categories: 1) family history; 2) work at the shelter; 3) the social
mothers and the children; 4) the social mothers and other actors of the guarantee of rights
system. The basic fundamental that oriented our analysis was the interpretive character of
knowledge, highlighted by Gonzáles-Rey (2002), which consists in a process of giving
meaning to the expressions of the participants in a way of integrating them so as they can
make sense to the group of researchers. Our interviews produced a context of review and
emergence of meanings upon the activity Social Mother made from phylogenetic
development as well as ontogentic development. Family histories were highlighted
especially those that were connected to meanings of child, family and Institutional Shelter.
The question about what it is to be a Social Mother led to talk of the professionals to a
movement of fusion (action repetition) and differentiation (creation) in the construction of
meanings on social mothering played by them. We emphasize however that professional
identity is not a data or a fragmented product, an isolated character lived by the person in
his/her life, but a whole in composition involving multiple social roles inserted in historical
and cultural context.Este trabalho teve como objetivo de compreender como as mães sociais significam o cotidiano no Acolhimento Institucional e analisar suas interrelações com a constituição da sua identidade profissional. Pautamo-nos numa concepção materialista histórico dialética de homem e mundo e na expressão desta na Psicologia, que considera a constituição da pessoa enquanto ser humano como um caráter material e histórico e se dá pelas e nas relações estabelecidas entre o eu e o outro ao longo de sua ontogênese. Também partimos do pressuposto de que o processo de constituição da identidade profissional das Mães Sociais emerge a partir de uma rede de interações pessoais e sociais articuladas, que possibilitam a construção de significados múltiplos em um processo dialético. Frente a isto realizamos uma pesquisa qualitativa, na qual entrevistamos duas profissionais (Mães Sociais) responsáveis pelos cuidados diretos de crianças em situação provisória e excepcional de abrigamento. As entrevistas foram gravadas individualmente e transcritas na íntegra. A partir daí delimitamos, por meio de uma adaptação do mapa de associação de idéias proposto por Spink e Lima (2000), quatro categorias gerais: 1) história familiar; 2) o trabalho no abrigo; 3) as mães sociais e as crianças; 4) as mães sociais e os outros atores do sistema de garantia de direitos. O princípio básico que orientou nossas análises foi o caráter interpretativo do conhecimento, realçado por Gonzáles-Rey (2002), que consiste num processo de dar sentido às expressões dos participantes, de forma a integrá-las de tal maneira, que passem a fazer sentido para o conjunto de pesquisadores. Nossas entrevistas produziram um contexto de revisão e emergência de significados sobre a atividade Mãe Social, constituídos a partir, tanto do desenvolvimento filogenético, quanto das relações estabelecidas ao longo de seu desenvolvimento ontogenético. Sobretudo, realçaram suas histórias familiares, que se conectam aos significados de criança, família e abrigo. Perguntarmos sobre o que é ser Mãe Social conduziu os discursos das profissionais a um movimento de fusão (repetição de ações) e diferenciação (criação) na constituição de significados sobre a maternagem social protagonizados pelas Mães Sociais. Enfatizamos, portanto, que a identidade profissional não é um dado ou um produto fragmentado, um personagem isolado dos demais vividos pela pessoa em sua vida, mas sim um todo em constituição, envolvida por múltiplas determinações e múltiplos papéis sociais, inseridas em um contexto histórico e cultural.
Mestre em Psicologia Aplicada
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Björk, Denise. „”Du ser ju verkligen inte bara ditt ämne, utan du ser ju hela eleven” : Ett relationellt perspektiv på dansundervisning“. Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79655.
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Denna studie har undersökt fem svenska danslärares syn på och erfarenheter av relationer och meningsskapande i sitt arbete på gymnasiet. Studien undersökte utmaningar avseende inkluderande undervisningsmetoder baserade på lärarnas egna erfarenheter. Dessutom undersöktes lärarnas erfarenheter av rådande värderingar och normer baserade på traditioner för dansämnet, samhällets ideal och deras egna övertygelser. Studien intog ett relationellt perspektiv på undervisningen. De fem danslärarna undervisar i en eller flera genrer i gymnasieskolan främst, men de har också undervisat i andra pedagogiska sammanhang. Information samlades in genom kvalitativa semi-strukturerade intervjuer och analyserades därefter tematiskt. Syftet med analysen var att identifiera och beskriva variationer i undervisningsmetoder ur ett relationellt perspektiv, baserat på lärarens erfarenheter. Resultatanalysen visade på vikten av lyhördhet, respekt, ödmjukhet och framför allt en tillförlitlig lärar- och studentrelation där läraren bär ansvar att införliva dessa värden. Resultatet visade olika förhållningssätt bland lärarna vad gäller prioriteringar mellan ämnet och relationerna. Vidare framträdde olika dimensioner och djup av relationer beroende på lärarens beskrivningar av ansvar inom olika roller, till exempel mentorskap. Resultat visade att traditionella standarder för dansundervisning, såsom kunskapsöverföring genom rollerna som mästare och lärling, delvis problematiserades av lärarna. Däremot ansågs det vara viktigt för lärande, särskilt inom Dansteknik kurser. Kroppsideal, könskoder och normer som påverkade undervisningen kunde identifieras och beskrivas. Lärarnas uttalanden om dessa ideal, koder och normer analyserades och diskuterades utifrån tidigare forskning och litteratur inom ämnet.This study investigated five Swedish dance teachers view on and experiences with relationships and meaning making within their work in upper secondary school. It examined challenges within inclusive teaching methods based on the teachers’ own experiences. Furthermore, it examined the teachers experiences with prevailing values and norms based on traditions of the dance subject, ideals of society and their own beliefs and conducts. The study took on a relational perspective of teaching. The five teachers teach in one or several genres in upper secondary school primarily, but they have also been teaching in other educational contexts. Information was gathered through qualitative semi-structured interviews and there after analyzed thematically. The aim of the analysis was to identify and to describe variations regarding teaching methods from a relational point of view, based on the teacher’s experiences. The results highlighted the importance of responsiveness, respect, humility and before all a trusting teacher-student relationship in which the teachers carry responsibility to implement. The results further showed different values among the teachers regarding priorities between the subject and the relations. Moreover, it showed different dimensions and depth of relationships depending on the teacher’s descriptions of responsibility within different roles, such as mentorship. Results showed that traditional standards of dance teaching, such as knowledge transfer through the roles of master and apprentice was problematized. Though it was also considered of importance for learning, especially within the courses of Dansteknik. Body ideals, gender codes and norms that had an impact on teaching could be identified and described. The teachers` statements about these ideals, codes and norms was then analysed and discussed based on previous research and literature on the subjects.
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Boff, Ibsen. „The inferential architecture underlying meaning in Woody Allen s Match Point“. Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2008. http://tede2.pucrs.br/tede2/handle/tede/1837.
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Previous issue date: 2008-01-15Uma interface entre a sem?ntica e a pragm?tica pode resolver problemas de indetermina??o de significado. O presente estudo almeja sugerir modelos de arquiteturas inferenciais com base no Modelo Ampliado de Grice, proposto por Costa (1984, 2004) e no Arcabou?o Te?rico da Relev?ncia, como vislumbrado por Sperber e Wilson (1986, 1995), para analisar e interpretar Match Point (2005) de Woody Allen. Concomitantemente uma investiga??o emp?rica se desenvolve. Os resultados parecem sugerir que o significado ? processado inferencialmente, com base na l?gica dedutiva n?o-trivial e que quanto mais um expectador for capaz de fazer rela??es e previs?es, maior ser? o seu entendimento sobre o texto cinematogr?fico.
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Nobrega, Karliane Fernandes. „A interpreta??o sem?ntica dos auxiliares modais poder, precisar e dever: uma abordagem da sem?ntica cognitiva“. Universidade Federal do Rio Grande do Norte, 2007. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16359.
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Previous issue date: 2007-06-01Apresentamos, neste trabalho, com base na sem?ntica cognitiva, uma an?lise do significado, em contexto, dos auxiliares modais poder, precisar e dever. Analisamos 120 textos produzidos por candidatos ao vestibular e por alunos do ensino fundamental, como resposta da quest?o n?mero tr?s da prova discursiva de L?ngua Portuguesa do vestibular 2005 da UFRN, que pede aos candidatos para explicitar a diferen?a de sentido entre tr?s frases, observando o uso desses tr?s verbos. Consideramos que um item lexical n?o ? incorporado a uma representa??o ling??stica sem?ntica fixa, limitada e ?nica, mas antes, ? ligado a uma representa??o ling??stica sem?ntica flex?vel e aberta que prov? acesso a muitas concep??es e sistemas conceituais dependente de cada contexto determinado. Com base em seu significado, um item lexical evoca um grupo de dom?nios cognitivos, que por sua vez, apresentam um determinado conte?do conceitual. Isto implica em afirmar que a rede de significados lexicais vai variar conforme o conhecimento de mundo de cada um (LANGACKER, 2000). A relev?ncia deste trabalho ? proporcionar uma contribui??o para a descri??o sem?ntica do portugu?s
We present, in this work, based on cognitive semantics, an analysis of the meaning in context of the modal auxiliaries can, need and must. We analysed 120 texts produced by applicants for university entrance examinations and primary school students as answer to question number three of the Portuguese Language discursive test, in the entrance examinations for UFRN, that asked the candidates to explicit the difference in meaning between three sentences, observing the use of those three verbs. We consider that a lexical item is not incorporated by a steady semantic structure, limited and unique, but instead, it is linked to an open and flexible linguistic semantic representation that provides access to many conceptions and conceptual systems depending on each determined context. Based on its meaning, a lexical item evokes a group of cognitive domains, which present a determined conceptual content. This makes possible to affirm that the net of lexical meanings will vary according to the world knowledge each one has (LANGACKER, 2000). The relevance of this work is provide a understanding of the semantic decription of portuguese
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Cook, Theodore A. „Pivots of meaning in the teaching of the way : a transtextual study of a set of terms from the Daojiao yishu /“. May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
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Santos, Miriam Márcia de Souza. „"Meu destino tá traçado. vou ser marginal": a construção de sentidos-e-significados sobre a violência em escola pública“. Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/13480.
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Previous issue date: 2010-10-15This research aims at investigate the comprehension of sense-and-meanings of certain experiences of students at a public school located in São Paulo, whose daily life is marked by violence. More specifically, we study how the experiences in contexts of violence permeate the daily life of students, becoming a constituent of aggressive attitudes and behaviors of students with one another and for staff schoolchildren. We sought to characterize the school environment as a space for interaction, in which symbolic violence and physical assault intersect. Participating in this research 7 teachers, teacher pedagogical coordinator and researcher-trainer plus 6 students from 6th and 7th grade on. Thus, the investigation opened up possibilities for thinking about school and family as a place of conflict mediation and the coexistence of social. Centered and cultural diversity in a critique of methodological search interpretive (Moita Lopes, 1994), this study further issues relating to education and affection, anchored in the Theory Socio-Cultural History, and discuss the following key theoretical assumptions: the mediation in the teaching- learning and development (Vygotsky, 1934/2003; Newman and Holzman, 2002, and others), senses and meanings (Vygotsky, 1934/2001; González Rey, 2000; Aguiar, 2000; Bakhtin; 1929-30/1992; and others) and the emotions and feelings (Vygotsky, 1930/2004; Aguiar, 2006; González Rey, 2005, and others) to see what the senses-and-meanings, participants were studied by the topical (Koch, 1998 ). The data reveal that there is strong evidence that aggressive behavior at school, in most cases is linked to students' lack of affection
Esta pesquisa buscou investigar a compreensão dos sentidos-e-significados de certas vivências de alunos de uma escola pública, localizada na zona leste de São Paulo, cujo cotidiano é marcado pela violência. Mais especificamente, estudamos como as vivências em contextos de violência permeiam o cotidiano da escola, tornando-se constitutiva de atitudes e comportamentos agressivos dos alunos entre si e destes em relação aos agentes escolares. Buscou-se caracterizar o ambiente escolar como espaço de interação, no qual a violência simbólica e a agressão física se cruzam. Participam da pesquisa 7 professores, o professor coordenador pedagógico e a pesquisadora-formadora, mais 6 alunos da 6ª e 7ª série do Ensino Fundamental. Assim,a investigação abriu possibilidades para se pensar na escola e na família como espaços de mediação de conflitos e de convivência da diversidade cultural e social. Centrado em uma metodologia de pesquisa interpretativista crítica (Moita Lopes, 1994), este estudo permitiu aprofundar questões referentes à educação e à afetividade, ancorado na Teoria Sócio-Histórico-Cultural e discute os seguintes pressupostos teóricos centrais: a mediação no ensino-aprendizagem e desenvolvimento (Vygotsky,1934/2003; Newman e Holzman,2002; entre outros), os sentidos e os significados (Vygotsky, 1934/2001; González Rey, 2000; Aguiar, 2000; Bakhtin; 1929-30/1992; entre outros) e as emoções e os sentimentos (Vygotsky, 1930/2004; Aguiar, 2006; González Rey, 2005; entre outros); para constatar quais são os sentidos-e-significados, os participantes foram analisados pela organização topical ( Koch,1998). Os dados revelam que há fortes indícios de que comportamentos agressivos presentes na escola, na maioria das vezes está vinculado à carência afetiva dos alunos
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Figueiredo, Renato Lacastagneratte de. „A significação da propaganda. As diversas superfícies comunicativas do discurso publicitário e seu processo de percepção e produção de sentido“. Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/27/27153/tde-08032013-091554/.
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Como pode funcionar uma linguagem tão problemática quanto a da publicidade? Foi baseada nesta curiosidade que nasceu esta pesquisa. A partir da percepção da presença do que chamou \"caracteres negativos do Discurso Publicitário\", engendrou-se uma investigação acerca das possibilidades de sentido desta Forma Discursiva. Constatou-se aí a presença de uma série de aspectos crítico-negativos, identificados como (1) A Dissonância de Voz; (2) o Caráter Hiperbólico do Discurso; (3) o Engajamento Improvável na Mensagem Publicitária; (4) As Palavras Fantasmas; (5) o Lastro Duvidoso e as Afirmações Capciosas; (6) a Incoerência, ou Esquizofrenia; (7) a Não Negatividade; e, por fim, (8), o Desvio da Materialidade. Todos estes caracteres teriam a potencialidade de funcionar como protuberâncias de sentido perceptíveis no Discurso Publicitário (DP), sendo capazes de desviar a leitura da mensagem para outras superfícies comunicativas. Este desvio teria funcionamento semelhante ao que poderia se chamar \"pacto fiduciário de leitura da propaganda\", ou o fato de o captador desta mensagem saber \"lê-la\" em níveis paralelos aos da mensagem exposta, como, por exemplo, o da \"imagética\" e do imaginário. A partir da identificação de três superfícies e seus nove subníveis, esta pesquisa procurou organizar a dinâmica comunicativa do DP, a qual chamou de Processo de Percepção e Produção do Sentido (PPS). Sugere que o captador da mensagem (termo alternativo a \"receptor\") tenha papel ativo não só na construção, mas na percepção de sentidos \"além? e \"aquém? do que é exposto, sendo capaz de identificar importantes signos no que se chamou a Forma da mensagem inserida num Contexto. São conceituadas aí, portanto, as Superfícies Expressiva, Formal e Contextual da publicidade, ao redor das quais se organizará todo o trabalho. O referencial adotado para construção destas teorias mescla algumas das principais correntes de análise da comunicação: a Teoria da Enunciação; a Análise do Discurso; a Semiótica Peirceana; a Semiótica \"Francesa\"; a Psicologia Social; e as Teorias Cognitivas. Foram selecionadas 154 (cento e cinqüenta e quatro) peças publicitárias para análise, divididas num corpus exploratório e outro confirmatório, este último voltado a validar as primeiras descobertas. Ao final, analisaram-se mais 10 (dez) peças publicitárias nas quais se investigou a interação de sentido entre as nove superfícies. Conclui-se que os caracteres negativos anteriormente identificados podem ser capazes de desviar a expressividade da mensagem para outras superfícies, dando origem ao que se chamou Efeito Secundário na Comunicação Publicitária, ou seja, o fato de surgirem novas \"protuberâncias\" de sentido (principalmente críticas), que são percebidas de forma consciente (durante processamento cognitivo controlado da mensagem) ou não (processamento automático da mensagem). Este desvio tornaria a mensagem publicitária menos \"expressiva\" e mais dependente da \"imagética\", do imaginário e de seus caracteres ontológicos, o que, por sua vez, poderia comprometer a ação de seu discurso a longo prazo. Defende-se, assim, o argumento de que a propaganda é um discurso \"presentificista\", voltado unicamente ao tempo presente, ideia que encontrou eco em algumas correntes de pensamento crítico acerca da comunicação, como as de Dominique Quessada e Lucien Sfez.How can such a problematic Discourse like advertising work? This research was born based on this question. Perceiving the presence of what it called the -negative Advertising Discourse characters?, it engendered an investigation about the signification possibilities of this Discursive Form. A series of critics and negative aspects were then identified, such as: the (1) -Advertising Voice Dissonance?; (2) the -Hyperbolic Discourse?; the (3) -Non Probable Engagement?; (4) -The Phantom Words?; (5) The Doubtful Ballast and Misleading Statements?; (6) -The Discourse Incoherence or Schizophrenia?; (7) the -One Sidedness? Message; (8) the -Materiality Deviation?. All of these characters would have the probability of working as perceptible -protuberances? of meaning, being capable of turning the message semeiosis to other communicative surfaces. This deviation would have a similar action to what could be called the -advertising fiduciary reading pact?, or the fact that the -catcher? of this message knows how to read it in levels which are parallels to the exposed message, such as, the -imagetic? or -socio-discursive imaginary? ones. From the identification of three Surfaces and its nine sublevels, this research intended to organize the communicative dynamics of the Advertising Discourse (AD), named Significance Perception and Production Process. It suggests that the message -catcher? (alternative term to -message receiver?), would have an active role not only in constructing, but perceiving the meanings which are also beyond or beneath the exposed message, for he is capable of identifying important signs in what was called the -message Format in a Context?. The Advertising Contextual, Formal and Expressive Surfaces are then conceptualized, being all the work organized around them. The theoretical frame adopted for these conceptualizations merges some of the main communication analysis streams: The Enunciation Theory; the Discourse Analysis; the Charles Sanders Peirce\'s Semiotics; the French Semiotics; the Social Psychology; and the Cognitive Theories. One hundred and fifty-four (154) advertising messages were selected to be analyzed, integrating an exploratory corpus and a confirmatory one (the latter aimed to validate the findings from the further research). In the last chapter, more ten ads were analyzed, in which the significance interaction between the nine indentified surfaces were investigated. It was possible to conclude that the negative characters lately identified were able to deviate the message expressivity to other surfaces that not the primary or central one, originating what was called the -Secondary Effect in Advertising Communication?, or the fact that new significance protuberances (mainly the critic ones) could be perceived in a high evolvement cognitive scenario or a low evolvement one. This deviation could make the advertising claims less expressive, relying its communicative effectiveness in the -imagetics?, the -imaginary? and what was called its -ontological? characters, which, in turn, could compromise the efficiency of this discourse in the long run. Therefore, the research could defend the argument of Advertising as a -Presentificist Discourse?, or being directed solely to the present time: an idea that encountered echo in some critical works in communication, such as Dominique Quessada\'s and Lucien Sfez\'.
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McCance-Price, Maris. „Making sense of Men's Health: an investigation into the meanings men and women make of Men's Health“. Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1002919.
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This study investigates the popular pleasures produced by readers of men's magazines, focusing primarily on the publication, Men's Health, which represents a new type of magazine catering for men. Using qualitative research methods such as textual analysis and reception analysis, the study explores the pleasures produced by both men and women from the consumption of such texts. The theoretical perspective of cultural studies informs this project, an approach that focuses on the generation and circulation of meanings in society. Focusing on the notion of the active audience and Hall's encoding/decoding model, this study examines readers' interpretations of the Men's Health text, focusing on the moment of consumption in the circuit of culture. Reception theory proposes the existence of "clustered readings" produced by interpretive communities that are socially rather than individually constructed. As a critical ethnography, the study interrogates these meanings with particular reference to questions of gender relations and power in society. Access to different discourses is structured by the social position of readers within relations of power and this study takes gender as a structuring principle. Therefore, this study also explores the particular discursive practices through which masculine and feminine imagery is produced by the Men's Health text and by its readers. The research findings support the more limited notion of the active audience espoused by theorists such as Hall (1980) offering further evidence to suggest that readers produce readings other than those preferred by the text and that therein lies the pleasure of the text for male and female readers. The research concludes that the popularity of Men's Health derives from the capacity of its readers to make multiple meanings of the text.
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Ronström, Owe. „Island words, island worlds : the origins and meanings of words for ‘Islands’ in North-West Europe“. Högskolan på Gotland, Avdelningen för Samhällsgeografi och etnologi, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hgo:diva-338.
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This paper proposes the notion that words mirror ideas, perspectives and worldviews. Etymologies and meanings of general words for ‘islands’ in a number of languagesin North and West Europe are then discussed. Here, islands are shown to be etymologicallyconstituted by the interplay between land and water, and which of these two is emphasizedvaries. In the third section, a number of Swedish island words are surveyed, in an attemptto illuminate the principle of linguistic relativity. Finally, the implications of these findingsfor island studies are discussed.
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Bittencourt, Paulo Henrique da Rocha. „O significado faz o igual ser diferente: o design estratégico e o estudo da cadeia de produção e transformação da celulose“. Universidade do Vale do Rio dos Sinos, 2012. http://www.repositorio.jesuita.org.br/handle/UNISINOS/5158.
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Design pode ser definido como o ato de projetar algo (verbo) ou o projeto de algo (substantivo) que não existe no espaço e no tempo com um novo significado ou, ainda, um novo significado para algo que já existe. Uma abordagem que deixa evidente a relação que se estabelece com as linguagens e suas formas de construção de sentido. Assim, em uma sociedade pautada pelo consumo, com os bens valendo tanto (ou mais) pelo seu caráter simbólico quanto funcional ou pragmático, o design pode assumir um papel de protagonista ao dominar as operações da linguagem, responsáveis pela geração dos significados que dão sentido à vida em sociedade. Nessa perspectiva, o design estratégico aprofunda e amplia a noção que vem da etimologia da palavra “design” (“dar sentido às coisas”), tanto no resultado final como no processo. Além de gerar sistemas-produtos-serviço que constituem representações da realidade e, como tal, são dotados de sentido, interpreta esta realidade por meio de um processo chamado de metaprojeto. Nessa perspectiva, a pesquisa contextual daria uma grande contribuição ao design estratégico se fosse dirigida à compreensão dos processos geradores dos sentidos – e não simplesmente aos seus efeitos, como sugerem as principais referências bibliográficas sobre o tema. O trabalho propõe, então, uma outra abordagem à pesquisa contextual, a partir do estudo da cadeia de produção e transformação da celulose, uma commodity. Parte da descrição de sequências narrativas envolvendo os actantes na cadeia, com base no conjunto de enunciados arrolados na pesquisa. Depois, relata a presença de diversos campos sociais no interior do sistema, com predominância para o campo econômico. Com isso, define a função-significado da celulose e, a partir dela, articula diversas relações lógicas, representadas visualmente no quadrado semiótico. Dessa operação, são originadas categorias semânticas que proporcionam análises paradigmáticas e sintagmáticas, em busca de estratégias de atuação e conquista de capital simbólico por parte da fabricante de celulose. Após, com base no estudo sobre a cadeia de produção e transformação da celulose, é realizada uma reflexão sobre a pesquisa contextual voltada às operações de linguagem e sua relação com o metaprojeto.
Design may be defined as an act of projecting something (verb) or the project of something (noun) that does not exist in space or time with a new meaning or even a new meaning for something that already exists. An approach that gives evidence to the relationship established between the languages and its ways of constructing meaning. Thus, in a society guided by consumption, with high value on assets for their symbolic value, being it functional or pragmatic, Design can assume the main role as it dominates language operations responsible for the generation of meaning, giving sense to life in society. In this perspective, Strategic Design deepens and broadens the notion which comes from the etymological meaning of the word “Design” – giving sense to things – both in the final result and in the process. Other than generating systems-products-services which form reality representation and as such are endowed of sense, Strategic Design interprets reality by means of the process called Metaproject. Under that perspective, the contextual research would give a great contribution to Strategic Design if it were directed towards the comprehension of processes of senses generation and not simply directed to the effects as the main bibliographical references suggest. So the work proposes another approach to the contextual research starting from the study of the production chain and pulp transformation, a commodity. Part of the description of the narrative sequences involving the chain agents on a basis of a set of principles listed in the research. Afterwards reports the presence of many social fields inside the system, with the predominance of the economic field. Hence, it defines the pulp function-meaning and from it articulates many logical relationships visually represented in a semiotic square. From that transaction the semantic categories originated provide paradigmatic and syntagmatic analysis, in search of acting strategies and achieving symbolic capital on the part of the pulp manufacturer. After, on the basis of the study on the production chain and pulp transformation, it is given consideration to the contextual research aimed at language operations and its relation to the Metaproject.
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Farias, Deliane Macedo de. „Sexo n?o ? brincadeira: o sentido de inf?ncia para adolescentes inseridas na explora??o sexual comercial“. Universidade Federal do Rio Grande do Norte, 2008. http://repositorio.ufrn.br:8080/jspui/handle/123456789/17422.
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Previous issue date: 2008-03-31Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
The childhood has being highlighted by the great concern about the several contexts in which children are inserted, amongst them, commercial sexual exploitation (CSE). The experience of this violence process brings implications to the person constitution. Thus, this research aimed to understand how commercial sexual exploited adolescents to signify the childhood. Participated of this research four female adolescents that had been assisted by Programa de enfrentamento ao Abuso e Explora??o Sexual de Crian?as e Adolescentes (Sentinela) , with ages between 12 and 17 years. The corpus was composed by the combination of the semi-structured interview and other procedures, like childish stories, draws and photography. Moreover, we used another instruments to constitute the corpus, like the documental research and we proposed the construction of a life story book of each participant. The corpus was analyzed through the Thematic Content Analysis. Five thematic axes emerged from the participants discourse and theoretical perspective: dynamical of family, scholar process, ludic behavior, conception of childhood and insertion on CSE process. The participants presented a conception about childhood as been a preparation and education phase to ingress in adult life. In other words, while children do not grown up, they go to the school, plays, lives with family, are happy and do not have any responsibilities. Nevertheless, the life experience of these girls was implicated by negligence, sexual abuse, child labor, institutionalization and, evidently, the commercial sexual exploitation. Understanding that the childhood experienced by adolescent, as well as, her insertion on CSECA, constitutes her, while person, we investigated how the interrelation expresses it on participants future perspectives. Their goals are defined based on family constitution and professional improvement, although feelings of disillusion and pessimism had been showed up in some moments. According these results, we pointed to the necessity of the effective proposals that promote real improvement of adolescents life quality, through, in which they could to create alternatives to get over the several risks in which they are exposed, mainly, the CSECA condition
Observamos que a inf?ncia vem sendo alvo de grande preocupa??o nos tempos atuais, constituindo-se em diversos contextos, dentre eles, o da explora??o sexual comercial (ESC). A viv?ncia de tal processo de viol?ncia traz implica??es para a constitui??o do sujeito. Nesse sentido, esta pesquisa objetivou compreender como adolescentes em situa??o de explora??o sexual comercial significam a inf?ncia. Participaram da pesquisa quatro adolescentes do sexo feminino, com idades entre 12 e 17 anos, atendidas pelo Programa de Enfrentamento ao Abuso e Explora??o Sexual de Crian?as e Adolescentes (Sentinela). Para composi??o do corpus de pesquisa, aliamos a entrevista semi-estruturada a outros procedimentos, como hist?rias infantis, desenho e fotografia. Acrescente-se a esses procedimentos a an?lise documental e a constru??o de um ?lbum da hist?ria de vida de cada participante. O corpus foi analisado ? luz da An?lise de Conte?do Tem?tica. Cinco eixos tem?ticos emergiram dos relatos das participantes e das reflex?es te?ricas, a saber: din?mica familiar, processo de escolariza??o, ludicidade, concep??o de inf?ncia e o processo de inser??o na ESCCA. Pudemos observar que as participantes t?m uma concep??o de inf?ncia marcada pela id?ia desta enquanto fase de prepara??o e de educa??o para o ingresso na cultura adulta. Ou seja, enquanto n?o cresce, a crian?a vai ? escola, brinca, mora com a fam?lia, ? feliz e n?o tem responsabilidades. Por?m, a viv?ncia de inf?ncia dessas meninas foi comprometida por situa??es de neglig?ncia, especialmente materna, abuso sexual, trabalho infantil, institucionaliza??o e, evidentemente, de explora??o sexual comercial. Entendendo que as viv?ncias de inf?ncia, assim como a inser??o na ESCCA, s?o constitutivos do sujeito, investigamos como essa inter-rela??o se manifesta nas perspectivas de futuro das participantes. Essas definem suas metas com base na constitui??o de uma fam?lia e na forma??o profissional, embora sejam atravessadas por sentimentos como desilus?o e pessimismo, em alguns momentos. Diante desses resultados, apontamos para a necessidade da efetiva??o de propostas de melhoria concreta na qualidade de vida dessas adolescentes, a partir das quais poder?o criar alternativas para superar os diversos riscos aos quais est?o expostas, em especial a condi??o de ESCCA
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Melo, José Manuel Ribeiro de. „Conceito de integral: uma proposta computacional para seu ensino e aprendizagem“. Pontifícia Universidade Católica de São Paulo, 2002. https://tede2.pucsp.br/handle/handle/11147.
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Previous issue date: 2002-05-14The teaching and learning of Differential and Integral Calculus, taken as fundamental in Exact Sciences courses, has been focused throughout time as a traditional methodological practice, based on definitions, theorems, properties, examples and exercises. This methodology has been contributing to a very high number of giving up and failure in such courses. One of the possibilities of trying to revert this, is the use of new computerized technologies as a didactic tool in Calculus courses. This work has aimed the creation and use of activities, all fundamented in cognition theories and in the main historical elements of Integral, to be developed in a computerized atmosphere. A qualitative type methodology has been chosen and it was based on a sequence of teaching and working in pairs in a computer lab. The choice of working in pairs is based on the fact that it leads to dialogues, changing of ideas and conclusions in a much more spontaneous way. The computer is used to give meaning to the concept of Integral. The different steps were created with the purpose of allowing students to develop the elements which would lead to such concept. During the activities students have used the computer in different steps.This use permitted the process of visualizing, simulating and deepening in the mathematical thought, some guesses and its contradictions or validations. The results of having had the sequence of teaching applied show that in a computerized atmosphere the teaching and learning are much more meaningful, contextualized and motivating for students as well as for teachers
O ensino e a aprendizagem de Cálculo Diferencial e Integral, considerado básico nos cursos da área de ciências exatas, tem sido, ao longo dos anos, focado numa prática metodológica tradicional baseada em: definições, teoremas, propriedades, exemplos e exercícios. A aplicação desta metodologia tem apresentado um índice muito alto de abandono e repetência. Uma das possibilidades de reverter este quadro é a utilização de novas tecnologias computacionais como ferramentas didáticas no curso Cálculo. Este trabalho tem como objetivo a elaboração e aplicação de uma seqüência de ensino baseada na fundamentação teórica e nos principais elementos históricos da Integral, implantada num ambiente computacional. Para atender a este objetivo , optou-se por uma metodologia do tipo qualitativa, baseada na realização de uma seqüência de ensino, trabalhando com duplas de estudantes em um ambiente computacional. A opção de trabalhar com duplas foi baseada no fato que esta dinâmica produz diálogos, troca de hipóteses e conclusões de forma mais espontânea. Nesta metodologia, o computador é utilizado para dar significação ao conceito de Integral. As várias etapas da seqüência foram elaboradas de modo que permitiram aos alunos construírem conceitos, que no final dela culminaram na significação do conceito de Integral. Na aplicação das atividades, o computador foi incorporado pelos estudantes em estágios diferentes. A sua utilização permitiu o surgimento do processo de visualização, a simulação, o aprofundamento do pensamento matemático, as conjecturas, as refutações e validações. Os resultados da aplicação da seqüência de ensino evidenciam que num ambiente computacional o ensino e aprendizagem passa a ser mais significativo, contextualizado e motivante, para os alunos e professores
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Seguró, Mendlewicz Miquel. „El cerco trascendental de la Metafísica. Acerca del pensamiento metafísico de José Gómez Caffarena“. Doctoral thesis, Universitat Ramon Llull, 2010. http://hdl.handle.net/10803/9228.
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La proposta metafísica de José Gómez Caffarena no s'entén sense l'intent de J. Maréchal de coordinar en un mateix discurs l'especulació metafísica tomista i l'esperit de la crítica kantiana a través de l'explicitació dels temes clàssics de la metafísica de l'Aquinat a la llum de les convergències que, al seu parer, aquesta manté amb l'obra de Kant.El treball d'investigació que es presenta té per objectiu calibrar fins a quin punt l'obra especulativa de Caffarena suposa una continuació articulada des de l'esquema bàsic de tal 'tomisme transcendental'. La tesi que es defensa és que la seva proposta, de tonalitats marcadament més kantianes que la d'altres pensadors transcendentals, suposa no només un pas legítim, i potser més coherent amb el transcendentalisme kantià, sinó també una pedra de toc crítica per a l'abast últim de tota metafísica transcendental. El fet de remuntar la raó metafísica a l'àmbit antropològic fa que el fenomenisme epistemològic, el discurs asimptòtic sobre l'Absolut i la reducció formal de la seva nota 'personal' ('Déu') hagin de ser, estrictament, la darrera paraula d'aquesta metafísica. Davant d'això respon Caffarena amb una assumpció racional-vitalista del 'sentit de la vida' per dotar de vigència i veritat les afirmacions realitzades. Un 'haver de ser' que omple de contingut l'estructura conceptual erigida fent del primat de la raó pràctica i el seu interès l'eix vertebrador de la seva proposta metafísica.
L'anàlisi pren com a principal punt de referència les tres obres metafísiques de l'autor (Metafísica Fundamental, Metafísica Trascendental, Metafísica Religiosa) i el seu últim gran treball, El Enigma y el Misterio, que en la investigació és tinguda com una revisió de la trilogia anterior. Atenent al seu contingut, es corrobora la darrera modèstia crítica en la qual queda la reflexió metafísica de Caffarena, amb la consegüent obertura a una raó més apofàtica que propositiva pel que fa a la 'darrera qüestió' metafísica. Donat que la desigual relació entre l'àmbit del teòric i el primat del pràctic, lluny d'equilibrar-se és cada vegada més notòria, distanciant-se així de la intenció de l'obra de Maréchal, en la investigació s'assumeix com a darrera conclusió que l'obra de Caffarena llega, precisament en tant que límit de la pretensió de dur a terme una metafísica transcendental, la necessitat de repensar el mètode de la Metafísica.
La propuesta metafísica de José Gómez Caffarena no se comprende sin el intento de J. Maréchal de coordinar en un mismo discurso la especulación metafísica tomista y el espíritu de la crítica kantiana a través de una explicitación de los temas clásicos de la metafísica del Aquinate a la luz de las convergencias que, a su parecer, ésta mantiene con la obra de Kant.
El trabajo de investigación que se presenta tiene por objetivo calibrar hasta qué punto la obra especulativa de Caffarena supone una continuación articulada desde el esquema básico de tal 'tomismo trascendental'. La tesis que se defiende es que su propuesta, de tintes y rasgos marcadamente más kantianos que la de otros pensadores trascendentales, supone no solamente un paso legítimo, y quizá más coherente con el trascendentalismo kantiano, sino también una piedra de toque crítica para el alcance último de toda metafísica trascendental. El retrotraimiento de la razón metafísica a lo antropológico hace que el fenomenismo epistemológico, el discurso asintótico sobre lo Absoluto y la reducción formal de su nota 'personal' ('Dios') deban ser, estrictamente, la última palabra de esta metafísica. Ante ello responde Caffarena con una asunción racional-vitalista del 'sentido de la vida' para dotar de vigencia y verdad las afirmaciones realizadas. Un 'deber ser' que llena de contenido la estructura conceptual erigida haciendo del primado de la razón práctica y su interés el eje vertebrador de su propuesta metafísica.
El análisis toma como principal punto de referencia las tres obras metafísicas del autor (Metafísica Fundamental, Metafísica Trascendental, Metafísica Religiosa) y su último gran trabajo, El Enigma y el Misterio, que en la investigación es tenida como una revisión de la trilogía anterior. Atendiendo a su contenido, se corrobora la postrera modestia crítica en que queda la reflexión metafísica de Caffarena, con la consiguiente apertura a una razón más apofática que propositiva en lo que concierne a la 'última cuestión' metafísica. Puesto que la desigual relación entre el ámbito de lo teórico y el primado de lo práctico, lejos de equilibrarse, es cada vez más notoria, distanciándose así de la intención de la obra de Maréchal, se asume como última conclusión de la investigación que la obra de Caffarena arroja, precisamente en tanto que límite de la pretensión de llevar a cabo una metafísica trascendental, la necesidad de repensar el método de la Metafísica.
It is not possible to understand José Gómez Caffarena's metaphysical proposal without J. Maréchal's attempt to coordinate, in the same discourse, the thomistic metaphysical speculation and Kantian criticism's spirit, by means of making explicit Aquinas' classic metaphysical themes in view of the convergences that, according to him, it keeps with Kant's work.
The research work here presented seeks to evaluate to what extent Caffarena's speculative work represents a continuation of the basic scheme of such 'transcendental thomism'. The defended thesis is that his proposal, which evidences features more markedly Kantian than other transcendental thinkers, is not only a legitimate step, and perhaps even more consistent with Kantian transcendentalism, but also a critical touchstone of any transcendental metaphysics. The fact that metaphysical reason goes back to the anthropological scope determines that the epistemological phenomenalism, the asymptotic discourse about the Absolute and the formal reduction of his 'personal' attributes ( 'God') must be, strictly speaking, the last word of this metaphysics. In response to this, Caffarena adopts a rational-vitalistic approach to the 'meaning of life' in order to provide his assertions with validity and truth. A 'must be' that supplies the erected conceptual structure with content, turning the primacy of practical reason and its importance into the cornerstone of his metaphysics.
The analysis takes as its main reference points our author's three metaphysical works (Metafísica Fundamental, Metafísica Trascendental, Metafísica Religiosa) and his last major work, El Enigma y el Misterio, which in this research is considered as a revision of the previous trilogy. Taking its content into account, it is possible to confirm that Caffarena's metaphysical reflection remains in a critical modesty, which entails the beginning of a more apophatic than propositive consideration about the 'last question' in metaphysics. Bearing in mind that the uneven relationship between the scope of the theoretical reason and the primacy of the practical one, far from reaching a balance, becomes more noticeable, thus moving away from Maréchal's work intentions, it is assumed as the ultimate conclusion of the investigation that Caffarena's proposal leaves, precisely because it sets a limit to the aim of developing a transcendental metaphysics, the need to rethink Metaphysics' method.
La proposta metafisica di José Gómez Caffarena non si comprende senza il tentativo di J. Maréchal di unire tra loro il discorso metafisico tomista e lo spirito della critica kantiana, ovvero di esplicitare i temi classici della metafisica di Tommaso d'Aquino alla luce delle convergenze che, secondo il parere del filosofo belga, questa presenta con l'opera di Kant.
Il lavoro di ricerca che presentiamo si propone di valutare in quale misura l'opera speculativa di Caffarena è una continuazione articolata sulla base strutturale di tale 'tomismo trascendentale'. La tesi che presentiamo è che la sua opera, dalle caratteristiche nettamente più kantiane rispetto ad altri pensatori della corrente trascendentale, non è soltanto un passo legittimo, e forse più coerente con il trascendentalismo kantiano, ma anche un contrappunto critico sulla portata ultima di una metafisica trascendentale. Volgendosi la ragione metafisica all'ambito antropologico, ne consegue che il fenomenismo epistemologico, il discorso asintotico sull'Assoluto e la riduzione formale della caratteristica 'personale' ('Dio') divengono, logicamente (rigorosamente), l'ultima parola di una tale metafisica. A tutto ciò Caffarena risponde con una affermazione razionale-vitalistica del 'senso della vita' per dotare di validità e verità le sue affermazioni. Un 'dover essere' che riempia di contenuto la struttura concettuale eretta facendo del primato della ragione pratica e dell'importanza di questa la pietra angolare della sua metafisica.
L'analisi prende come punto di riferimento principale le tre opere metafisiche dell'autore (Metafísica Fundamental, Metafísica Trascendental, Metafísica Religiosa) nonché l'ultima importante da lui realizzata, El Enigma y el Misterio, che nella ricerca che presentiamo viene letta come una revisione della trilogia precendente. Il suo contenuto conferma la modestia critica a cui giunge da ultimo la riflessione metafisica di Caffarena con la conseguente apertura a una ragione più apofatica che assertiva per quanto concerne 'la questione ultima' della metafisica. Poichè il rapporto disuguale tra il campo d'applicazione teorico e il primato della ragione pratica si accentua sempre di più, invece di equilibrarsi, allontanandosi così dallo spirito dell'opera di Maréchal, la conclusione ultima della nostra ricerca sulla proposta di Caffarena, proprio perché questa rappresenta il limite alla pretensione di costruire una metafisica trascendentale, è la necessità di ripensare il metodo della Metafisica.
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Melo, Jucélia. „A coordenação pedagógica em uma instituição de ensino superior: significações constituídas pelo coordenador pedagógico sobre o seu trabalho“. Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/16198.
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Previous issue date: 2015-10-02This thesis aims to seize the meanings that the Educational Coordinator (EC) atributes to its activity in a HEI in São Paulo. As theoretical-methodological referential, the Socio- Historical Psychology was adopted, to Vigotski being its greatest representative, as well as the historical-dialectical method approach. The research is justified by the fact that in this HEI, the Educational Coordination has a differential role, since this professional is required only in Basic Education, by the law. In addition, he is the mediator between course coordinators, teachers and the institution in the development of educational policy of the HEI undergraduate courses. For data collection, an interview with the EC was made in two stages. After the speeches transcription, the analysis and interpretation of data was preceded, based on the proposal of Aguiar and Ozella (2006, 2013) on the Meaning Cores. In developing the proposal, four meaning cores were established: 1. The importance of the dialectical articulation theory and practice (praxis) as basis for the educational coordinating body activity; 2. The relevance of the Educational Coordinator experience while facilitator of activities with institutional authors; 3. Heterogeneity: the complexity in relationship of the Educational Coordinator with teachers and coordinators of different courses and areas; 4. Educational Coordinator: advisory team support, working conditions and course managers training policy. In closing considerations, an inter-core was made, which concludes that EC, subject of this research, is effectively an able mediator to articulate knowledge among teachers and coordinators. In his work, the importance of teaching practice and the relevance of their previous experience is highlighted, in addition to aspects of evident heterogeneity in relation to their peers, known positively. Special mention to his comment on the importance of institutional support as a facilitator element to the development of his work, besides the confidence atmosphere in which he develops himself. His vision as Coordinator goes beyond the activities that are inherent, as he believes that HEI could establish a course coordinators training policy through specialization or research groups in methodology area. EC expects the expansion of this sector, because it recognizes the importance of this activity as support and educational supervision of coordinators and teachers at HEI
A presente dissertação tem como objetivo apreender as significações que o Coordenador Pedagógico (CP) atribui a sua atividade, numa IES no interior de São Paulo. Como referencial teórico-metodológico adotou-se, principalmente, a Psicologia Sócio- Histórica (PSH), sendo Vigotski seu maior representante, além da abordagem do método histórico-dialético. A pesquisa se justifica pelo fato de que, nessa IES, a Coordenação Pedagógica constitui um diferencial, uma vez que esse profissional é obrigatório, pela legislação vigente, apenas na Educação Básica. Além disso, ele é o mediador entre coordenadores de curso, professores e a instituição no desenvolvimento da política pedagógica dos cursos de graduação da IES. Para levantamento dos dados fez-se uma entrevista com o CP em dois momentos. Após a transcrição das falas, procedeu-se à análise e interpretação dos dados, fundamentadas na proposta de Aguiar e Ozella (2006, 2013) sobre os Núcleos de Significação (NS). No desenvolvimento da proposta foram estabelecidos quatro núcleos de significação: 1. A importância da dialética articulação teoria e prática (praxis) como fundamento para a atividade de coordenadoria pedagógica; 2. A relevância da experiência do Coordenador Pedagógico enquanto facilitador das atividades junto aos atores institucionais; 3. Heterogeneidade: a complexidade na relação do Coordenador Pedagógico com professores e coordenadores de diferentes cursos e áreas; 4. Coordenadora Pedagógica: Apoio da equipe assessora, condições de trabalho e política de capacitação de gestores dos cursos. Nas considerações finais foi feito um inter-núcleo do qual se conclui que o CP, sujeito dessa pesquisa é, efetivamente, um mediador capaz de articular saberes entre os docentes e coordenadores. No seu trabalho, destacam-se a importância da prática docente e relevância de suas experiências anteriores para sua função, além dos aspectos da heterogeneidade evidenciada na relação com seus pares, entendida de forma positiva. Merece destaque especial suas observações sobre a importância do respaldo institucional como um dos elementos facilitadores do desenvolvimento de seu trabalho, além do clima de confiança no qual ele se desenvolve. Sua visão como Coordenadora vai além das atividades que lhe são inerentes, pois entende que a IES poderia estabelecer uma política de capacitação de coordenadores de curso, por meio de especializações ou grupos de pesquisa na área da metodologia. A CP tem como expectativa a expansão do setor, pois reconhece a importância da atividade como apoio e acompanhamento pedagógico dos coordenadores e docentes na IES
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Fonseca, Maria Gislene Carvalho. „Folhetos de cordel entre realidade e fic??o cotidiana: um estudo da m?dia na constru??o do personagem Seu Lunga“. Universidade Federal do Rio Grande do Norte, 2014. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16421.
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Previous issue date: 2014-03-11Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
In this work, from the case of Mr. Lunga, a character of the brazilian northeastern culture whose stories circulated orally until they turned into verses of cordel (regional literature illustrated by xylographic printing images), we intend to understand that gender of leaflet, as significant cultural product, like media, with specific language features that act as means of construction and transmission of realities. To understand this phenomenon of meaning production in the cordel media, we used hermeneutics as a method and applied the general theory of interpretation in six chosen leaflets. We worked with a constructivist perspective that grounds the discussion of everyday reality and fiction, concepts that are raised around the essence of the character that is real, but it is also part of the creative activities of poets, how both are interrelated and constitute the understanding that individuals have the real. From the analyzes, we realize that each poet presents the fields of significance of Mr. Lunga in a different way, based on subjectivity, intention and mediations between each of them and the discourses they produce. Each cordelist contributes in his own way of significance for the construction of the imaginary Mr. Lunga. The speech of the cordelists contains a number of elements that aim to legitimize as truth the actions described. In this confrontation, our goal in this work is to understand the construction of the fields of signification, where these discourses are located, the production of meaning around a character who is not in a finite field, but transits through many of them, making the boundaries between reality and fiction dynamic
Neste trabalho pretendemos, a partir do caso de Seu Lunga, um personagem da cultura nordestina, cujas hist?rias circularam oralmente at? virarem versos de cordel, compreender o folheto, produto cultural t?o significativo, como m?dia, com caracter?sticas de linguagem espec?ficas, que atuam como formas de constru??o e transmiss?o de realidades. Para compreender este fen?meno de produ??o de sentidos na m?dia cordel, utilizamos a hermen?utica como m?todo e aplicamos a teoria geral da interpreta??o aos seis folhetos escolhidos. Trabalhamos com uma perspectiva construtivista, que nos embasa na discuss?o sobre realidade cotidiana e fic??o, conceitos que s?o levantados em torno da ess?ncia do personagem que ? real, mas que ? tamb?m parte das atividades criativas dos poetas, como ambos est?o interligados e constituem a compreens?o que os indiv?duos t?m do real. A partir das an?lises realizadas, percebemos que cada poeta apresenta os campos de significa??o de Seu Lunga de uma forma diferenciada, partindo da subjetividade, da intencionalidade e das media??es existentes entre cada um deles e os discursos que produzem. Cada cordelista contribui a seu modo de significa??o para a constru??o do imagin?rio em torno de Seu Lunga. O discurso dos cordelistas cont?m uma s?rie de elementos que buscam legitimar como verdade as a??es descritas. Neste embate, nosso objetivo neste trabalho ? o de compreender a constru??o dos campos de significa??o, onde esses discursos se localizam, a produ??o de sentidos em torno de um personagem que n?o est? em um campo finito, mas que transita por diversos deles, tornando din?micos os limites entre realidade e fic??o
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Silva, Ana Lúcia Migowski da. „Memórias coletivas na comunicação mediada por computador : uma análise à luz do acontecimento de 11 de setembro de 2001 em seu décimo aniversário“. reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/76136.
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A manifestação de memórias coletivas sobre o acontecimento de 11 de setembro de 2001 é o tema mobilizador deste trabalho. A partir da percepção de que a interação com e através de tecnologias digitais de comunicação e informação atua nesse processo, o qual envolve diferentes atores sociais em diversos contextos, buscar-se-á compreender e identificar como o fenômeno ocorre. Com isso será possível analisar formas de atualizar, narrar e registrar coletivamente acontecimentos contemporâneos, notadamente marcados pela comunicação mediada por computador. Para desenvolver esse trabalho será preciso abarcar uma série de conceitos – tais como memória, acontecimento, experiência e interação –, provenientes de diferentes áreas do conhecimento. Desse modo será possível constituir uma base sólida destinada à análise dos desdobramentos do acontecimento e das performances que o acompanham. O corpus, composto de manifestações coletadas no microblog Twitter e em especiais multimídia de portais de notícias, foi explorado a partir do método da análise de conteúdo por coocorrência. O acontecimento de 11 de setembro, marco da entrada do século XXI, continua atuando no imaginário coletivo de diversos grupos sociais. É possível identificar nas manifestações, cujos conteúdos foram analisados, a manutenção de práticas tradicionais nos processos memoriais coletivos – como a oralização da linguagem, conversações e disputas de sentido –, bem como a introdução de estratégias próprias das interações através de artefatos digitais em rede. Verificou-se também que os sentidos memoriais destacados na comunicação mediada por computador são potencializados pelos recursos tecnológicos que, nos ambientes avaliados, auxiliam na exposição daquilo que é relatado e como é relatado. Assim, diante da impossibilidade de reificação das memórias coletivas, foi preciso analisá-las a partir das manifestações sociais exteriorizadas por aspectos cognitivos, culturais e materiais que as suportam. A heterogeneidade, pluralidade e as disputas de sentidos são algumas das características que se pode apontar em relação ao fenômeno analisado.Collective memories’ manifestation about September 11 2001 events is the mobilizer theme of this dissertation. From the perception that the interaction with and through digital communication and information technologies act on this process, that involves different social actors in diverse contexts, it will seek to understand and identify how the phenomenon occurs. Then it’ll be possible to analyze ways to actualize, narrate and register collectively contemporary events, notedly marked by computer mediated communications. To develop this dissertation it’ll be necessary to cover a series of concepts – such as memory, events, experience and interaction –, derived from different knowledge areas. Thereby it’ll be possible to constitute a solid basis destined to the events unfoldings analyses and the performances that follow it. The corpus, composed by manifestations collected on Twitter microblog and multimedia specials of news websites, has been explored through content analysis by co-occurrence method. September 11 2001 events are a XXI century’s milestones, that continue acting on diverse social groups collective imaginary. It is possible to identify on the manifestations, witch contents have been analyzed, traditional practices of collective memories processes maintenance – like the language oralization, conversations and meaning dispute –, and the introduction of digital artifacts interactions’ strategies. It was also verified that memorial meanings highlighted on computer mediated communications have been potentialized by technological resources that, on the reviewed environments, support the exposition of what is reported and how is reported. Thus, given the impossibility of collective memories reification, it was necessary to analyze them from social manifestations exteriorized by cognitive, cultural and material aspects that support them. The heterogeneity, plurality and meaning dispute are some of the characteristics that can be pointed in relation to the phenomenon analyzed.
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LUZ, Rosângela Medeiros da. „Pesquisa Etnográfica : desvendando os significados culturais de uma professora e seus alunos sobre a língua inglesa e seu aprendizado“. Universidade Federal de Goiás, 2010. http://repositorio.bc.ufg.br/tede/handle/tde/2374.
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Previous issue date: 2010-09-13This ethnographic research sought to identify and understand how English language learners in a higher technology course in the business field attributed cultural meanings to the English language and its teaching and learning, and investigated how these cultural meanings interfered with the classroom dynamics. Some examples of this interference could be seen in the resistance of students towards the language taught, on the various forms of social interaction in the group during class, and in the resistance towards the methodology adopted by the teacher in the classroom, since there were comments from students about "ideal model / methodology for teaching foreign language (FL). This study took the form of participant observation, in which behavior, communication, actions and / or events of learners in the English classroom were observed and recorded and analyzed in order to identify the cultural domains, through the analysis of semantic relationship offered by Spradley (1980), and thus reveal the cultural meanings to such attitudes and behaviors, those cultural explanations have been built on the foundation of the emic principle, common in ethnographic studies. Through the analysis we realized that there were different cultural understandings about what was learning to the teacher and to her students. These cultural differences resulted in conflicts about the expectations regarding to the roles that these participants should take in the foreign language classroom, while the teacher envisioned an autonomous and active student, the students, on their turn, presented themselves as free of charge from this complex process of learning a FL, since, attributed this responsibility to others. As most of the problems, which arose in this investigated context, were related to cultural conflicts, especially the ones regarding the culture of teaching and learning the English language, we discussed the importance of an intercultural approach in the teaching practice of EFL teachers so they can mediate this mix of culture that can take place in the classroom. In order to achieve that, we reflected on the ethnorelativism stance, suggested by the model DIMS from Bennett (1993), and on the roles of teachers and students presented by Santos (2004). Finally, this study sought to reveal the cultural factors, that even in an invisible dimension, impel the dynamics of the classroom, in other words, we attempted to unravel what underlies teaching and learning of the English language in that investigated context.
Nesta pesquisa de base etnográfica buscou-se identificar e compreender como os aprendizes de língua inglesa (LI) de um curso superior tecnológico na área de negócios atribuíam significados culturais à LI e ao seu ensino e aprendizagem, além de investigar como esses significados culturais interferiam na dinâmica da sala de aula. Exemplos desta interferência puderam ser vistos na resistência dos alunos em relação à língua ensinada, nas várias formas de interação social no grupo durante as aulas e na resistência à metodologia adotada pela professora em sala de aula, uma vez que ocorreram comentários dos alunos sobre o modelo/metodologia ideal de ensino de língua estrangeira (LE). Este estudo se deu sob a forma de observação participante, no qual o comportamento, a comunicação, as ações e/ou os eventos destes aprendizes dentro da sala de aula de inglês foram observados e registrados e analisados, de forma a identificar os domínios culturais, por meio das análises de relações semânticas oferecidas por Spradley (1980), e assim, desvendar os significados culturais para tais atitudes e comportamentos; essas explicações culturais foram construídas sobre o alicerce do principio êmico, comum nos estudos etnográficos. Por meio das análises percebemos que havia diferentes compreensões culturais sobre o que é aprender para a professora e para seus alunos. Essas divergências culturas resultaram em conflitos nas expectativas em relação aos papeis que esses participantes deveriam assumir na sala de aula de língua estrangeira, enquanto a professora idealizava um aluno autônomo e ativo, o aprendiz, por sua vez, apresentava-se como isento de responsável por esse complexo processo de aprendizagem de uma LE, visto que, atribuíam essa responsabilidade a outrem. Como muito dos problemas que surgiram nesse contexto investigado estavam relacionados aos conflitos culturais, especialmente no que se refere à cultura de ensino e aprendizado da LI, discutimos a importância de uma abordagem intercultural na prática pedagógica dos professores de LE para que eles possam mediar essa mescla de cultura que é a sala de aula. Com esse intuito, refletimos sobre a postura etnorrelativista, sugerida pelo modelo DIMS de Bennett (1993), e sobre os papeis de professores e alunos apresentados em Santos (2004). Enfim, este trabalho buscou revelar os fatores culturais, que mesmo em uma dimensão invisível, impelem a dinâmica da sala de aula, ou seja, tentou-se desvendar o que subjaz ao ensino e aprendizado da LI naquele contexto investigado.
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Pessoa, Viviany Silva. „Conhecimento sobre energia e?lica: um estudo explorat?rio a partir das redes sem?nticas naturais de estudantes da cidade de Natal“. Universidade Federal do Rio Grande do Norte, 2008. http://repositorio.ufrn.br:8080/jspui/handle/123456789/18673.
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Previous issue date: 2008-03-31Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
The human being has a fundamental role in issues concerning scarcity of energy resources as well as in the success of technologies which favor the use of renewable sources, such as wind energy. But what does wind energy mean for people? What are the psychological meanings concerning this term? Aiming to answer these questions, the general objective of this dissertation was to identify and to analyze the knowledge about wind energy taking into account a network of psychological meanings. One hundred and ninety one (191) university students from Natal-RN participated in the study, being male the majority (53%); aged between 17 and 51 years old (M=23.3 years; SD=5.7). Participants responded to self reports using the Natural Semantic Networks (NSW) technique, as well as to several sociodemographic questions. The results showed a consistent, positive and useful general semantic network. In this semantic network, knowledge about wind energy was represented by words that correspond to the appeal of (pro) environmental stance (e.g., clean and nature), that evinced both the technological aspect (e.g., force) and the economic aspect (e.g., economy). Results from different groups were also analyzed. The first set of groups (non-environemental and environmental) was divided considering the course (e.g., ecology and economy). The second set of groups(non-caretaker and caretaker) was divided based on the practice of environmental care expressed. Subtle differences were observed in the semantic networks of caretakers, who emphasized environment, an attribute not mentioned by non-caretakes. This indicates a construction of knowledge that is influenced by the presence or absence of the environmental commitment. Such findings may be useful in the construction of instruments for surveys and in the development of public and educational policies. Additionally, they may assist the media towards a more objective performance concerning wind energy
O ser humano tem um papel fundamental tanto nas quest?es relacionadas ? escassez dos recursos energ?ticos como no sucesso das tecnologias que favorecem o uso de fontes renov?veis, como a energia e?lica. Mas o que as pessoas entendem por energia e?lica? Quais os significados psicol?gicos atribu?dos a este termo? Para responder estas perguntas foi definido como objetivo geral da disserta??o identificar e analisar o conhecimento sobre energia e?lica a partir de uma rede de significados psicol?gicos. Participaram 191 estudantes universit?rios da cidade de Natal-RN, sendo a maioria do sexo masculino (53%), com idades variando de 17 a 51 anos (M = 23,3 anos; DP = 5,7). Esses responderam ? t?cnica de auto-relato conhecida como Redes Sem?nticas Naturais (RSN), al?m de perguntas sociodemogr?ficas. Os resultados analisados a partir de uma an?lise explorat?ria, identificaram uma rede sem?ntica geral consistente, positiva e ?til. Nela, o conhecimento sobre energia e?lica ? representado por palavras que atendem ao apelo (pr?-) ambiental (ex. limpa e natureza), que evidenciam o aspecto tecnol?gico (ex. for?a) e o aspecto econ?mico (ex. economia). Os resultados tamb?m foram analisados a partir de diferentes grupos. O primeiro bloco de grupos (n?o-ambiental e ambiental) foi dividido a partir do curso (ex. ecologia e economia). O segundo bloco de grupos (n?o-cuidadores e cuidadores), foi dividido em fun??o do n?vel de comprometimento ambiental expressado. Foram observadas diferen?as sut?s nas redes sem?nticas dos cuidadores, que, por exemplo, enfatizaram meio ambiente, atributo n?o mencionado pelos n?o-cuidadores. Isso sinaliza uma constru??o do conhecimento influenciada pela presen?a, ou aus?ncia, do comprometimento ambiental. Tais achados poder?o se mostrar ?teis na constru??o de instrumentos para survey, no desenvolvimento de pol?ticas p?blicas e educacionais, al?m de auxiliar uma atua??o mais objetiva da m?dia frente ? energia e?lica
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Casanova, Kelly Cristina Lopes. „EJA e educação escolar: um estudo de como o aluno constitui sentidos sobre a escola e seu processo de escolarização“. Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/16199.
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Previous issue date: 2015-10-01Currently, as with the other steps, the education of youth and adults (EJA), is recognized as an integral mode of education of basic education. Many reasons cause the young and adult education is a recurring concern, not only of national public policies and international bodies. Increased education level is critical, not only for the country's development, but also for individuals who, before excluded from school and take another new position before the world. Non-attendance and dropout undertake the development of those people who, in the classrooms of the EJA, seek to enter in the literate world, valued socially. We believe that this reduced schooling, dropping out of school, as well as the return to the classroom are loaded with senses and meanings constituted by the subjects in the teaching-learning process. This research, based on the Social Psychology - Historical, aims to analyze and give visibility to the senses and meanings constituted by a student of EJA about the school and its enrollment process. The instrument used for data collection was a semi-structured interview, conducted with a student of the Youth and Adult Education. For the analysis of the information obtained in the interview we used the meaning core construction procedure. The results show that school and education are still important issues, mainly because of any social significance. Shortly appreciates the contents of learning that can and must be important for the development of individuals, reducing much of this importance to the social place that allows the school and the knowledge that few seem immediately useful at work and in social relations. The return to school in the case of this research with students of EJA, is meant as acquisition of numerous possible materials and possible and expected social readjustment
Atualmente, como ocorre com as demais etapas, a educação de jovens e adultos (EJA), é reconhecida como modalidade de ensino integrante da educação básica. Muitas razões fazem com que a educação de jovens e adultos seja uma preocupação recorrente, não só das políticas públicas nacionais como dos organismos internacionais. O aumento do nível de escolarização é fundamental, não só para o desenvolvimento do país, como também para os indivíduos, que, antes excluídos da escola, assumem outra e nova posição perante o mundo. A não frequência e o abandono escolar comprometem o desenvolvimento dessas pessoas que, nas salas de aula da EJA, buscam inserir-se no mundo letrado, valorizado socialmente. Acreditamos que essa escolaridade reduzida, o abandono da escola, assim como o retorno à sala de aula estão carregados de sentidos e significados constituídos pelos sujeitos no processo de ensino-aprendizagem. Essa pesquisa, fundamentada na Psicologia Sócio Histórica, tem como objetivo analisar e dar visibilidade aos sentidos e significados constituídos por um aluno da EJA sobre a escola e o seu processo de escolarização. O instrumento utilizado para a coleta das informações foi uma entrevista semi-estruturada, realizada com um aluno da Educação de Jovens e Adultos. Para a análise das informações obtidas na entrevista foi utilizado o procedimento de construção de núcleos de significação. Os resultados obtidos demonstram que escola e a escolarização continuam sendo aspectos de grande importância, principalmente, devido a toda significação social. Pouco se valoriza o aprendizado de conteúdos que podem e devem ser importantes para o desenvolvimento dos sujeitos, reduzindo-se muito desta importância ao lugar social que a escola permite e a alguns poucos saberes que parecem úteis de imediato no trabalho e nas relações sociais. O retorno à escola, no caso dessa pesquisa com aluno da EJA, é significado como aquisição de inúmeras possibilidades materiais e uma possível e esperada readequação social
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Siqueira, Wagner Garcia. „"Não sei fazer redação!": o desafio da produção textual no projeto "Penso, logo escrevo"“. Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/14078.
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Previous issue date: 2009-06-25Secretaria da Educação do Estado de São Paulo
This work aims at providing a critical view of the object produced in the activity Penso, logo escrevo ( I think, therefore I write ) in the Portuguese language classes of the evening 3rd year of High School at the Prof.ª Ruth Cabral Troncarelli school. The Penso, logo escrevo project, which was initially put forward by the teacher-author of the activity to work with text production in the classroom, was turned into the object for the research project in 2007, in 2007 when he decided to reflect about students' production and their relation with language capacities so that they felt able and prepared to produce a text. The specific questions for this research are: 1) What are the meanings regarding text production that students brought up in texts produced during the writing tasks? 2) What were the meanings about text production expressed by the students in classroom discussions about rewriting? What was the impact of the Penso, logo escrevo project activity in the statistics of the students' texts? Within the Applied Linguistics' context, whose dynamic nature seeks to study a wide variety of issues in different contexts mediated and constituted by language (LIBERALI et alii, 2006), the present study is inserted in the theoretical frame of the socio-historical-cultural development (VYGOTSKY, 1934), in the enunciative and dialogical perspective of language (BAKHTIN, 1929), and in the genre approach and the language capacities development (SCHNEUWLY & DOLZ, 2004). This research uses critical collaboration (MAGALHÃES, 2003), whose focus is on intervening to transform classroom practices so that the teacher-researcher and student interaction can have spaces in which the latter are invited to actively participate in the object production for the task. The analysis focus on the re-writing task, based on the teacher-researcher's video-recording of a class in which the students discuss their peers' rewriting of the texts produced during the writing task activity and on the statistic survey about text production made by the teacher throughout the last five years. Categories of analysis are general textual plan and the thematic content survey (BRONCKART, 2007), the language capacities used for text production (DOLZ & SCHNEUWLY, 2004) and the statistic basis to assess the impact of the project. Results reveal that from the approach proposed by the project, students become capable of producing texts at a satisfactory level once they understand and expand the language capacities used in the production, being able to relate more aspects of life, learning the organizational argumentative structuring and paying more attention to linguistic aspects that are used in argumentative genres
O objetivo deste trabalho é compreender criticamente o objeto produzido na atividade do projeto Penso, logo escrevo nas aulas de Língua Portuguesa dos 3.os anos do período noturno do Ensino Médio da E.E. Prof.ª Ruth Cabral Troncarelli. Inicialmente realizado como uma iniciativa de ação proposta pelo professor-autor do projeto para o trabalho com a produção textual em sala de aula, o Penso, logo escrevo tornou-se objeto de pesquisa científica em 2007, quando o professor procurou refletir sobre as produções dos alunos e a relação deles com as capacidades de linguagem a fim de que se sentissem capazes e preparados para produzir um texto. São questões específicas desta pesquisa: 1) Quais foram os sentidos sobre produção de textos revelados pelos alunos nos textos elaborados durante as tarefas de produção escrita? 2) Quais foram os sentidos sobre produção de textos manifestados pelos alunos nas discussões da aula de reescrita? 3) Qual foi o impacto da atividade do projeto Penso, logo escrevo nas avaliações estatísticas realizadas tendo por base os textos dos alunos? Desenvolvendo-se no contexto da Linguística Aplicada, cuja natureza dinâmica se dispõe a estudar assuntos de preocupações diversas, em contextos distintos, mediados e constituídos na e pela linguagem (LIBERALI et alii, 2006), este estudo se insere no quadro teórico da perspectiva sócio-histórico-cultural do desenvolvimento (VYGOTSKY, 1934), na perspectiva enunciativa e dialógica da linguagem (BAKHTIN, 1929), na abordagem dos gêneros textuais e no desenvolvimento das capacidades de linguagem (SCHNEUWLY e DOLZ, 2004). Trata-se de uma pesquisa crítica de colaboração (MAGALHÃES, 2003), cujo foco é intervir para transformar as práticas de sala de aula, de tal forma que, na interação entre professor-pesquisador e alunos, existam espaços em que estes sejam convidados a participar ativamente da produção do objeto na atividade. A análise recai sobre a tarefa reescrita, com base na audiogravação de uma aula em que os alunos discutem a reescrita realizada pelos colegas, nos textos produzidos nas tarefas de produção textual e no levantamento estatístico sobre produção textual feito pelo professor ao longo dos últimos cinco anos. Como categorias de análise figuram o plano geral de texto e o levantamento do conteúdo temático (BRONCKART, 2007), as capacidades de linguagem mobilizadas na produção textual (DOLZ e SCHNEUWLY, 2004) e a base estatística para a compreensão do impacto do projeto. Os resultados indicam que, a partir da abordagem proposta pelo projeto, os alunos se tornam capazes de produzir textos em nível satisfatório, uma vez que compreendem e expandem as capacidades de linguagem mobilizadas na produção, conseguindo relacionar mais aspectos ligados à vida, apropriando-se da estrutura organizacional da argumentação e atentando mais aos aspectos linguísticos que compõem os gêneros de base argumentativa
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Anjos, Arlete Alves dos. „Sentidos-e-significados de professores de diferentes áreas sobre a Proposta Curricular e os Cadernos da SEE/SP“. Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/13509.
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Previous issue date: 2011-05-26Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research aims at investigating the senses-and-meanings of teachers from different areas of the curriculum on the Proposta Curricular [Curricular Proposal] and the Cadernos do Professor e do Aluno [Teachers and Students Notebooks] material that is published and distributed by the São Paulo State Education Department as well as their use in the classroom. This study is based on the Socio-Cultural-Historical Theory (Vygotsky, 1934/1998-2001; 1934-1991) and discusses the following key theoretical constructs: teaching-learning and development (Vygotsky, 1934-2001, Newman and Holzman, 2002), emotions (Vygotsky, 1926/2004; 1934-1998; Aguiar, 2001), senses-and-meanings (Vygotsky, 1925-2004; 1934-2001; Aguiar, 2001/2006, Lessa, 2011), language (Vygotsky, 1934-2001, Lacoste, 1998). The study is also based on the concepts of prescribed work and accomplished work (Amigues, 2004; Souza-e-Silva, 2004); local and global knowledge (Canagarajah, 2005), practical and instituted types of knowledge (Souza-e-Silva, 2008, Schwartz, 2007) and on official documents that guide the English teachers practices in the educational context (São Paulo, 2008; Brasil, 1998). Public school teachers from different areas namely: Languages, History and Mathematics - took part in this research. The research methodology used was the interpretive methodology (Moita Lopes, 1996; Erickson, 1986, among others), and data collection was carried out by means of audio recorded interviews - the initial interview was semi-structured (Rizzini, Castro and Sartor, 1999). For data analysis and interpretation, the category of senses-and-meanings was used. Results obtained reveal that the Curricular Proposal meets the expectations of teachers in terms of the content established for all the school years. The research also revealed that teachers renormalize the methodological guidelines prescribed in the above cited Notebooks. In order to carry out these renormalizations, the teachers support their actions on their local knowledge and their professional experience. In summary, one can say that the teachers senses-and-meanings about the Notebooks Proposal are built on the dialectical relationship that is established between that which is prescribed and their own pedagogical practices
O objetivo desta pesquisa é investigar os sentidos-e-significados de professores de diferentes áreas sobre a Proposta Curricular e os Cadernos do Professor e do Aluno prescritos pela Secretaria da Educação do Estado de São Paulo e sua realização em sala. Este estudo está ancorado na Teoria Sócio-Histórico-Cultural (Vygotsky, 1934/1998-2001; 1934-1991) e discute os seguintes pressupostos teóricos centrais: ensino-aprendizagem e desenvolvimento (Vygotsky, 1934-2001, Newman e Holzman, 2002), emoções (Vygotsky, 1926/2004; 1934- 1998; Aguiar, 2001), sentidos-e-significados (Vygotsky, 1925-2004; 1934-2001; Aguiar, 2001/2006, Lessa, 2011), linguagem (Vygotsky, 1934-2001, Lacoste, 1998). Apoia-se também, nos conceitos de trabalho prescrito e trabalho realizado (Amigues, 2004; Souza-e- Silva, 2004); saber local e global (Canagarajah, 2005), saberes práticos e instituídos (Souza-e- Silva, 2008, Schwartz, 2007) e nos documentos oficiais que orientam a prática dos professores no contexto educacional (São Paulo, 2008; Brasil, 1998). Participaram desta pesquisa, professores de diferentes áreas da rede pública de ensino, a saber: Línguas, História, Matemática. A metodologia de pesquisa utilizada foi a interpretativista (Moita Lopes, 1996; Erickson, 1986, dentre outros) e a coleta dos dados foi feita por meio da áudiogravação de entrevistas, sendo a entrevista inicial semi-estruturada (Rizzini, Castro e Sartor, 1999). Para a análise e interpretação dos dados foi utilizada a categoria sentidos-esignificados Os resultados obtidos com base na análise dos dados revelaram que Proposta Curricular atende as expectativas dos professores no que se refere ao estabelecimento de conteúdos para todos os anos. A pesquisa revelou também que as professoras renormalizam as orientações metodológicas prescritas nos Cadernos do Professor e do Aluno. Para realizarem essas renormalizações, as professoras se apóiam em seus saberes locais e sua experiência profissional. Concluindo, pode-se dizer que os sentidos-e-significados dos professores sobre a Proposta e os Cadernos são construídos e reconstruídos a partir da relação dialética que se estabelece entre o que é prescrito e as suas próprias práticas pedagógicas