Dissertations / Theses: 'Mediational Processes'

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MoeÌˆnne, Gerado. "Exploring the effects of mediational tools on one-to-one computer mediated communication and their implications for e-learning processes." Thesis, University of Bristol, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441318.

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Terantino, Joseph M. "Transformational Processes and Learner Outcomes for Online Learning: An Activity Theory Case Study of Spanish Students." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002822.

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Ronnen, Edite. "Mediation in a conflict society : an ethnographic view on mediation processes in Israel." Thesis, London School of Economics and Political Science (University of London), 2011. http://etheses.lse.ac.uk/149/.

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This thesis addresses the question: how do individuals in a conflict society engage in peaceful dispute resolution through mediation? It provides a close look at Israeli society, in which people face daily conflicts. These include confrontations on many levels: the national, such as wars and terror attacks; the social, such as ethnic, religious and economic tensions; and the personal level, whereby the number of lawyers and legal claims per capita are among the highest in the world. The magnitude, pervasiveness, and often existential nature of these conflicts have led sociologists to label Israel a ‘conflict society’. Mediation practice came into this society and challenged the existing ethos and norms by proposing a discourse of dialogue and cooperation. The thesis focuses on the meeting point that mediation engenders between narratives of conflict, which have developed in this environment, and the mediation processes, which set out to achieve a collaborative discourse and mutual recognition. The fieldwork, forming the core of the thesis, consists of the observation of supervised mediation processes of civil disputes in two leading mediation centres, and interviews with professionals and key figures in the discipline. The wide variety of voices of a broad range of interviewees and many different parties provide for rich, qualitative data. The use of the narrative‐ethnographic approach in observing mediation processes helps identify key themes in participantsʹ narratives. The subsequent analysis leads to the insight that these mediation processes reflect, in a subtle way, the narratives, beliefs and needs of individuals in a conflict society. The findings from this study indicate that perceptions of life in a conflict society are clearly manifested through mediation processes. These place obstacles and inhibit the attainment of agreements. Yet, surprisingly, some of the findings also demonstrate an aversion to conflict and a well‐expressed desire to maintain communication and to achieve peaceful resolution.

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Lefebvre, Monique. "Instrumentality, expressivity, and dyadic adjustment: Gender-specific mediation processes." Thesis, University of Ottawa (Canada), 1997. http://hdl.handle.net/10393/4381.

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Although Instrumentality and Expressivity scores have been shown to be powerful intrapersonal predictors of reported relationship satisfaction and adjustment, conceptual models exploring the mechanisms by which Instrumentality (I) and Expressivity (E) influence intimate relationships are few. The results presented in this thesis are derived from two studies, each using survey research methods and the little-used Bem Sex Role Inventory Short-Form (BSRI-SF). Study 1 (N = 75 couples) examined several statistical and methodological issues in using the short form BSRI in couples research. Study 2 (N = 119 couples) provided a preliminary evaluation of a model in which it was proposed that the relations among Instrumentality (I), Expressivity (E), and relationship adjustment are mediated in part by interpersonal processes related to couple conflict resolution (CR) and maintenance and enhancement of intimacy (MEI). A number of gender-specific findings were obtained. The proposed model was supported using a path analytic approach comparing the direct model of IE with the mediator model. Specifically, variance in men's reported levels of dyadic adjustment covaried with their own levels of Instrumentality, Expressivity, and self-reported intimacy and conflict behaviour. Variance in women's reported levels of dyadic adjustment covaried in a complex fashion with their own and their partners' scores. Across couple-related variables (DAS, CR, and MEI), results generally supported a main effects model (i.e., significant statistical prediction from Instrumentality scores and/or Expressivity scores), but not an interactional model (Instrumentality times Expressivity). Results indicated that use of the BSRI-SF's nonconfounded Instrumentality and Expressivity subscales can be valuable in model testing in couples research. It is suggested that the short-form provides ease of interpretation compared to the controversial long-form BSRI. Gilligan's theory of gender-specific developmental tasks is proposed as a framework for understanding the gender-specific correlational patterns which emerged.

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Lefebvre, M. M. "Instrumentality, expressivity, and dyadic adjustment, gender-specific mediation processes." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21975.pdf.

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Neves, Galciani. "Crítica como criação: procedimentos e estratégias comunicacionais dos exercícios críticos no Brasil." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/4611.

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The present study approaches communicational resources and procedures on the production of Brazilian Art critics, attempting to minimise the great gap and absence of debate around such activity in this country. In Brazil, the critique crisis became a grand cliche. Modes of approaching and mediating artistic events were investigated, as well as public debates on the press, analysis of criteria specially during the 60 s and 70 s. At this time it was possible to perceive a plethora of transformations in the critique and in the professionalization process as well as much diversification in the critic s tasks within institutions, universities, art market, media. Aracy Amaral, Frederico Morais, Ronaldo Brito, Paulo Sergio Duarte, Annateresa Fabris, Paulo Venâncio Filho, Fernando Cocchiarale, Gloria Ferreira, Tadeu Chiarelli, Cristina Freire, Marcio Doctors, Mônica Zielinsky, Maria Amélia Bulhões, Sônia Salzstein were all interviewed ans studied under the light of their processes. These author-subjects talked about their experiences, ways of behave, references, position towards art, culture, politics. They spoke about the dialogues they established with the surroundings, contact with artists, experiences with art, as well as telling about their relationship with Art History and the critique itself, instruments of analysis. Under the Process Critique perspective, proposed by Cecilia Salles based on the Semiotics of Charles Sanders Peirce in dialogue with the concept of net proposed by Pierre Musso it was possible to discuss art critique as a sign process extremely marked by communicational issues in a broaden net of connections. Self-refexive and critical thinking, intertwined components of such a net, and understood in their constructive movement, became foundations for the eleven fields of critical procedures in which the communicative dimension of art in a number of directions is made evident: from the critic and their action contexts, in talks with artists and readers, as a perceptive experience when facing the works, as expansion and development of the work, to the public debate. In doing so, this study proposes an understanding of art critique in its complex reality and constant transformation as a creative and inventive exercise an act of communication
Esta pesquisa aborda procedimentos e recursos comunicacionais da producao de criticos de arte brasileiros, tendo como relevância buscar atenuar a grave lacuna e a ausencia de debate acerca de tal atividade no Brasil, onde a crise da critica transformou-se em verdadeiro cliche. Foram investigados modos de aproximacao e mediacao dos acontecimentos artisticos, debates no espaco público das midias impressas, critérios de análise, sobretudo, entre as décadas de 1960 e 1970, momento em que se pode observar inúmeras transformacões na critica e um processo de profissionalizacao e diversificacao das tarefas de criticos em instituicões, universidades, mercado de arte, midias. Aracy Amaral, Frederico Morais, Ronaldo Brito, Paulo Sergio Duarte, Annateresa Fabris, Paulo Venâncio Filho, Fernando Cocchiarale, Gloria Ferreira, Tadeu Chiarelli, Cristina Freire, Marcio Doctors, Mônica Zielinsky, Maria Amélia Bulhões, Sônia Salzstein foram entrevistados e investigados a luz de seus processos. Esses sujeitos autores relataram suas experiencias, modos de agir, referencias, posicionamentos frente a arte, a cultura, a politica, diálogos mantidos com o entorno, contatos com artistas, experiencias com a arte, relacões com a historia da arte e com a propria critica, instrumentais de análise. Sob a perspectiva da Critica de Processo, proposta por Cecilia Salles com base na Semiotica de Charles Sanders Peirce em diálogo com o conceito de rede de Pierre Musso foi possivel discutir a critica de arte como processo signico fortemente marcado por questões comunicativas em uma ampla rede de conexões. Pensamentos criticos e autorrefexivos componentes inter-relacionados dessa rede e avistados em seu movimento construtivo tornaram-se subsidios fundamentais para a elaboracao de onze campos de procedimentos criticos, em que se evidencia a dimensao comunicativa da critica de arte em múltiplos direcionamentos: do critico com seus contextos de acao, em diálogos com os artistas e com o público leitor, como experiencia perceptiva diante das obras, como expansao e desdobramento da obra ao debate público. Assim, esta pesquisa propõe uma compreensao da critica de arte em sua realidade complexa e em constante transformacao como um exercicio criativo e inventivo ato de comunicacao

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Modini, Matthew Grant. "Negative Rumination in Social Anxiety Disorder: Mediating Processes and the Effects of Treatment." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/18385.

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Pre- and post-event rumination are key factors in the development and maintenance of social anxiety disorder (SAD) according to cognitive models of social anxiety. However, there has been limited research into what cognitive and attentional processes predict and maintain levels of rumination in socially anxious individuals, particularly in regards to pre-event rumination, as well as the effect of specific treatment interventions on levels of rumination. If the cognitive and attentional mediators of negative rumination can be determined then they can be targeted when designing interventions that aim to address the role. This thesis aims to: (1) determine the size and direction that hypothesised cognitive and attentional processes share with pre- and post-event rumination in social anxiety; (2) investigate which processes need to be reduced following cognitive behavioural treatment to mediate the relationship between changes in trait social anxiety and pre- and post-event rumination; (3) make recommendations regarding the processes that need to be targeted when designing interventions that aim to address the role of pre- and post-event rumination in the development and maintenance of SAD; (4) test the effectiveness of a brief cognitive restructuring and a meta-cognitive intervention in terms of reducing levels of negative rumination in social anxiety. As a whole this thesis provides support for the maladaptive role of rumination in SAD but extends past research by investigating its mediators and response to treatment. Theoretical and clinical implications are discussed and directions for future research provided.

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Hahn, Heidi Ann. "The effects of alcohol on four behavioral processes: perception, mediation, communication, and motor activity." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/49786.

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Andersson, Linnea. "Empowering local women in peace processes : A case study on the Swedish Women's Mediation Network." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96852.

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A variety of research has been done on why it is important to include local women in peace processes to gain a more sustainable peace. Despite this, there is a limited amount of information and research about women mediation networks and their aim to empower local women peacebuilders. This research explores how women mediation networks can support and empower women in conflict resolutions in relation to the Swedish Feminist Foreign Policy and the United Nations Security Council Resolution 1325. By using semi-structured interviews and literature analysis, a case study of the Swedish Women’s Mediation Network will be conducted. The analysis of the Swedish Women’s Mediation Network, reveals that the network mainly works with the representation of women and uses capacity-building to empower women in other regions. This research brings more awareness to the Women Mediation Networks and their mission to increase the number of women in peace processes.

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Rockwood, Nicholas John. "Advancing the Formulation and Testing of Multilevel Mediation and Moderated Mediation Models." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1489578419777238.

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Lecointe, Mariane. ""Des soins ...à soi" : Modélisation d'un dispositif d'accompagnement psychologique par la socio-esthétique en oncologie gynécologique et mise en évidence de ses effets psychiques thérapeutiques." Thesis, Lyon, 2019. http://www.theses.fr/2019LYSE2032/document.

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Ce travail de recherche tend à la fois à développer une modélisation, ainsi qu’à mettre en évidence les effets psychiques thérapeutiques, d’un Dispositif d’accompagnement psychologique de groupe qui propose d’utiliser la médiation des soins socio-esthétiques dans la prise en charge de patientes rencontrées en oncologie gynécologique. C’est ainsi que nous proposons en premier lieu de développer la présentation du fil cosmétologique qui correspond au déroulement du dispositif de recherche, ainsi que celle du cosmétogramme qui est la grille d’observation construite afin de faciliter dans un deuxième temps le repérage des processus psychiques en jeu dans les ateliers. La présentation clinique de nos groupes de patientes nous permet d’illustrer à la fois le parcours des patientes dans le dispositif de recherche et l’utilisation du cosmétogramme.Nous soutenons que les spécificités de ce Dispositif original, dans le paysage des soins hospitaliers tels qu’ils sont proposés aux femmes atteintes d’un cancer féminin, sont source de restauration somato-psychique individuelle visant à une remobilisation psychocorporelle revivifiante. En effet, nous en avons recensé plusieurs (la multimodalité sensorielle, le groupe, les objets médiateurs et le binôme d’animatrice) qui permettraient la mise en œuvre d’un accompagnement psychodynamique de ré/investissement de soi par la mobilisation de processus psychiques particuliers pour des patientes encore sous l’impact d’effractions somatiques comme psychoaffectives générées et/ou réactivées par l’expérience maladive et celle des soins.L’aire d’expériences psycho-socio-esthétique mobiliserait particulièrement le processus de réflexivité psychique et proposerait un étayage intéressant pour la restauration des enveloppes psychiques des patientes bien mises à mal par la maladie et les soins. Nous avons aussi exploré la mise au travail du processus du féminin, en nous concentrant sur la dimension relationnelle du dispositif, plus spécifiquement sur ses enjeux identificatoires et transférentiels. Ainsi, à partir de cette clinique, nous nous sommes intéressée aux processus psychiques qui semblent favoriser une dynamique de réaménagements narcissiques-identitaires et libidinaux chez nos patientes et conduire à une relance du processus de subjectivation féminine et d’appropriation subjectivante de l’expérience du cancer
This study aims both to develop a model, as well as to highlight the therapeutic psychic effects, of a psychological accompaniment set up group that proposes to use the mediation of socio-aesthetic care in the treatment in charge of patients met in gynaecological oncology.Thus, we propose, in the first place, to develop the presentation of the cosmetological thread which corresponds to the progress of the research set up, as well as that of the cosmetogram which is the observation grid constructed in order to facilitate in a second time the identification of the psychic processes running in the workshops. The clinical presentation of our patient groups allows us to illustrate at the same time the path of patients in the research set up and the use of the cosmetogram.We argue that the specificities of this original set up, in the hospital care landscape as it is proposed to women with female cancer, are source of individual somato-psychic restoration aimed at a revivifying psychocorporal remobilization. Indeed, we have identified several ones (sensory multimodality, the group, the mediating objects and the binomial animator) that would allow the implementation of a psychodynamic accompaniment of re / self-investment by the mobilization of particular psychic processes for patients still under the impact of somatic and psychoaffective break-ins generated and / or reactivated by the experience of disease and of medical care.The area of psycho-socio-aesthetic experiences would particularly mobilize the psychic reflexivity process and offer an interesting support for the restoration of the psychic envelopes of patients well harmed by disease and medical care. We also explored how the process of the feminine works, focusing on the relational dimension of the set up, more specifically on its identificatory and transferential issues. Thus, from this clinic, we have been interested in the psychic processes that seem to favor a dynamic of narcissistic-identity and libidinal readjustments in our patients and lead to a recovery of the process of female subjectivation and subjectivizing appropriation of the experience of cancer

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Sellman, Edward Mark. "The processes and outcomes of implementing peer mediation services in schools : a cultural-historical activity theory approach." Thesis, University of Birmingham, 2003. http://etheses.bham.ac.uk//id/eprint/255/.

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This thesis is concerned with the analysis of processes of implementing peer mediation services for interpersonal conflict resolution in schools and outcomes attributable to this intervention. To illuminate such an analysis, the thesis argues the utility of Cultural-Historical Activity Theory (CHAT). This argument is based on the need for a theoretical approach that conceptualises processes of social and individual transformation, including the structure of the social world and the creation of new possibilities for thinking and acting in its analysis. Concepts from CHAT are elaborated to give greater description of I) the principles of power and control underpinning alternative models of activity, and II) different forms of conflict. The thesis analyses the implementation of a peer mediation service at one school undergoing transformation and at eight others where peer mediation has been implemented in the past with mixed success. Despite limitations regarding some of the data collection tools chosen, interview data highlights that those schools where principles of power and control are modified to give pupils greater responsibilities in the regulation of their peers’ conflicts, produce new mediational tools that expand the range of possible actions available to individuals in conflict.

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Jourdan-Peyrony, Jessica. "Le négatif à l’œuvre dans le processus adolescent." Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100126.

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Ce travail de recherche propose d’explorer différentes scènes thérapeutiques (psychodrame, psychothérapie en institution, médiation thérapeutique basée sur la confection et la mise en scène de masques et expression corporelle) pour décliner le travail du négatif – du pôle oppositionnel jusqu’au vide de représentation- et ses conséquences sur le processus adolescent. Il sera supposé que l’accueil des mouvements négatifs, destructeurs, informes ou marqués par la béance, des adolescents et leur élaboration à travers la matière, le corps et le processus de création permet de soutenir le processus de subjectivation. Seront abordés le remaniement identificatoire, l’appropriation subjective qui passe par le corps et l’analyse du contre-transfert en vue de mieux saisir la problématique adolescente lorsque le thérapeute se constitue comme médium malléable. En référence au négatif photographique retrouvé chez Freud et chez Anzieu, une attention sera portée à la modélisation des enveloppes psychiques et au destin des pulsions, notamment dans l’attachement au négatif. Le travail du négatif sera analysé à partir de la matrice proposée par Winnicott et reprise par Roussillon : destructivité, réflexivité, créativité et subjectivation. Trois figures potentielles du négatif s’incarneront dans le masque, la destructivité et l’obésité. Il sera également question du double dans les identifications et la considération de l’axe narcissico-objectal théorisé par Jeammet pour mieux saisir les enjeux intrapersonnels et intersubjectifs. La dimension groupale sera aussi analysée dons son rapport à la négativité
This research proposes to explore different therapeutic scenes (psychodrama, institutional psychotherapy, therapeutic mediations based on the making / staging of masks and body expression) in order to analyse the work of the Negative – from the oppositional pole to the absence of representation (blankness) and its consequences on the Adolescent Process. It will be assumed that being receptive to adolescents’ negative, destructive movements as well as to formlessness or blankness expressions enables the therapist, through their elaboration via the process of creation, to support and accompany the process of subjectivation. We will address the identificatory reorganisation, the subjective appropriation which pass through the body and the analysis of the countertransference in order to better understand the adolescent problem when the therapist is in the position of a malleable medium. In reference to the photographic negative found in Freud and Anzieu’s work, attention will be paid to the modelling of psychic envelopes together with the destiny of the drives, more precisely in the attachment to the Negative. The work of the Negative will be analysed according to the frame proposed by Winnicott and taken up by Roussillon : Destructivity, Reflexivity, Creativity and Subjectivation. Three potential figures of the Negative will be embodied in the mask , destructivity and obesity. In order to better grasp the intrapersonal and intersubjective issues at stake, we will also consider the Figure of the Double in the identifications as well as the narcissistic-objectal axis as it was theorized by Jeammet. The groupal dimension will also be analysed in relation to Negativity

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Murakami, Janel Rachel Goodman, and Janel Rachel Goodman Murakami. "The Influence of Social Cues and Cognitive Processes In Computer Mediated Second Language Learning." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625644.

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This dissertation investigated the effects of technological mediation on second language (L2) learning, focusing, as a case study, on gains in listening perception of the subtle but important feature of pitch placement in Japanese. Pitch accent can be difficult to perceive for non-native speakers whose first language (L1) does not rely on pitch or tone as a distinctive feature, such as English (Wayland & Li, 2008). Pedagogically, Face-To-Face (FTF) interactions with native or near-native speakers are typically the most effective way to learn L2 sound system features due to social presence, but these interactions are not always possible because of physical distance. Mediation can facilitate these interactions, but it is unclear which type results in more learning gains. The current study compared three mediation types that vary in the information provided to the learner: audio-only (asynchronous), video (audiovisual asynchronous), and videoconferencing (audiovisual synchronous), as well as a fourth condition of videoconferencing which facilitated mutual eye contact. The lack of mutual eye contact in standard videoconferencing (due to the webcam being above the image of an interlocutor's face) can inhibit the perceived social presence (Bondareva, Meesters, & Bouwhuis, 2006). A pretest/posttest/delayed posttest design was used, which measured error rates and reaction times for a same/different discrimination task and a picture recognition task. The participants were English L1 speakers, with no prior study of Japanese. After the pretest, they received training in the form of two short lessons in beginner Japanese vocabulary and sentence building administered by a native speaking tutor, which did not explicitly address pitch placement, but used minimal pairs for this feature as vocabulary items. The lessons were followed by a posttest, and a delayed posttest one week later. The results showed that all four conditions succeeded in improving Japanese pitch placement detection, both immediately after and up to a week after the lessons. While an ANOVA revealed no main effect of mediation type, planned comparison results suggest videoconferencing without eye contact may lead to more gains in pitch placement perception than video. A surprising suggestion by the data was that videoconferencing with eye contact may lead to worse performance than the other mediation types. An exit survey detected the self-determination of the participants, and higher self-determination correlated with worse testing performance within the videoconferencing with eye contact condition. This suggests that the addition of eye contact increased the social presence of that condition to the point that it triggered Foreign Language Speaking Anxiety (FLSA) in the participants. Overall, this study highlights that lessons and tasks administered through mediation can be used to provide native speaker input for features that are important for listening and speaking, and this can effectively help learners attend to and learn these features.

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Scherer, Sabine. "Analyse du processus de paix au cambodge (1991-1997) : les limites de la mediation de l'onu." Paris 5, 1998. http://www.theses.fr/1998PA05D007.

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La fin des annees quatre vingt marque la disparition des ideologies antagonistes entre les grandes puissances au profit de celle de l'interdependance. La revitalisation des nations unies qui en decoule, notamment dans le domaine de la securite collective s'illustre par le retour au discours juridique. Les operations de maintien de la paix de plus en plus complexes, visent desormais a integrer les nouveaux concepts et solidarites qui se dessinent alors. La situation singuliere du cambodge au sein d'une region dynamique, mais aussi l'histoire tragique de ce pays ont motive cette recherche pour la plus complexe des operations menee par l'onu. Les objectifs issus des accords de paris du 21 octobre 1991 sont clairs. Il s'agit de stabiliser la situation en matiere de securite. C'est la pacification du cambodge. Par ailleurs, la communaute internationale souhaite l'emergence d'une nouvelle representation nationale par le biais des elections. C'est l'une des contributions de l'onu pour la democratisation du pays. A long terme, l'onu entend creer les conditions economiques sociales et politiques pour que la population assure son developpement. C'est le concept de restauration de l'etat. En fevrier 1992, le plan de mise en oeuvre l'operation du secretaire general determine les missions des composantes de l'autorite provisoire des nations unies au cambodge (apronuc). La recherche s'est oriente dans une premiere partie dans l'observation de l'operation proprement dite. Cette operation a connu un resultat nuance examine en deuxieme partie. Trois niveaux de responsabilites sont apparus : celui de la communaute internationale, -des nations unies, -des parties cambodgiennes. Malgre des elections, les acquis de la mission furent partiels, non enracines et les droits fondamentaux condition de l'etat de droit prone par les accords de paris n'y sont pas garantis. La consolidation de la paix apres un conflit constituent un element indispensable de restructuration d'une societe en crise. Une definition claire du processus de democratisation dans les modalites d'intervention et d'assistance des nations unies pour ancrer la paix dans le long terme doit a l'avenir etre plus clairement identifiee
This study examines the peace process that led to the 1991 paris peace accords, discusses the establishment and operation of the un transitional authority in cambodia (untac) and other elements of the peace process and assesses to what externe the operation succeeded in meeting its goals. The mandate of peacekeeping operations has become more complex. These new, multifaceted missions include a variety of tasks: military, police, human rights, information, elections, rehabilitation, repatriation, and administration. Their ultimate goal is the restoration of stable democratic government. Postconflict reconstruction is undertaken to prevent a recurrence of war by attempting to construct a new environment to consolidate peace. Untac was one of the largest, most intrusive and most expensive united nations peacekeeping operations ever, with a mission to facilitate the transition to a freely elected government and to underpin the new government's stability. Untac seeks to draw lessons from the cambodia experience. Untac represented a turning point for the united nations. The testing of a new model which combined peace building with peace keeping held important lessons for the future. Untac's achievement was both flawed and fragile. Peace building cannot by itself resolve conflict. The success of the operation depends principally with on the duly elected government. But the international community did not deliver on all of its promises. Cambodian will need financial and technical assistance for a long time. But above all it needs good governance. A stable cambodian state is a long way off. Finally, this work examines the troubling events that have occurred in cambodia since the departure of untac. This country is still badly fractured politically economically, socially. National reconciliation is still incomplete

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Santos, Elis de Castro Benedito dos. "OS PROCESSOS RESTAURATIVOS EM CONFLITOS ESCOLARES." Universidade Metodista de São Paulo, 2014. http://tede.metodista.br/jspui/handle/tede/1360.

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A school is an institution in the society and therefore reflects your symptoms, including violence, which generally has been institutionalized, being perceived as natural and unchangeable, and the manner in which it has been treated by the school only perpetuates. Commonly the resolution of conflict permeates a sense of justice linked to punishment and obedience, there is always a proportional or no relationship between the act and its sanction, being the focus on crime, in the other words, retributive justice. The proposed restorative justice, by contrast, aims at the exact opposite, because if not fixed in punishment and revenge, but the restoration of relationships and appreciation of all involved, by means of restorative circles. These inserts the facilitator and participants. Initially with a presentation of the functioning of the circle. After all, this mode of organization is wrapped in a sacred aura, where everyone prepares for the restitution, since we should be willing to be reconciled. Circles can hear and talk through the talking stick that circulates, who is in his power tells his version of the story without stigmata of victims or offenders, by retelling and listening to the positioning of the other, there is the establishment of new bond. From this formation, subjects can seek consensual solutions to restore relationships, heal the individual needs and eliminate conflicting disputes. The emphasis on accountability of individuals in a society that delegates responsibilities in research promoted the need for discussion of the concepts of guilt and shame as repairing agents. Has the objective to describe experiences examining the use of restorative processes in promoting conflict resolution in school. The study consists of a sample of four cases involving teenagers in school conflicts, which were analyzed qualitatively, considering the subjectivity involved in the reports. Therefore, this work shows that the use of restorative practices in dealing with school conflicts is a possibility of intervention that works to improve the environment and the school acquaintanceship, promoting learning and knowledge exchange, valuing the different tolerance and the possibility of listening , including the conflict in a positive way, abdicating punitive behaviors, but mostly restoring relationships. In this work it was possible to understand that this institutionalized violence, naturalized and reproduced in school, and that breaks this chain to understand the causes of school violence, promoting the replacement of violence by dialogue and by so many other possible answers. Understand conflict as inherent to relationships and how to address the possibility of learning, the managing from the perspective of restorative justice, promotes a multiplier network of peace, in which students disseminate their families and the community these new visions. Repair, restore, reinstate, restore, recover, rebuild, restore. The beauty of this idea, this new paradigm which appropriates this research is the human ability to remake itself, to reinvent itself. Understanding the opportunity to restart, satisfying needs and offsetting losses, is to validate humanity itself.
A escola é uma instituição inserida na sociedade e, portanto reflete seus sintomas, dentre eles a violência, que de maneira geral vem sendo institucionalizada, sendo percebida como algo natural e imutável, e a maneira com a qual ela vem sendo tratada pela escola apenas a perpetua. Comumente a resolução dos conflitos perpassa por uma noção de justiça vinculada à punição e a obediência, havendo sempre uma relação proporcional ou não, entre o ato e sua sanção, sendo o enfoque no crime, ou seja, a justiça retributiva. A proposta de justiça restaurativa, diferentemente, visa exatamente o oposto, pois se fixa não no castigo e na vingança, mas na restauração das relações e na valorização de todos os envolvidos, por meio dos círculos restaurativos. Estes inserem o facilitador e os participantes. Inicialmente é feita uma apresentação do funcionamento do círculo. Afinal esse modo de organização é envolto de uma aura sagrada, em que todos se preparam para a restituição, pois se deve estar disposto a reconciliar-se. Nos círculos pode-se ouvir e falar por meio do bastão da fala que circula, quem está em seu poder conta sua versão da história sem estigmas de vítimas ou ofensores, ao recontar e ao ouvir o posicionamento do outro, há o estabelecimento de novos vínculos. A partir desta formação os sujeitos podem buscar soluções consensuais a fim de restabelecer as relações, sanar as necessidades individuais e eliminar as disputas conflituosas. A ênfase na responsabilização dos sujeitos em uma sociedade que delega responsabilidades promoveu na pesquisa a necessidade da discussão dos conceitos de culpa e vergonha como agentes reparadores. Tem-se por objetivo relatar experiências analisando o uso de processos restaurativos na promoção da resolução dos conflitos escolares. O estudo consta de uma amostra de quatro casos envolvendo adolescentes em conflitos escolares, que foram analisados qualitativamente, considerando as subjetividades envolvidas nos relatos. Assim, este trabalho mostra que o uso de práticas restaurativas no trato dos conflitos escolares, é uma possibilidade de intervenção que atua na melhora do ambiente e da convivência escolar, promovendo aprendizagens e troca de saberes, valorizando a tolerância ao diferente e a possibilidade de escuta, compreendendo o conflito de maneira positiva, abdicando condutas punitivas, mas principalmente restaurando relações. ões. Neste trabalho foi possível entender que a violência esta institucionalizada, naturalizada e reproduzida na escola, e que rompe essa cadeia ao compreender as causas da violência escolar, promovendo a substituição da violência pelo diálogo e por outras tantas outras respostas possíveis. Entender o conflito como inerente aos relacionamentos e o abordar como possibilidade de aprendizagem, os manejando sob a ótica da justiça restaurativa, promove uma rede multiplicadora de paz, em que os alunos disseminam às suas famílias e comunidade estes novos olhares. Reparar, restituir, reintegrar, restabelecer, recuperar, reconstituir, restaurar. A beleza dessa ideia, desse novo paradigma do qual essa pesquisa se apropria é a capacidade humana de se refazer, de se reinventar. Compreender a oportunidade de reiniciar, satisfazendo necessidades e compensando perdas, é validar a própria humanidade.

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Bliujienė, Laura. "Mediacijos taikymo galimybės bankroto procese." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140127_131848-94111.

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Magistro baigiamasis darbas skirtas apžvelgti mediacijos taikymo galimybes bankroto procese. Darbe analizuojama bankroto proceso samprata bei jo ypatumai, darantys bankroto procesą tinkamą mediacijai. Autorė aptaria stadijas, kuriose galėtų būti taikoma mediacija tiek juridinių, tiek ir fizinių asmenų bankroto procesuose. Taip pat apžvelgiama užsienio šalių patirtis (Jungtinės Amerikos Valstijos, Portugalija ir Japonija) taikant bankroto mediaciją teisminiame ir ikiteisminiame juridinių ir fizinių asmenų bankroto procesuose. Analizės pagrindu pateikiamos išvados ir pasiūlymai. Darbas naudingas tuo, jog šia tema dar nėra publikuotas nei vienas mokslinis darbas Lietuvoje. Kalbant apie mediacijos taikymo galimybes bankroto procese yra skatinama mediacijos plėtra Lietuvos Respublikos teisinėje sistemoje. Remiantis šiuo darbu galima toliau tęsti tyrimus apie mediacijos taikymo galimybes būtent Lietuvos Respublikos bankroto procese.
Master`s final thesis dedicated to an overview of mediation opportunities in bankruptcy process. The thesis analyzes bankruptcy process conception and features that make bankruptcy process suitable for mediation. The author discusses the stages, which could be subject to mediation, in both legal and individual bankruptcy proceedings. It also reviews the experience of foreign countries (United States, Portugal, and Japan) with the bankruptcy court-annexed and pre-trial mediation of legal and individual bankruptcy proceedings. There are conclusions and suggestions provided according to analysis. This thesis is useful because in Lithuania there hasn't yet been published a scientific paper in this subject. Writing about mediation opportunities in bankruptcy process, are promoting mediation development in Lithuanian legal system. Following this thesis, there are possibilities to continue research on the mediation opportunities in the Republic of Lithuania bankruptcy process.

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Assumpção, Karine [UNIFESP]. "Negociando curas: um estudo das relações entre indígenas e profissionais do Projeto Xingu." Universidade Federal de São Paulo (UNIFESP), 2014. http://repositorio.unifesp.br/11600/41782.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
A partir da análise das problemáticas envolvidas nas relações de negociação de cura estabelecidas antes e depois do Subsistema de Saúde Indígena do Sistema Único de Saúde (SASISUS) no Brasil, o foco desta dissertação recai sobre a relação existente, há quase cinquenta anos, entre os profissionais de saúde não-indígenas do Projeto Xingu, Escola Paulista de Medicina (EPM), atualmente parte integrante da Universidade Federal de São Paulo (UNIFESP), e as populações indígenas, principalmente os povos que vivem no Baixo, Médio e Leste Xingu. Assim, através de observações participativas em locais de ação do Projeto Xingu, tanto em São Paulo como na Terra Indígena do Xingu (TIX), além de entrevistas com os protagonistas, foi possível perceber como, no movimento concomitante de acessar seus códigos e incorporar alguns códigos indígenas, os profissionais ligados ao Projeto Xingu ressignificam a biomedicina, as políticas públicas em saúde e a formação biomédica. Ao experimentarem os valores e noções indígenas, se tornando branquígenas, os profissionais não-indígenas há mais tempo envolvidos nessa relação começam a enxergar o limiar entre salvar vidas e salvar (respeitar) a diversidade cultural, transitando de um a outro lado dessa liminaridade através do conceito ampliado de saúde e de bem-estar (cultural). Tornam-se, assim, mediadores políticos especialistas em problemas de comunicação (comunicose), “doença” endêmica em contextos interculturais como o da saúde indígena.
From an analysis of the problems involving healing negotiation established before and after the Indigenous Health Subsystem of the Unified Health System in Brazil, this study focuses on the relationship established nearly fifty years ago among non-indigenous health professionals of the Xingu Project, of the Escola Paulista de Medicina (EPM), currently part of São Paulo Federal University (UNIFESP), and the indigenous people, especially those living in the Lower, Middle and East of Xingu. Thus, through active observations at the Xingu Project, both in São Paulo and in the Xingu Indigenous Land, along with interviews with the protagonists, it was possible to see that, with a concomitant movement of accessing their codes and incorporating some Indian codes, the professionals associated with the Xingu Project resignify biomedicine, the public health policies and biomedical education itself. As the non-indigenous professionals who have been involved longer in this relationship experience the indigenous values and ideas , (becoming branquígenas) they begin to see the threshold between saving lives and saving (respecting ) cultural diversity , moving from one side to another of this liminality through an expanded concept of health and (cultural) wellness. These professionals thus become political mediators, experts in communication problems (comunicose), that is endemic "disease" in intercultural contexts such as indigenous health.

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Borges, Claudia Vicenza Funari Sa. "A prática da mediação em processos educomunicacionais: o caso do projeto educom.rádio." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/27/27154/tde-05072009-200106/.

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Esta pesquisa teve como objetivo traçar o perfil, entender a ação e os conceitos formados por agentes culturais que foram responsáveis pela relação direta entre o Projeto Educomunicação pelas Ondas do Rádio - Educom.rádio e os cursistas, representados por professores, estudantes e membros das comunidades educativas, das escolas de Ensino Fundamental da Prefeitura do município de São Paulo. A atuação desses agentes, denominados mediadores, ocorreu no período compreendido entre o início do segundo semestre de 2001 e o final do segundo semestre de 2004, totalizando três anos e meio. O objetivo da atuação dos mediadores era o de criar, em cada um dos Pólos, onde a proposta foi desenvolvida, as condições indispensáveis para o entendimento do conceito de educomunicação e para a sua aplicação no planejamento de ações educomunicativas, mediante o uso da linguagem radiofônica, entre outras mídias.
This research aims to establish the profile, understand the action and the concepts formed by cultural agents that were responsible for the direct relationship between the Educommunication Project by Radio Waves - Educom.rádio and the course attendants, represented by teachers, students and members of the educational societies of the Elementary Schools of the City of São Paulo. The action of those agents, named mediators, occurred in the period between the second semester of 2001 and the end of the second semester of 2004, totalizing three and a half year-period. The purpose of the mediators actions was to create, in each of the poles where the proposal was developed, the necessary conditions for the understanding of the concept of educommunication and its impact at the planning of educommunicational actions, with the utilization of radiophonic language, among other medias.

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Shortall-Page, Lisa Claire. "Towards a modern role for the tort system in environmental law : can alternative dispute resolution processes improve access to environmental justice in the tort system?" Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368650.

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Valevičius, Donatas. "Civilinio proceso ir taikinamojo tarpininkavimo procedūros civiliniuose ginčuose santykis Lietuvoje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110207_112249-11311.

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Šiame darbe nagrinėjamas civilinio proceso ir taikinamojo tarpininkavimo procedūros civiliniuose ginčuose santykis Lietuvoje. Pagrindinis dėmesys sutelkiamas į civilinio proceso ir taikinamojo tarpininkavimo tarpusavio santykio modelius tokius kaip: teisminio taikinamojo tarpininkavimo modelis, neteisminio taikinamojo tarpininkavimo modelis, nukreipiamojo taikinamojo tarpininkavimo modelis. Taip pat darbe lyginami civilinio proceso bei taikinamojo tarpininkavimo procedūros civiliniuose ginčuose pagrindiniai principai, ieškoma jų panašumų skirtumų, tiriama kaip principai lemia nagrinėjamų ginčų sprendimo procesų veikimą. Darbe taip pat siekiama nustatyti ar tam tikros ginčo savybės turi įtakos tam, kuris ginčo sprendimo būdas gali būti labiau tinkamas jo išsprendimui.
This thesis is analyzing relation between civil process and mediation in Lithuania. The main focus is on models of relation between civil process and mediation such as: in court mediation, out of court mediation, diverted mediation. The thesis also puts main principles of civil process and mediation in comparison, analyses similarities, differences and how the principles influence the way process works. Also this thesis researches if some particular forms of conflicts can be more suitable to specific dispute resolution methods.

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Wilson, Laura Catherine. "Risk Factors and the Well-Being of Children with Incarcerated Parents: A n Examination of Moderation and Mediation Processes." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539626573.

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23

Fager, Lars. "Split vision : en studie av designprocessen som lärprocess i ett utbildningssammanhang." Licentiate thesis, Umeå University, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65844.

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This licentiate thesis is based on visual art didactics and the school subject visual art, but focuses on the design process in a college design education. The aim is to explore and understand the innovative and exploratory learning processes and the importance of visual mediation in this context. With a phenomenological approach the study focuses on design students experiences in this context. These experiences are made subject on reflection and formulation, through phenomenology and visual semiotics. The empirical materal of the study consists of interviews and sketches and images collected from student workbooks. The results of the study show that the design process does not occur by itself among the students. It must be learned. The need for learning probably also applies to the processes of creative learning in other fields. Furthermore, the results indicate that the process is best understood and appropriated in pragmatic learning situations. Three kinds of visual representations of the basic aims of process work are identified in the analysis: images for communicative purposes, images for reference and discussion purposes and images as a support for one's own thinking. From the perspective of visual art dididactics the results of the study reveals four important dimensions, wich may be of relevance as a fundamental didactic structure in efforts to promote understanding of a practice-oriented learning in context of visual mediations. Together with a split vision guiding principles, existing premises and action-based learning processes may provide a supporting unit in this structure. Based on the results, it seems important that pupils and students have the opportunity to learn to master and appropriate the creative process in order to use it in an investigative purpose. Considering the structure of the process, a didactic model can facilitate learning and at the same time provide a valuable complement to the subjective approach of inspiration in the aestetic learning process. In summary, the results of the study indicate that the fields of design and didactics are related to each other and that the field of design training can bring knowledge and experience of exploration and creative learning processes to the school subject visual art.

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Dyer, Joshua Bendict. "Searching for breakdowns on the diversion routes from SEN tribunals : an exploration of disagreement resolution processes." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17102.

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Study One: Special Educational Needs and Disability Tribunals (SENDIST) provide independent adjudication of parental appeals against Local Authority (LA) decisions. The Parent Partnership Service (PPS) and Disagreement Resolution Services (DRS) are both arranged to reduce disagreements and, specifically, to prevent tribunals. Study One aimed to explore parental experiences of Local Disagreement Resolution Services (LDRSs) including the PPS and DRS. A secondary aim of Study One was to identify barriers to and facilitators of disagreement resolution from a parental perspective. Methods: Study One utilised semi-structured interviews as a means of exploring seven parents' experiences and constructs. Interview transcripts were analysed using thematic analysis in order to specify key themes relating to the resolution of disagreements about SEN. Results: Parents reported a sense of embattlement with the Local Authority that appeared to act as a barrier to the resolution of disagreements. Parents also identified a number of facilitators of disagreement resolution including: Feeling 'listened to'; Having access to a 'legitimate decision-maker'; and becoming better informed. A number of barriers to disagreement resolution were also reported, including but not limited to: a perception that no one is listening to them; a perception that LA staff lack independence; a perception that the LA cannot be trusted to deliver SEN provision. Study Two:Special Educational Needs and Disability Tribunals (SENDIST) provide independent adjudication of parental appeals against Local Authority (LA) decisions. The Parent Partnership Service (PPS) and Disagreement Resolution Services (DRS) are both arranged to reduce disagreements and, specifically, to prevent tribunals. Study Two aimed to explore experiences of professionals working within Local Disagreement Resolution Services (LDRSs) including the PPS and DRS. A secondary aim of Study Two was to identify barriers to and facilitators of disagreement resolution from a professional perspective. A final aim of Study Two was to synthesise the perceptions reported by professionals in Study Two with those reported by parents in Study One. Methods: Study Two utilised semi-structured interviews as a means of exploring six LA-employed professionals' experiences and constructs. Interview transcripts were analysed using thematic analysis in order to specify key themes relating to the resolution of disagreements about SEN. Findings emerging from Study Two were integrated with findings from Study One using the themes generated through thematic analysis. Results: Professionals reported a number of parental factors that were perceived to act as a barrier to disagreement resolution. These included but were not limited to: weak understanding of SEN systems and a lack of confidence to engage in mediation processes. Professionals did not identify any parental factors perceived to be conducive to disagreement resolution. A smaller number of facilitators of disagreement resolution were reported, including: early intervention; and face-to-face meetings. Synthesis of findings from Studies One and Two resulted in the creation of clusters of themes that can inform future policy and practice. Findings from Studies One and Two indicate that disagreement resolution is best supported where Local Authorities can promote: collaboration, information-sharing, and reassurance for parents.

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Renard, Julie. "La médiation du manga en France : un lent processus de légitimation." Thesis, Toulouse 2, 2011. http://www.theses.fr/2011TOU20123.

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L’engouement pour les œuvres d’origine japonaise sur le territoire français est à l’origine de notre questionnement de départ. Cette recherche en Sciences de l’Information et de la Communication propose d'étudier le processus de légitimation et de médiation du manga en France. Dans leur pays d’origine, les mangas sont issus de techniques picturales et graphiques ancestrales mais ne prennent véritablement leur forme contemporaine qu’au lendemain de la Seconde Guerre mondiale, grâce à un mangaka : Osamu Tezuka. S’ils sont parfaitement intégrés dans les pratiques culturelles japonaises, la situation est tout autre dans notre pays. Ainsi, nous nous proposons de revenir sur la construction du processus de légitimation du manga en France par l’étude du discours d’un corpus de deux titres de presse. L’approche diachronique nous permet de revenir sur les différentes étapes de l’introduction des mangas depuis l’arrivée de l’un des premiers dessins animés à la télévision hertzienne en 1978 : Goldorak. C’est ensuite aux lecteurs que nous donnons la parole grâce à une étude qualitative des pratiques. L’enquête de réception nous donne alors les moyens de mieux comprendre la diversité des pratiques, le processus de construction de sens opéré par les lecteurs et l’appropriation de l’objet au fil du temps. Loin de la représentation d’un lecteur enfermé sur lui-même, notre recherche témoigne de la diversité d’engagement et des modes de faire des lecteurs et de l’importance de la dimension sociale qui accompagne la lecture. Un regard qui met en lumière les mécanismes de médiation du manga tant sur un plan intime que social
The keen interest in Japanese works in France triggered our questioning. Through this research in science of information and communication, we propose to study the process of legitimization and mediation of the manga in France. In their country of origin, mangas come from remote pictorial and graphic techniques, but only take their current form after World War II, thanks to one mangaka: Osamu Tezuka. Even though mangas are perfectly integrated in Japanese culture, the situation is quite different in our country. Thus, we will come back on the building of the process of legitimization of the manga in France through a study of the publications from two selected periodicals. The diachronic approach enables us to come back on the different steps of the manga introduction in France, since the arrival of one of the first cartoons on television in 1978: Goldorak. We will then put the emphasis on the readers’ practises, through a qualitative study. The reception survey gives us a better understanding of the diversity of the practices, the process of constructing meaning by the readers, and how they made manga their own over time. Far from the representation of a withdrawn reader, our study demonstrates that there is diversity in the involvement and practices of the readers, as well as a social dimension associated to the reading. This approach highlights the mechanisms of manga mediation, from a personal as well as from a social point of view

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Mtumtum, Lungisa Shadrack. "Effecting social justice during conciliation and CON-ARB processes conducted at the CCMA and bargaining councils." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/19245.

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The primary purpose of this treatise is to reexamine the South African labour dispute resolution bodies to see if they live up to the legislation’s promise of promoting social justice in conciliation, arbitration and con-arb processes concluded by them. The study defines social justice and examines this term in relation to employment law. The promotion of social justice was reaffirmed by the International Labour Organisation in its 1944 Conference which was later incorporated into its Constitution. The study briefly reviews the importance of this conference of the 10 May 1944 in relation to promoting social justice. The study also examines the social justice in the context of South African employment laws by briefly analyzing each South African labour legislation and the Constitution. This analysis is based on the provisions of legislation and considers if the respective provisions promote social justice as required by the International Labour Organisation’s Constitution and later by the South African Constitution. In analyzing the Constitution, and other legislation like the; Employment Equity Act (EEA), and Labour Relations Act (LRA), the treatise examines certain cases that were determined under the legislation from social justice perspective. The Labour Relations Act 66 of 1995 represents one of the major reforms of the labour relations system in South Africa. It is guided by the Constitution in terms of promoting social justice. The LRA established the dispute resolution bodies that are mandated by the legislation to resolve labour disputes. The study examines the systems and the processes employed by these bodies mainly the Commission for Conciliation; Mediation and Arbitration (CCMA) and the Bargaining Councils to determine if these systems are promoting social justice as required by the legislation. In conducting this analysis the study considers not only the processes adopted but also the manner in which the relevant dispute resolution bodies market their services; their strategies and operational plans; and accessibility and more. The study further investigates the challenges that these bodies are faced with that have a negative impact on their responsibility to promote social justice. These challenges faced by society range from unemployment, the level of literacy and the growing inequality within South African society. They constantly pose a challenge and require these bodies to consistently devise means and strategies to overcome them. A limited comparative study is undertaken in order to determine whether South Africa can learn anything from another country. There are several countries that may have been chosen to conduct this study but the study considered the fact that it needs to look at the country without the sub-Saharan Africa. The country that shares a history similar to South Africa due to the fact that the social challenges faced by the South African society might be similar to those faced by the country chosen. In this research Namibia was chosen as a suitable country to determine whether there is something to learn from it or not. In conclusion it is submitted that South African legislation pertaining to labour dispute resolution needs to constantly evolve in order to promote social justice challenges of the time.

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Bringuente, Ana Luiza de Oliveira. "A relação entre arte educação e os agentes comunicativos da arte contemporânea." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/19162.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research proposes some situated investigations in the field of contemporary experimentation on the communicative relationships of art education with contemporary art agents, showing the results obtained in these interactions, intending to facilitate a reflection on networking as new meanings generator. The question for triggering the search was "How can you make art education practices in contact with other agents of contemporary art? ". Therefore, situations were elected in the history of museums and their relationship with the visitors, through a brief history of art education with worldwide references to the Brazilian context of art education in museums to then propose a cut in production artists and other agents of the contemporary art of the 1960-70s that in their practices appropriated issues relevant to the field of art education which will reverberate in contemporary production from the phenomenon called Educational Turn. The light of the thought of C. Salles and V. Colapietro about the concept of authorship comprising the subject as a community, as a result of research we come to a presentation of Luis Camnitzer production that makes its artistic and reflective practices since the 1960s until today a hybrid way from its various performances, as an educator, theorist of art and pedagogical curator, of which he makes no distinction, since all they ever go away from your artist point of view. All this route is necessary with the purpose of giving light to the last chapter of the research where we relate some personal experiences in the field of art education with the practices presented during the research. The methodology used for the research was documentary and empirical, in dialogue with the theory of network creation processes (SALLES). Among the hypotheses, I can highlight that I think are important: the production and reflection on contemporary art through works / jobs supported in art education proposals is feasible; the Pedagogical Curator enhances public access to exhibitions and public programs; the role of art education as a field of knowledge and research into the system of contemporary art
A presente pesquisa propõe algumas investigações situadas no campo da experimentação contemporânea sobre as relações comunicativas da arte educação com agentes da arte contemporânea, evidenciando os resultados adquiridos nessas interações, pretendendo viabilizar uma reflexão sobre o trabalho em rede como gerador de novos sentidos. A pergunta disparadora para a pesquisa foi “Como se dão as práticas da arte educação em contato com outros agentes da arte contemporânea? ”. Para tanto, partimos da eleição de situações ao longo da história dos museus desde o seu surgimento e relação com o público visitante, passando por um breve histórico da educação de arte com referências mundiais até o contexto brasileiro de arte educação em museus para, assim, propor um recorte na produção de artistas e outros agentes da arte contemporânea dos anos 1960-70 que em suas práticas se apropriaram de questões pertinentes ao campo da arte educação o que irá reverberar na produção contemporânea a partir do fenômeno chamado de Educational Turn. A luz do pensamento de C. Salles e V. Colapietro acerca do conceito de autoria que compreendem o sujeito como comunidade, passamos na sequência da pesquisa a uma apresentação da produção de Luis Camnitzer que faz de suas práticas artísticas e reflexivas, desde nos anos 1960 até os dias atuais um caminho híbrido dentre as suas diversas atuações, como educador, teórico de arte e curador pedagógico, das quais ele não faz distinção, pois todas elas partem sempre de seu olhar de artista. Todo esse percurso se faz necessário com intuito de dar luz ao último capítulo da pesquisa em relaciono algumas experiências pessoais no campo da arte educação com as práticas apresentadas ao longo da pesquisa. A metodologia empregada para a pesquisa foi documental e empírica, em diálogo com a teoria dos processos de criação em rede (SALLES). Dentre as hipóteses, posso destacar as que penso serem importantes: é viável a produção e reflexão acerca da arte contemporânea por meio de obras/trabalhos apoiados em propostas de arte educação; a Curadoria Pedagógica potencializa o acesso do público às exposições e programas públicos; a atuação da arte educação enquanto área de conhecimento e pesquisa no sistema vigente de arte contemporânea

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Brun, Gilles. "Changement organisationnel et relation de pouvoir : Pour une approche sociocognitive du dialogue social dans l’entreprise." Thesis, Pau, 2012. http://www.theses.fr/2012PAUU2014/document.

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Ce travail de thèse s’appuie fortement sur le concept de « transformation normative du social et de l’intime », transformations induites par les évolutions de l’environnement économique et social vers une exacerbation de l’individualisme renvoyant d’une part aux cadres sociaux et idéologiques et d’autre part aux psychisme des individus souvent mis en difficulté par cette tourmente transformationnelle. Face à cet environnement en transformation rapide, cette thèse relate, à partir d’un cas d’entreprise, l’utilisation du « marketing de combat » dans le domaine social et considère la fragilité et la gestion du rythme optimal de la dynamique apprenante d’un processus de changement. De l’étude de ce cas est déduite l’importance que peut revêtir la médiation sociocognitive. S’y ajoute une tentative de modélisation des résultats concernant le jeu des interactions et rétroactions relatives aux multiples voies du devenir de la liberté individuelle générée par le difficile processus de subjectivation. Le nécessaire développement de la médiation sociocognitive intra-entreprise ou inter-entreprises est requis pour résoudre (purger) les conflits interpersonnels et déployer l’altérité
This thesis relies heavily on the concept of "normative transformation of both innermost and social being ", transformations induced by changes in the economic and social environment to an exacerbation of individualism on the one hand referring to executives social and ideological and partly to the psyche of individuals often challenged by the turmoil transformational. Faced with this rapidly changing environment, this thesis describes, from a business case, the use of "marketing war" in the social sphere and considers the fragility and managing the optimal pace of learning the dynamics of a process of change. From the study of this research-action is deduced the potential importance of social cognitive mediation. An attempt to model the results concerning the interplay of interactions and feedbacks on multiple pathways of the future of individual freedom generated by the difficult process of subjectivation is added. The necessary development of sociocognitive mediation intra-company or inter-company is required to solve (purge) interpersonal conflicts and deploy otherness

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Iahn, Roberta Cesarino. "Os processos de criação publicitária e a formação profissional na contemporaneidade." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/4291.

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This research focuses on advertising, emphasizing the issues of message creation in contemporary brands and the creative processes that stimulate the professional formation of advertisers in Brazil. This study analyzes the repertories used in the development of the creative process of advertising professionals and the interferences they receive, calling attention to contributions from the fields of communication, education and culture. Creativity, imagination and originality are integrating elements of artistic composition that are also found in advertising campaigns. Creation in advertising, however, seems to establish a different or less important value. Frequently, the commercial and functional purpose of the activity devalues the repertory, the technique and the very act of creating messages and images stemming from so many aesthetic and cultural sources and references. The creative process of the advertising professional became calcified into stereotypes standardized by the media, thus ignoring the processes and network connections implied in the formation of the creative repertory. The daily routine of advertising agencies does not privilege the creative process of the message, stimulating the repetition of old formulas. The link between the university and the labor market is fragile, favoring detachment and superficiality in the formation of the young professional. Our main goal is to investigate the creative process of the advertising professional, questioning the cultural and aesthetic repertories used in the elaboration of messages. Setting, characters, lights and colors, elements aimed at intensifying the receiver s reactions, are part of the analysis, as well as the medias acting as a vehicle to those messages. The fields of activity of publicity are also important elements of the research, in order to reveal how the profession, in all its formats, demands strategy and creativity to be constitutive of its own essence. This research opens with a bibliographical selection of theoretical and scientific data pertaining to the theme. The methodological principles of genetic criticism are considered fundamental to understanding creation as an act of communication, as we analyze the ways through which the advertising professional takes cultural and aesthetic elements from his context, making them his own. This project is conducted under the scope of the research line Processos de Criação (Creative Processes), and shall enlarge its theoretical framework so as to include other theoretical proposals such as Edgar Morin s studies on complexity, concentrating on the matters of informational networks and mediation
Esta pesquisa tem como foco central a publicidade, destacando a criação das mensagens para as marcas na contemporaneidade e os processos criativos que estimulam a formação do profissional da propaganda no Brasil. O estudo analisa os repertórios utilizados no desenvolvimento do processo criativo dos publicitários e as interferências que este recebe, dando atenção especial às contribuições das áreas de comunicação, educação e cultura. Criatividade, imaginação e originalidade são características que fazem parte da composição artística e também estão presentes nas campanhas publicitárias. A criação na propaganda, contudo, parece estabelecer um valor diferente ou menos importante. O propósito comercial e funcional da atividade muitas vezes desvaloriza o repertório, a técnica e o próprio ato de criar mensagens e imagens oriundas de tantas fontes e referências estéticas e culturais. O processo criativo do publicitário fixou-se nos estereótipos padronizados pela mídia, ignorando os processos e as conexões de rede para a formação do repertório criativo. O cotidiano das agências de publicidade não privilegia o processo criativo da mensagem, estimulando a repetição de velhas fórmulas. O vínculo entre a universidade e o mercado de trabalho é frágil, o que privilegia o distanciamento e a superficialidade na formação do jovem profissional. Nosso objetivo principal é investigar o processo criativo do publicitário, questionando o repertório cultural e estético utilizado para a elaboração das mensagens. Cenário, personagens, luzes e cores, elementos que buscam intensificar a reação do receptor, fazem parte das análises, assim como as mídias em que estas mensagens são veiculadas. As áreas de atuação da publicidade também são importantes elementos da pesquisa, para mostrar como a profissão exige em todos os seus formatos a estratégia e a criação como essências da profissão. Esta pesquisa inicia-se por meio da seleção bibliográfica de dados teóricos e científicos pertinentes ao tema abordado. Consideramos fundamentais os princípios metodológicos da Crítica de Processos (Crítica Genética) para o entendimento da criação como um ato de comunicação, ao analisar como o publicitário se apropria dos elementos culturais estéticos de seu contexto. Este projeto se enquadra na linha de pesquisa Processos de Criação e deverá ampliar seus suportes metodológicos para outra proposta teórica, como os estudos sobre complexidade, de Edgar Morin, concentrando o olhar da pesquisa na questão da mediação e das redes de informação

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Heerdt, Bettina. "Processos de ensino e aprendizagem da biologia mediados por Webquests." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2009. http://tede2.uepg.br/jspui/handle/prefix/1280.

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Biology teaching must prioritize the learning tending to research, and in this field we can count with technology, such as the internet and the computer which contribute to this process. The WebQuest can be considered a methodology to organize the teaching process using all the internet resources, which help students in the construction of knowledge in a mediated learning environment. What we look for answering in this research is what the contributions from the WebQuest to learning Biology are. For answering this question the WebQuests were made, from names “The fascinating world of cells” and “Web-classification”, and proposed to the first and second years of high-school in the process of teaching and learning Biology. The goal is to evaluate the process of pedagogical mediation by WebQuests. The methodological approach of this investigation fits into the perspective of the qualitative research, an ethnographic study. While analyzing the obtained data, the analysis of contents was used. The propose about the hypertext organization considering it as a space for building knowledge by Lévy (2006), supported and helped us reaching the objectives aimed. We also considered the historical-cultural learning theory from Vygotsky, in which the cognitive development results from the interaction between man and his social-cultural environment, the mediation is one of the fundamental concepts in this theory. Since it is the learning that promotes the intellectual development and it occurs from an intervention process of an intermediate element between the subject and the object of knowledge, this relation stops being straight and direct and passes to a mediated one. In the present investigation we focused in the process of pedagogical mediation, which has specific characteristics of systematization and intentionality. Once that the mediation helps in the student’s intellectual development it must advance to the development processes, acting in the Proximal Development Zone (ZDP), which corresponds to the intellectual condition of the subject in the moment of learning. The ZDP refers to what the subject does not do on his own but to what he can do with the help of a grown up or an efficient companion. According to Vygotsky, the good teaching acts in the proximal development zone and qualitatively modifies its concepts. In this research the WebQuest was used as a mediator between the subject and the object of knowledge, and it showed to be an efficient tool in this process, since the scientific concepts were remade by the students and, mostly, it improved significantly their comprehension and meanings related to the cells contents and the classification of live beings.
O ensino de Biologia deve priorizar uma aprendizagem voltada à pesquisa e, nesta direção contamos com as tecnologias, como a internet e o computador que contribuem com este processo. A WebQuest pode ser considerada uma metodologia para organizar o processo de ensino utilizando recursos da internet, que auxilia os estudantes na construção do conhecimento em um ambiente de aprendizagem guiado. A questão que procuramos responder nesta pesquisa é: quais são as contribuições da WebQuest para a aprendizagem de Biologia? Para responder a essa questão foram elaboradas as WebQuests, de nomes “O Fascinante mundo das células” e “Web-classificação”, propostas no processo de ensino e aprendizagem de Biologia para estudantes da 1ª série e 2ª série do ensino médio. Busca-se como objetivos avaliar o processo de mediação pedagógica a partir da utilização de WebQuests e investigar a possibilidade de avanços conceituais dos objetos de conhecimento da Biologia, a partir de um processo de ensino mediado por WebQuests. A abordagem metodológica dessa investigação enquadra-se na perspectiva da pesquisa qualitativa, um estudo do tipo etnográfico. Para análise dos dados obtidos utilizamos a análise de conteúdo. Para alcançar os objetivos propostos nos apoiamos na proposta de Lévy (2006) sobre a organização do hipertexto considerado como um espaço para a construção do saber. Também levamos em consideração a teoria de aprendizagem histórico-cultural elaborada por Vygotsky para o qual o desenvolvimento cognitivo resulta de interações entre o homem e seu meio sócio-cultural, a mediação é um dos conceitos fundamentais dessa teoria. Visto que é a aprendizagem que promove o desenvolvimento intelectual e ela ocorre por meio de um processo de intervenção de um elemento intermediário entre sujeito e objeto do conhecimento, essa relação deixa de ser direta e passa a ser mediada. Na presente investigação nos fixamos no processo de mediação pedagógica, que possui características de sistematicidade e intencionalidade. Uma vez que a mediação colabora no desenvolvimento intelectual do estudante ela deve se adiantar aos processos de desenvolvimento, atuando na Zona de Desenvolvimento Proximal (ZDP), que corresponde à condição intelectual do sujeito no momento da aprendizagem. A ZDP se refere ao que o sujeito não faz sozinho, mas consegue fazer com a ajuda de um adulto ou companheiro mais eficaz. Para Vygotsky, um bom ensino é aquele que atua na zona de desenvolvimento proximal e modifica qualitativamente conceitos. Nesta pesquisa a WebQuest foi utilizada como uma mediadora entre o sujeito e o objeto de conhecimento, mostrou-se uma ferramenta eficiente neste processo pois os conceitos científicos foram reelaborados pelos estudantes e, a maioria, melhorou significativamente suas compreensões e significações em relação aos conteúdos de células e classificação dos seres vivos.

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Leite, Monalisa de Abreu. "Processos de mediaÃÃo de conceitos algÃbricos durante o uso de um objeto de aprendizagem." Universidade Federal do CearÃ, 2006. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=561.

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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico
A presente pesquisa tem como objetivo principal analisar as trocas dialÃgicas entre professor e aluno durante a utilizaÃÃo de um Objeto aprendizagem para a compreensÃo de conceitos algÃbricos. O estudo aconteceu em uma escola da rede municipal da cidade de Fortaleza, com uma turma de 7Â sÃrie e seu professor de matemÃtica. Foi analisada a atividade no laboratÃrio de informÃtica da escola com o uso do objeto de aprendizagem (OA) BalanÃa Interativa, que tem como objetivo trabalhar as noÃÃes de equaÃÃo, inequaÃÃo e incÃgnita por meio da simulaÃÃo de uma balanÃa de dois pratos na tela do computador. A fundamentaÃÃo teÃrica baseou-se em autores como Vygotsky (1998, 1993) que trata das idÃias de mediaÃÃo e interaÃÃo; Valente (1998), Carraher (1992), Gomes (2000), Castro-Filho et al. (2003, 2005) e Peres (2002) que tratam da utilizaÃÃo de software na educaÃÃo e do desenvolvimento de conceito matemÃticos por meio de ferramentas interativas. A metodologia da pesquisa teve enfoque qualitativo, sendo utilizada a AnÃlise da ConversaÃÃo (Marchusci, 1991), a anÃlise microgenÃtica e a videografia (Meira, 1994) na coleta e na anÃlise dos dados. Os resultados obtidos indicam que as trocas dialÃgicas entre professor e alunos durante o uso do OA estavam voltadas Ã compreensÃo de conceitos matemÃticos referentes Ã equaÃÃo, inequaÃÃo e incÃgnita. TambÃm foi observada uma grande continuidade de aÃÃes entre os participantes, sugerindo que a mediaÃÃo do professor orientou as atividades
The present research aims to analyze the dialogical exchanges between teacher and students while using a Learning Object designed to help students understand algebraical concepts. The study was conducted with a 7th grade class and his math teacher in a public school at Fortaleza, Brazil. An analysis was conducted on the use of a learning object called Interactive Scale which intends to work on concepts of equation, inequality and unknown. The study was grounded on authors such as Vygotsky (1998, 2003) who discusses the ideas of mediation e interaction; Valente (1998), Carraher (1992), Gomes (2000), Castro-Filho et al. (2003, 2005) e Peres (2002) who deal with use of educational software and the development of mathematical concepts mediated by interactive tools. The research methodology was qualitative, based on the conversational analysis (Marchusci, 1991), Microgenetic analysis and videography (Meira, 1994) in the data collection and analysis. Results shown that the dialogical exchanges between teacher and students during the Learning Object use were related to the understanding of mathematical concepts, particularly the notions of equation, inequality and unknown. There was also a continuity of actions among the participants which suggests that teacher mediation guided the activities.

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Lacerda, Juciano de Sousa. "Ambiencias comunicacionais e vivências midiáticas digitais: conexões e sentidos entre espacialidades pessoais, arquitetônicas e digitais: um estudo da experiência dos internautas em telecentros de acesso público gratuito dos projetos Paranavegar e Faróis do Saber – Curitiba (PR)." Universidade do Vale do Rio do Sinos, 2008. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2511.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Esta pesquisa se propôs a descrever e interpretar a ambiência midiático-comunicacional dos telecentros de acesso público e gratuito e as vivências midiáticas digitais de internautas participantes das experiências de inclusão digital dos projetos Faróis do Saber, da Prefeitura Municipal de Curitiba, e Paranavegar, do Governo Estadual do Paraná. A ambiência midiático-comunicacional e as vivências midiáticas digitais foram caracterizadas a partir das significações produzidas pelos internautas na vivência cotidiana das condições materiais e simbólicas que constituíam os espaços de telecentros. Definimos como recorte empírico duas experiências de inclusão digital, uma municipal e outra estadual, por ambas serem definidas como projetos de inclusão digital de iniciativa pública, no panorama latino-americano da Sociedade da Informação. O primeiro movimento foi a caracterização da ambiência midiático-comunicacional a partir das relações construídas entre as espacialidades pessoais, física e digital nos telecentros obs
This investigation seted out to describe and to interpret the mediatic-communicational ambiency of the telecenters of public and gratuitous access and the digital mediatics experiences of the participant internauts in experiences of digital inclusion of the Faróis do Saber Project, of the Municipal Government of Curitiba, and Paranavegar Project, of the Government of the Province of Parana. The mediatic-communicational ambience and the digital mediatic experiences were characterized from the meanings produced by the internauts in their daily experience of the material and symbolic conditions that constituted the spaces of telecenters. We define as empirical clipping two experiences of digital inclusion, one municipal theatre and another state one, for both to be definite as projects of digital inclusion of public initiative, in the Latin American panorama of the Society of the Information. The first movement was the one to characterize the mediatic-communicational ambience from the relations constructed betwe

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Moody, Pamela Neil. "What Virginia Principals Should Know and Be Able to Do to Minimize Special Education Disputes Between Parents and Schools. A Delphi Study." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/47728.

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Today's schools face a mounting number of court cases resulting from conflicts between parents of children with special needs and educators tasked with meeting those needs (Osborne, 2009). Principals have the enormous responsibility to ensure appropriate services to educate students with disabilities and, as special education leaders, require a skill set that includes knowledge of current laws, litigation, student learning needs, and how to support parents' decision making rights and responsibilities. A gap is evident between what principals know about special education leadership and case law and what principals are doing in the field. The purpose of this study was to identify effective actions and behaviors that support Virginia principals' leadership in special education decision making. More specifically, the study examined what can be done to minimize special education disputes between parents and schools and identify principals' skill sets to minimize special education disputes. Two concurrent Delphi studies were conducted with 16 member panels; stakeholders with familial responsibilities to children with disabilities and professional experts with responsibility to special education compliance participated. A final round exchanged findings between the panels. The study identified a list of best practices for Virginia school principals to support special education leadership and decision making.
Ed. D.

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Moraes, Fabiana Aparecida de. "A mediação pedagógica como elemento potencializador dos processos de aprendizagem e desenvolvimento infantis." Universidade Federal de São Carlos, 2009. https://repositorio.ufscar.br/handle/ufscar/2515.

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Promoting Primary Education which provides children with thorough development requires the approach of knowledge, attitude and values in training professional educators who act at this level of teaching. Taking into consideration the premise that all the learning which takes place during childhood stays with us throughout life, it is important to observe the assistance that young learners have been receiving during such a period in Primary Education institutions in order to better understand the childish actions which take place in these places and how the children s development have been approached. The present work is the product of a field research carried out at a Primary Education institution in the city of Araraquara in São Paulo, which was accomplished so as to check if and how the mediation work of the teachers during the games take place as well as their contribution to the children s development. Therefore, the attempt was to identify how the professionals involved in this context conceive the play a game idea and their approach towards the kids when they are engaged in such an activity. The methodological procedures adopted in this work consisted of observations and interviews. The observations were carried out both when the children were in the classroom with the teacher and when they were doing free activities in the playground. Some interventions took place during the observations when the children were playing. Afterwards, interviews with the preschool children (3 to 6 years old) were carried out, who were asked about their idea of playing, the games they play and the places where these games take place. Furthermore, we also carried out interviews with the teachers and the educational agents, who are the people who attend the children throughout the period in which they stay at the institution. The methodological and theoretical reference on which this work was based was the Historical and Cultural theory by Vigotsky, which supported the data collection and analysis. The most significant results which were obtained show that the teachers assume a passive posture towards the possible mediation opportunities, thus restricting their acting to the explanation of a certain rule to the game or pulling the kids apart in case of conflicts. Considering the actions performed by the researcher during the games, it was possible to check that the main mediation opportunities should be based on constant observation, which is an important instrument to achieve mediations which are appropriate to the learning needs of the children. The importance of a deeper theoretical training for the teachers should also be highlighted, one which not only contributes to the games at the school day-to-day , but also so that these moments are legitimated through intentional mediations in order to promote an effective and thorough development of the children.
A promoção de uma Educação Infantil que contemple o pleno desenvolvimento da criança requer a abordagem de conhecimentos, atitudes e valores na formação de profissionais que atuam neste nível de ensino. Diante da premissa de que as aprendizagens ocorridas durante a infância nos marcam ao longo da vida, torna-se relevante pensar no atendimento que as crianças vêm recebendo ao longo deste período nas instituições de Educação Infantil, visando compreender melhor as ações infantis nelas realizadas e como tem sido contemplado o desenvolvimento dessas crianças nestes espaços. O presente trabalho é produto de uma pesquisa de campo desenvolvida em uma instituição de Educação Infantil do município de Araraquara SP, a qual teve como objetivo verificar se e como ocorre o processo de mediação das professoras durante a realização das brincadeiras e suas contribuições para o desenvolvimento infantil. Assim, buscamos identificar como as profissionais envolvidas neste contexto concebem o brincar e suas principais atuações nos momentos em que as crianças realizam esta atividade. Os procedimentos metodológicos adotados neste trabalho consistiram em observações e entrevistas. As observações foram feitas tanto nos momentos em que as crianças estavam na sala de aula com a professora, quanto nos momentos livres, em atividade no parque. Junto às observações foram realizadas algumas intervenções nos momentos em que as crianças brincavam. Ao término deste processo, foram realizadas as entrevistas com as crianças da pré-escola (03 a 06 anos), as quais responderam à respeito da visão que têm do brincar, quais as principais brincadeiras que realizam e em quais espaços essas brincadeiras são praticadas. Além disso, contemplamos também entrevistas com as professoras e as agentes educacionais, profissionais que permanecem com a criança durante o tempo em que ela está na instituição. O referencial teórico e metodológico que norteou este trabalho pautou-se na teoria Histórico-Cultural de Vigotsky, subsidiando a coleta e análise dos dados. Como principais resultados, obtivemos que as professoras apresentam uma postura passiva frente aos possíveis momentos de mediação, restringindo sua atuação à explicação de alguma regra da brincadeira ou separação de conflitos entre as crianças. Diante das ações realizadas pela pesquisadora durante as brincadeiras, foi possível verificar que as principais oportunidades de mediação devem estar baseadas na constante observação, sendo este um instrumento importante para a realização de mediações adequadas às necessidades de aprendizagens das crianças. Destacamos, ainda, a importância de uma formação teórica mais aprofundada por parte das professoras, a qual contribua não só para que promovam o brincar no cotidiano escolar, mas para que legitimem estes momentos por meio de mediações intencionais de modo a contemplar um desenvolvimento efetivo e pleno da criança.

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Sugayama, Soraya. "Um olhar acerca da tecnologia no teatro de rua: a tecnologia como meio de ação, mediando saberes, processos e fazeres humanos." Universidade Tecnológica Federal do Paraná, 2012. http://repositorio.utfpr.edu.br/jspui/handle/1/368.

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Esta dissertação apresenta uma abordagem sócio-histórica e tem como objeto gerador de reflexões o teatro de rua. Discute a tecnologia como mediadora de saberes, processos e fazeres humanos, trabalha o conceito de Certeau que pensa o espaço como lugar praticado e aborda os sujeitos como portadores de qualidades responsáveis e responsivas, pois considera que a existência do sujeito se dá, pelo contato, relação e resposta ao outro (a). Para pensar a tecnologia no teatro de rua, esta pesquisa apresenta a descrição de observações e a transcrição de entrevistas feitas com dois grupos de teatro de rua da cidade de Curitiba-PR. Dialoga com autores (as) da área da Tecnologia, do Teatro, dos Estudos CTS, da Lingüística, da Comunicação, Cultura, dentre outras áreas. As reflexões desta pesquisa têm como objetivo principal perceber e compreender as relações, processos e artes de fazer que geram poéticas, pensando a tecnologia como meio de ação, que liga processos e maneiras de fazer a pessoas. Outro objetivo é dar voz aos artistas que integram os grupos de teatro de rua pesquisados, para compreensão do objeto de pesquisa, mediados (as) pelo que os (as) próprios artistas enunciam via as materialidades apresentadas em cena.
This work presents a social-historical approach and it aims to reflect upon the street theater. This work discusses technology as a mediator of the knowledge, processes and human activities. It works with the Certeau’s principle that treats space as Practice’s Space and approaches the subjects as bearers of responsible and responsive qualities. Therefore, it considers the subjects existence as given by the relation or response to others. Aiming to think on technology on street theaters, this research presents observations and interview transcriptions performed with two street theater groups from Curitiba-PR. This work dialogues with Technology, Theater, Linguistics, Communication and Culture areas together with STS studies and other areas. This work’s main objective is to perceive and comprehend the relations, processes and performing art which generates poetics thinking technology as a mean of action, that connects processes and means of and ways to make people. Another objective is let the researched groups speak, aiming to understand the researched object mediated by these artists speech on the “materiality” presented in scene.

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Padula, Melissa. "Mediation of special education disputes and the use of participant feedback: A multi-state study." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/5302.

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School Psychology
Ph.D.;
Mediation of special education disputes varies between states. This study addressed the ways in which the practices and methods of evaluation differ between five states: Hawaii, Iowa, Massachusetts, Minnesota, and New Jersey. This includes such factors as provision of services, alternative dispute resolution procedures, mediation style, and mediator training. Data were examined regarding mediation rates, rates of agreement, and the types of students/issues involved. The research focused on the ways the states used participant feedback to assess their own performance. Extant data from two states, Iowa and Minnesota, were examined to determine which factors impacted overall evaluation of the mediation process and satisfaction with the outcome. States were similar regarding the provision of services, although the agency overseeing mediation differed. Methods of alternative dispute resolution varied greatly, and were strongly tied to the perspective of each state. Large differences were found between states relating to mediation usage and agreement rates. Content analyses were conducted on the survey instruments. The greatest number of questions addressed the impact on the relationship between participants, followed by fairness of the process, and then skills of the mediator. Overall, participants were satisfied with the mediation process. Satisfaction with the outcome was moderate to high, but diminished over time. There were no significant differences in satisfaction ratings between parents and school officials in either state, but individuals who reached a resolution were most satisfied with the mediation process. The ability to discuss and understand the important issues was the largest predictor of satisfaction. Improved communication in the long term was strongly related to satisfaction, but improved communication within the mediation session was not. Additionally, Iowa parents felt more satisfied when they were better able to understand their own perspective and their views were considered before any solutions or agreements were made. Iowa school officials were more satisfied when they were better able to understand the parents' perspective. In Minnesota, an improved relationship with the other party predicted greater satisfaction with the mediation outcome for the school officials, but not parents. Mediator skills and impartiality were important factors for the school officials only.
Temple University--Theses

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Heidtmann, Patrícia. "Formação docente em artes visuais na contemporaneidade: mediação, análise crítica e processos emancipatórios." Universidade do Estado de Santa Catarina, 2008. http://tede.udesc.br/handle/handle/746.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research focuses the Visual Arts teaching from the conception of art as representation of the society and culture, which can not be understood out of its social cultural context. In this approach it is defended the idea that Visual Arts teaching has as a goal to amplify the cultural universe of students, helping them to interpret the social and cultural world where they live showing autonomy and critical conscience. In this perspective was developed an empirical study having as goal to find evidences about the quality of didactic strategies used with a group of students of Licenciatura em Artes Visuais of UDESC (future Art Visuals teachers) in the process of education to comprehension and/or critical interpretation of a contemporary work of art. In this process, was investigated the importance of the use of a mediator instrument of analysis and critical omprehension of works of art created by Franz (2003) using the work of Nelson Felix (1954) named MESA (TABLE) (1999) as a path to the study. The collect of data was done during the teaching training in the course Fundamentos da Arte na Educação (Art Education Fundaments) of the referred institution in a group of students in the third phase of Licenciatura em Artes Visuais (Visual Arts Teaching undergraduation Course). The diminishing of frontiers between popular culture, media, television, Internet and all kind of communication allowed via satellites, produce in great matter imagistic material, and make profound transformations in the subjectivities of our students. This way, it is necessary a revision of concepts and contents in the teaching of Visual Arts, for this to follow the occurred transformations. Through all these, the goal of this study, in general lines, is to investigate to know, analyze, ordain, evaluate and interpret such the students conceptions about the referred work, as the quality of the didactic strategies used in the process of studies of the cited work from theories that fundament the education to the critical comprehension of art
A pesquisa focaliza o ensino de Artes Visuais a partir da concepção de arte como representação da sociedade e da cultura a qual não pode ser compreendida fora do seu contexto sociocultural. Nesta abordagem defende-se a idéia de que o ensino de Artes Visuais tem como finalidade ampliar o universo cultural dos estudantes, ajudando-os a interpretar o mundo social e cultural em que vivem demonstrando autonomia e consciência crítica. Nesta perspectiva desenvolveu-se um estudo empírico tendo como meta encontrar evidências sobre a qualidade das estratégicas didáticas utilizadas com um grupo de estudantes da Licenciatura em Artes Visuais da UDESC (futuros docentes de Artes Visuais) no processo de educação para a compreensão e/ou interpretação crítica de uma obra de arte contemporânea. Dentro deste processo, investigou-se a importância do uso de um instrumento mediador de análise e compreensão crítica de obras de arte criado por Franz (2003) utilizando a obra de Nelson Felix (1954) intitulada MESA (1999) como norteadora do estudo. A coleta dos dados foi realizada durante o estágio docência na disciplina Fundamentos da Arte na Educação da referida instituição com uma classe de estudantes da terceira fase da Licenciatura em Artes Visuais. A diminuição das fronteiras entre arte e cultura popular; mídias, televisão, Internet e todo tipo de comunicação possibilitada via satélites, produzem em grande parte material imagético, e engendram profundas transformações nas subjetividades dos nossos estudantes. Assim, torna-se necessária uma revisão dos conceitos e conteúdos no ensino de Artes Visuais, para que este acompanhe as transformações ocorridas. Diante destas colocações, o objetivo deste estudo, em linhas gerais, é investigar para conhecer, analisar, ordenar, avaliar e interpretar tanto as concepções dos estudantes sobre a referida obra, quanto a qualidade das estratégias didáticas utilizadas no processo de estudos da obra norteadora partindo das teorias que fundamentam a educação para a compreensão crítica da arte

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Santos, Juliana Abramides dos. "Serviço social e cultura: processos criativos na mediação do trabalho profissional." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/17681.

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Conselho Nacional de Desenvolvimento Científico e Tecnológico
The particular object of this study is the mediation of creative processes in professional work from the observation and analysis of the everyday three 'quilombos' communities: Matias, Maú and Juaba inside of Pará and the population of the slums Irati and Trianon, in Taboão da Serra municipality, in the state of São Paulo. This study sought to understand, systematize and analyze the creative processes, taking into account professional experience and activities undertaken by the social worker in quilombolas villages and slums. The creative process articulated to ontological - theoretical perspective developed in two dimensions: the recognition of cultural expressions of the residents of slums and quilombos and interdisciplinary professional practice creative and innovative. Social work when dealing with cultural expressions and creative experiences can contribute to new forms of professional intervention. This perspective is anchored to the professional project of the Brazilian Social Service break with conservatism articulated to the corporate project of human emancipation
A presente dissertação tem como objeto de estudo investigação os processos criativos na mediação do trabalho profissional a partir da observação e estudo do cotidiano de três comunidades quilombolas: Matias, Maú e Juaba, no interior do Pará e da população das favelas Irati e Trianon, do município de Taboão da Serra, no estado de São Paulo. Este estudo procurou compreender, sistematizar e analisar processos criativos, levando em conta a experiência profissional e as atividades desenvolvidas pela assistente social nas vilas quilombolas e nas favelas. Os processos criativos articulados a perspectiva teórico-ontológica desenvolveram-se em duas dimensões: no reconhecimento das expressões culturais dos moradores de quilombos e favelas e nas práticas profissionais interdisciplinares criativas e inovadoras. O trabalho social ao lidar com as manifestações culturais e experiências criativas pode contribuir para novas formas de intervenção profissional. Esta perspectiva encontra-se ancorada ao projeto profissional do Serviço Social brasileiro de ruptura com o conservadorismo articulado ao projeto societário de emancipação humana

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Menegaz, Mariana Lima. "A aplicação da mediação como forma de tratamento de conflito e os processos administrativos disciplinares : proposta de Câmara de Mediação na Universidade Federal de Uberlândia /." Franca, 2019. http://hdl.handle.net/11449/191016.

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Orientador: Alexandre Walmott Borges
Resumo: A presente pesquisa possui como escopo principal responder o questionamento acerca da possibilidade de utilizar a mediação para solucionar as controvérsias existentes na administração pública federal, mais especificamente aquelas que ocorrem no âmbito das Universidades Federais brasileiras. A mediação é um mecanismo autocompositivo de solução de conflitos em que um terceiro, estranho ao conflito, aplica técnicas específicas e auxilia as partes para que retomem o diálogo. As partes estão na figura central do mecanismo, possuindo o poder decisório em razão do princípio da autonomia da vontade das partes. Este mecanismo se difere do que tradicionalmente é aplicado aos conflitos nas Universidades Federais, haja vista que o processo administrativo disciplinar, em regra, é a ferramenta utilizada nos casos conflitantes internos. Assim, o trabalho aborda, primeiramente, o processo administrativo disciplinar e, em seguida, analisa a mediação como forma de tratamento dos conflitos internos das Instituições federais. Para tanto, a metodologia utilizada é a indutiva, haja vista que a pesquisa analisa os dados da COPSIA, que é a Comissão Permanente de Sindicância e Inquérito Administrativo da Universidade Federal de Uberlândia, que dispõe sobre os processos administrativos disciplinares do ano de 2017 e, ao final, conclui pela possibilidade de aplicação da mediação nas Universidades Federais, com a proposta de criação de um plano piloto para implantação de uma Câmara de Mediação na Instit... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The present research has the main scope to answer the question about the possibility of using mediation to solve the controversies existing in the federal public administration, more specifically those that occur within the brazilian Federal Universities. Mediation is a self-composing mechanism for conflict resolution in which a third part, stranger to the conflict, applies specific techniques and assists the parties to resume dialogue. The parties are at the center of the mechanism, having the decision-making power by virtue of the principle of autonomy of the will of the parties. This mechanism differs from that traditionally applied to conflicts in Federal Universities, since the disciplinary administrative process, as a rule, is the tool used in internal conflicting cases. Thus, the paper addresses, first, the disciplinary administrative process and then analyzes the mediation as a way of dealing with internal conflicts of federal institutions. To this end, the methodology used is the inductive one, since the research analyzes data from COPSIA, which is the Permanent Commission of Syndication and Administrative Inquiry of the Federal University of Uberlândia, which provides for the disciplinary administrative proceedings of 2017 and, finally, it concludes that it is possible to apply mediation in Federal Universities, with the proposal of creating a pilot plan for the implementation of a Mediation Chamber in the researched institution. It is noteworthy that the work is no... (Complete abstract click electronic access below)
Mestre

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Alves, Maria Cristina Dias. "Mediações e os dispositivos dos processos criativos da publicidade midiatizada: vestígios e perspectivas." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/27/27153/tde-19092016-163535/.

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Esta tese de doutorado traz à discussão os processos criativos das agências de publicidade brasileiras contemporâneas face à acelerada disseminação dos meios digitais; dos aparatos técnicos e suportes, das redes e sistemas informacionais; alterando a interação entre os sujeitos e, dessa feita, as práticas socioculturais. Se no início do século passado a criação dos cartazes e anúncios ficava a cargo de escritores, poetas e pintores, essa origem configurou as representações dos redatores e diretores de arte das agências como artistas; imagem que também se alterou tanto quanto os meios pelos quais a publicidade atualmente se dissemina. A hipótese que norteou esta pesquisa é a de que a proliferação das tecnologias de informação e comunicação trouxe mudanças nos processos criativos para ter acesso a um consumidor ubíquo: produtor, protagonista e propagador de conteúdos na rede on-line. Para investigar esse movimento, foi realizada uma pesquisa de cunho etnográfico; observação participante e entrevistas; em três modelos de agência: tradicional (prioritariamente mídia off-line), digital (mídia on-line) e colaborativa (modelo híbrido, mídia off e on-line). A postura filosófica que conformou a metodologia desta pesquisa possibilitou verificar os processos de interação no dia a dia dos profissionais, a emergência de dispositivos tecno-discursivos atualizando saberes, além das mediações comunicativas da cultura nos modos de fazer dos criativos. As ações do consumidor nas redes on-line promovem uma reação das agências na busca por ampliar a prestação de serviços de comunicação por meio de inovações tecnológicas, aproximando programadores das equipes criativas, em campanhas permeadas por estratégias que visam intensificar a interação com o consumidor. As práticas observáveis na concepção de uma publicidade midiatizada endossam a compreensão da complementaridade entre mediação e midiatização, cujas lógicas fornecem categorizações de procedimentos e fluxos de trabalho. A denominação publicidade midiatizada, proposta nesta tese, traz a atualidade dos dispositivos e sintetiza as mudanças nos processos interacionais tanto na produção quanto no consumo (e circulação) da publicidade e, principalmente, sinaliza um momento de transformações aceleradas nos modelos de negócio das agências de publicidade contemporâneas.
This doctoral thesis discusses creative processes at contemporary Brazilian advertising agencies considering the accelerated diffusion of digital media; technical devices, networks and information systems; which has changed the interaction between individuals and thereby, social-cultural practices. If at the beginning of the last century posters and advertisements were created by writers, poets and painters, this origin established representations of agency copywriters and art directors as artists; an image that has changed as much as the means by which advertising is now disseminated. The hypothesis that guided this study is that the proliferation of information and communication technologies has brought changes in the creative processes used to gain access to ubiquitous consumers, who are now producers, actors and propagators of content on online networks. To investigate this movement, an ethnographic study was conducted using participant observation and interviews at three types of agencies: a traditional agency that works mainly with offline media; a digital agency that works with online media; and an agency that has a hybrid model that works with crowdsourcing with off and online media. The philosophical position that shaped the research methodology allowed us to verify the daily interactional processes of the professionals, the emergence of techno-discursive dispositifs that revise knowledge, as well as the communicative mediations of culture in the modes of production of the creative professionals. The actions of consumers in online networks trigger the agencies to expand the communication services they offer by using technological innovations. This approximates programmers and creative teams, permeating campaigns with strategies that seek to foster interaction with consumers. The observable practices in the development of mediatized advertising endorse the understanding of the complementarity between mediation and mediatization that provide categorizations of procedures and workflows. The denomination mediatized advertising proposed in this thesis highlights the topicality of the dispositifs and synthesizes changes in interactional processes in the production and consumption (and circulation) of advertising and signals a time of rapid changes in business models at contemporary advertising agencies.

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Jakobs, Moniek, and der Meij Theresia Maria van. "The role of consumers' environment-friendly lifestyle in relation to the acceptability of processed insect-based products." Thesis, Mälardalens högskola, Akademin för ekonomi, samhälle och teknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-39463.

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Sousa, Margarida Maria de. "A biblioteca universitária como ambiente de aprendizagem no ensino superior." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/27/27151/tde-20102009-153956/.

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O ensino universitário tem buscado cada vez mais formar profissionais com espírito crítico e reflexivo, aproximando-os da realidade desde seu estágio como estudante. A biblioteca universitária tem sido vista freqüentemente como ambiente de apoio às atividades de ensino, pesquisa e extensão na academia. Entretanto, é também sua função, contribuir para a inserção do estudante no universo da pesquisa acadêmica, desenvolvendo atividades de mediação junto ao usuário nos processos de busca da informação para que ele tenha condições de transformá-la em conhecimento. Considera-se a importância da Biblioteconomia e da Ciência da Informação dialogarem com outras áreas do conhecimento tais como a Educação, a Metodologia Científica e a Psicologia. Abordam-se os conceitos de informação e conhecimento, biblioteca universitária, estudos e educação de usuários. Objetiva-se discutir o papel do bibliotecário na educação de usuários, entendendo a biblioteca como espaço de aquisição do conhecimento. O estudo é baseado no processo construtivista de busca de informação (ISP) de Carol Kuhlthau. A pesquisa é de caráter exploratório com abordagem qualitativa através de entrevistas com alunos de graduação e pós-graduação de faculdades das três áreas do conhecimento, Humanas, Biológicas e Exatas da Universidade de São Paulo. Ao final da análise conclui-se que há necessidade e espaço para que e a biblioteca universitária possa tornar-se ambiente propício a colaborar na aprendizagem do estudante universitário.
The learning process at the university has been increasingly trying to develop reflexive and critical professionals, offering them a close contact with the reality since their intern period as students. The academic library has been seen frequently as an environment to support learning, research and additional studies activities at the academia. Nevertheless, it also has the role to contribute to the student immersion on the academic research, developing activities as a medium for its users to search for information so that they could transform it in knowledge. It is taken into consideration the importance of Librarianship and Information Science to dialogue with other areas as Education, Scientific Methodology and Psychology. This paper deals with the concepts of information and knowledge, academic library, users studies and learning. Its goal is to discuss the role of the librarian in relation to its users education, understanding the library as a place to acquire knowledge. The study is based on the constructive Information Search Process (ISP) from Carol Kuhlthau. The research has an exploratory character with qualitative approach through interviews with students from graduation and post graduation from three fields: Humanities, Biological and Exact Sciences from Universidade de São Paulo (Sao Paulo University). By the end of the analysis, it is concluded that there is a need and space for the university library to become an environment proper to collaborate on the knowledge of the university student.

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Pereira, Carmem Rejane Antunes. "Processos comunicacionais Kaingang: configurações e sentidos da identidade cultural, memória e mídia em perspectiva histórica." Universidade do Vale do Rio dos Sinos, 2010. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3307.

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A pesquisa problematiza as configurações da identidade cultural em dimensão comunicacional e histórica, no contexto do grupo étnico Kaingang, focalizando os modos de ser dos públicos e suas interações peculiares com as mídias. Nosso propósito é compreender as marcas do ethos midiatizado, nos entrecruzamentos de culturas ancestrais e contemporâneas, tendo como base a expansão da cultura midiática em condições de desigualdade e de exclusão que constituem a nossa complexa diversidade cultural e a sua expressão no campo comunicativo. Tais configurações são investigadas no âmbito dos vínculos com a televisão e das demandas da visibilidade social indígena, tendo como objeto empírico as narrativas que emergem na história de vida comunicacional dos interlocutores/ouvintes/telespectadores/leitores, os quais têm como redes de pertencimento os coletivos kaingang situados nos fluxos da região metropolitana de Porto Alegre. Na coleta e tradução dessas narrativas utilizou-se metodologia inspirada no pensamento intercultural e na hermenêutica dialógica da diferença, que imbrica reconhecimento e redistribuição, valendo-se dos recursos da história oral, da antropologia e do materialismo geográfico humano, para conjugar a pesquisa de recepção em perspectiva crítica e dialética como história social. Nessa compreensão são relevantes as afinidades de matrizes milenares e comunicacionais, como a oralidade e os gêneros televisivos, num conjunto de mediações sociais, culturais, históricas e políticas identificadas na itinerância, na memória coletiva e na organização política dos Kaingang. O sujeito intercultural, portanto, é entendido nas relações de sobrevivência material e simbólica nas cidades, na luta pelos seus territórios e na sua percepção como índios de tradição, e na sua construção histórica como públicos, mediante estruturações de gostos, competência, interpelações e conflitos frente às imagens do índio midiático, que evidenciam os embates para demarcar o seu lugar no campo comunicativo, como ambiência compartilhada e como arena social do sentido. Dessa forma, a identidade cultural é traduzida em multiplicidade constitutiva, articulando luta pela terra e afirmação étnica, através da temporalidade dos telespectadores e cidadãos, na mestiçagem entre culturas ancestrais, globais, locais, urbanas, hegemônicas e contra-hegemônicas, que tecem as formas nativas de visibilidade social no campo comunicativo.
This research problematizes the configurations of the cultural identity in the communicational and historical dimensions; within the context of the ethnical group Kaingang, focusing on the public?s way of being and their peculiar interactions with the medias. Our goal is to understand the marks of the mediated ethos in the intersections of ancestral and contemporary cultures, having as a base the expansion of the mediatic culture in inequality and exclusion conditions which constitute our complex cultural diversity and its expression in the communication field. These configurations are investigated in the scope of the links with television and the demand for an indigenous social visibility, having as an empirical objective the narratives that emerge in the histories of communicational lives of the interlocutors/listeners/TV viewers/readers that belong to Kaingang groups situated in the metropolitan region of Porto Alegre. During the collection and translation of the narratives, a methodology inspired by the intercultural thought and the dialogic hermeneutics of difference, which imbricates recognition and redistribution, using the resources of oral history, anthropology and geographical human materialism, in order to conjugate the reception research in a critical and dialectical perspective as social history. In this comprehension, the affinities of millennial and communication matrices, as the orality and television genres, in a set of social, cultural, historical and political mediations identified in the itinerancy, in the collective memory and in the political organization of the Kaingang. The intercultural subject is, therefore, understood in the relations of material and symbolic survival in the cities, in the fight for its territory and in its perception as Indians of tradition, and in its historical construction as public by the structuring of tastes, competencies, interpellations and conflicts in relation to the images of the mediatic Indian, which show the clashes to demarcate their role in the communication field, as shared ambiance and as social arena of sense. This way, the cultural identity is translated in constructive multiplicity, articulating the fight for land and ethnical affirmation, through the temporality of TV viewers and citizens, on the mixture of ancestral, global, local, urban, hegemonic and counter-hegemonic cultures, which compose the native forms of social visibility in the communicative field.

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Ben, Rehouma Inès. "Le particularisme de la médiation dans les services publics." Thesis, Paris 11, 2012. http://www.theses.fr/2012PA111018.

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La sphère publique n’est pas restée extérieure aux changements culturels profonds et qui constitue le recours aux modes alternatifs de règlement des conflits qui privilégient le dialogue et le sens du compromis. Depuis de nombreuses années, les entreprises publiques et plus généralement les services publics ont instauré des médiateurs, afin d’améliorer la relation aux usagers (La Poste, RATP, SNCF, ministère de l’Economie, Education nationale, etc.). Mais cette réforme est-elle emblématique d’un changement culturel profond au sein même de l’Etat ? Le développement du champ de la médiation sociale au niveau des rapports entre citoyens et services publics est-il au légendaire attachement de la France à la notion de service public ? A la présence très prégnante de ces services sur le territoire ? Aux très fortes attentes du public à leurs égards ? L’essor considérable de ces pratiques médiatrices, n’exprimerait-il pas, au fond, une métamorphose de l’action publique, qui cherche une nouvelle manière de gouverner la cité et de fabriquer de la cohésion sociale ?La médiation, tant dans le secteur privé que publique, peut-elle considérer comme indispensable à l’évolution de la société ? Constitue-t-elle une réponse nécessaire au regard de l’évolution des rapports, dans public entre le collectif et l’individu, dans le secteur économique entre les entreprises et le client ? Comment agit-elle, à quelle place, quelles peuvent être ses limites et ses pouvoirs ?
The public sphere has not remained closed to these deep, cultural changes which make up the recourse to alternative models of conflict management privileging dialogue and a feel for compromise. For many years, public firms and more generally the ‘services publics’ have employed mediators with a view to improving user-relations (La Poste, the RATP, the SNCF, the ministries of Economy, of Education, etc.). However, is this trend meaningful in terms of what would be a deep, cultural change within the State itself?Is such an evolution of the ‘champ’ of social mediation as to relations between citizens and ‘services publics’ in tune with the legendary attachment in France to the notion of the ‘service public à la française’; to the pregnant presence of these ‘services’ throughout the territory ? to the very high expectations on the part of the public as to these services ? Would the considerable spread of the mediating practices not, fundamentally, reflect a metamorphosis of public action itself? Is the latter in search of a new way to govern the City and to produce social cohesion?In both the private and public sectors, can mediation be considered as indispensable to the evolution of society? Does it make up a necessary response with regard to the evolution of relations between the collective and the individual in the public sphere, and between the firms and the customers in the economic sphere? How does mediation operate, in what dynamic, what can be its limits and its potency?

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Wing, Edgar H. Jr. "The Relationship between Therapist Empathy, the Working Alliance, and Therapy Outcome: A Test of a Partial Mediation Model." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1262266810.

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Koch, Simone Hack da Silva. "@prender a @prender : na busca de processos metacognitivos com o uso das TIC." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/32142.

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No dia-a-dia da sala de aula, quando propõe situações de aprendizagem, o professor fica surpreso em constatar que os alunos desenvolvem uma série de condutas. Algumas, que não parecem muito lógicas, revelam-se eficazes, ao passo que outras, aparentemente mais adequadas, dão resultados desconcertantes. Como compreender o que o aluno faz ou quis fazer? Como perceber suas verdadeiras aprendizagens? Nesse contexto que este trabalho teve como foco principal a investigação sobre como promover e evidenciar, por meio de estratégias de ensino e aprendizagem mediadas pelas TIC, processos metacognitivos nos sujeitos em ADA/AVA. Para responder a questão norteadora, estudos sobre processo de internalização, metacognição, mediação e estratégias de ensino e aprendizagem foram realizados sob uma perspectiva sóciointeracionista. O presente trabalho estruturou-se num estudo de caso (multicasos) de três alunos de ensino fundamental que participaram de um programa social na cidade de Novo Hamburgo. Os resultados mostraram que as estratégias de ensino e aprendizagem Tempestade Cerebral, Portfólio, Solução de Problemas e Mapas Conceituais, através de ações mediadas em ambientes ADA/AVA, evidenciam e promovem processos metacognitivos.
The teacher may surprised to find out that students develop a series of pipes, when he offers learning situations on day-to-day classroom. Some, that do not seem very logical, are prove effective, while others, seemingly more appropriate, have confusing results. How to understand what students do or wanted to do? How to realize their true learning? In this context this study was focus ,researching on how to promote and demonstrate through strategies of teaching/learning ,mediated by ICT, in the individual metacognitive processes through digital and virtual learning environment. To answer the research question, studies on internalization process, metacognition, mediation and teaching/learning strategies are carried out under a socio-interactionist perspective. This work was structured in a case study (multicases) of three primary school students who participated in a social program in the city of Novo Hamburgo. The results showed the strategy of teaching and learning: Brainstorm, Portfolio, Problem Solving and Conceptual Maps, through actions mediated in digital and virtual learning environments showing and promoting metacognition process.

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Paula, Carla Ramos de. "O gênero discursivo charge: uma proposta pedagógica para os Anos Iniciais do Ensino Fundamental." Universidade Estadual do Oeste do Parana, 2013. http://tede.unioeste.br:8080/tede/handle/tede/861.

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Made available in DSpace on 2017-07-10T16:16:57Z (GMT). No. of bitstreams: 1 Carla Ramos de Paula II.pdf: 3336488 bytes, checksum: 75356d89363d57462c2f7917c18a9ea0 (MD5) Previous issue date: 2013-12-13
This dissertation has as object of study the cartoon as an educational possibility for students of the Early Years of Elementary School from 1st to 5th grade. The study started from the following question: which aspects present in the Bakhtinian perspective of language and in the Methodology of Dialectical Mediation, articulately, enable the formulation of pedagogical proposals using cartoons in order to develop critical thinking in students of the Early Years of Elementary School? The overall goal was to present didactic propositions with the discourse genre cartoon , based on the postulations of the Methodology of Dialectical Mediation and in light of Bakhtin s theory, aiming at provoking critical reading of the cartoon by prompting immediate laughter. The specific goals were: to address the cartoon according to the Bakhtinian perspective of language; to discuss the introduction of cartoons in the teaching-learning process; to present the Methodology of Dialectical Mediation as a possibility of guiding the work with cartoons in the Early Years of Elementary School from 1st to 5th grade; and to relate the pedagogical work with cartoons and the possibility of development of criticality. In order to fulfill these objectives, we carried out literature and document review, guided by Bakhtin s perspective of language and by theorists that deal with the topic of cartoons: Flôres (2002), Teixeira (2005) and, specifically, Romualdo (2000). For the dialogue with the Methodology of Dialectal Mediation, we focused on the work of Oliveira, Almeida and Arnoni (2007). The cartoons constituting the corpus for the proposals of didactic procedures were collected from the Jornal de Charges (Cartoon Newspaper): (www.chargeonline.com.br). This study demonstrated the possibility of introducing the cartoon in the Early Years of Elementary School by means of the process of pedagogical mediation. In addition, we highlight that the pedagogical work with cartoons, by propitiating laughter for laughter s sake (immediate laughter) towards the apprehension of the criticism present in the genre, may foment the critical reading of the social fabric and, consequently, the development of the students critical thinking skills
Esta dissertação tem como objeto de estudo a charge como possibilidade pedagógica para o aluno dos Anos Iniciais do Ensino Fundamental 1º ano ao 5º ano. A pesquisa originou-se com a seguinte questão: quais aspectos presentes na perspectiva bakhtiniana de linguagem e na Metodologia da Mediação Dialética, articuladamente, possibilitam a elaboração de propostas pedagógicas com charges que propiciem a desenvoltura crítica nos alunos dos Anos Iniciais do Ensino Fundamental? O objetivo geral foi o de apresentar proposições didáticas com o gênero discursivo charge por meio das postulações da Metodologia da Mediação Dialética à luz da teoria bakhtiniana com o intuito de provocar a leitura crítica da charge pela ruptura do riso imediato. Os objetivos específicos foram: abordar a charge na perspectiva bakhtiniana de linguagem; discutir a inserção da charge no processo ensino-aprendizagem; apresentar a Metodologia da Mediação Dialética como uma possibilidade de orientação no trabalho com charges nos Anos Iniciais do Ensino Fundamental 1º ao 5º ano; e relacionar o trabalho pedagógico com charges e a possibilidade da desenvoltura da criticidade. Objetivando ao seu alcance, desenvolvemos uma pesquisa bibliográfica e documental, orientada pela perspectiva bakhtiniana de linguagem, e por teóricos que tratam sobre o tema charge: Flôres (2002), Teixeira (2005), e especificamente, Romualdo (2000). Para o diálogo com a Metodologia da Mediação Dialética, privilegiamos a produção de Oliveira, Almeida e Arnoni (2007). As charges que compuseram o corpus das propostas de encaminhamentos didáticos foram coletadas no Jornal de Charges: (www.chargeonline.com.br). Por meio deste estudo, evidenciou-se a possibilidade da inserção da charge nos Anos iniciais do Ensino Fundamental, por meio do processo de mediação pedagógica. Além disso, destacamos que o trabalho pedagógico com charges, ao propiciar a ruptura do riso pelo riso (riso imediato), rumo à captação da crítica presente no gênero, poderá favorecer uma leitura crítica das teias sociais e, por conseguinte, a desenvoltura crítica desse aluno

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Falquet, Clin Christine. "Du son… Des sens : évaluation clinique des processus de symbolisation dans un groupe thérapeutique à médiation sonore et musicale en psychiatrie adulte." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCB066/document.

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Une recherche qualitative à partir de l’étude d’un cas de groupe retrace le travail clinique tel qu’il est « en train de se faire » dans un dispositif de musicothérapie analytique de groupe, sur le terrain « ordinaire » d’un hôpital de jour accueillant des sujets adultes souffrant de troubles psychiatriques invalidants. Plusieurs voix, psychanalytiques, musicologiques et philosophiques, offrent une trame conceptuelle pour interroger la rencontre et le jeu avec les sons au sein du groupe, et la façon dont le jeu contribue à restaurer les processus de symbolisation primaire particulièrement empêchés pour les sujets que nous accueillons. Dans le cadre-dispositif ouvrant des potentialités de transferts multidirectionnels et d’associativité dans une pluralité de langage, les éléments relevés dans l’observation du cheminement clinique du groupe sont le support d’un modèle d’évaluation, au sens d’extraire de la valeur, du jeu symbolisant. De la matérialité sonore et musicale, appel à la sensori-affectivo-motricité, jusqu’aux sens potentiels de la mise en mots se déploie le cheminement mouvant de mise en forme et en scène du groupe, des sujets dans les liens de groupe. Ce cheminement ouvre sur la construction de la réflexivité psychique au cœur des processus de symbolisation et d’appropriation subjective de l’expérience, expérience restée jusque-là impensable, infigurable, irreprésentable
A qualitative research from the study of a group case retraces clinical work as it « is being done » in a plan of analytic group music therapy, on the « ordinary » ground of a day-hospital that treats adult subjects suffering from invalidating psychiatric troubles. Several voices, be they psychoanalytical, musicological, or philosophical, offer a conceptual framework with which to interrogate the encounter and the play with sounds within the group, and the way in which this play contributes to the restoration of the primary symbolisation processes that are particularly impaired for the subjects we treat. In the framework that opens a potential for multidirectional transfers and for associativity in a plurality of language, the elements gathered while observing the group’s clinical thought processes are the basis of a model of evaluation, in the sense of value extraction and of symbolisation play. From the materiality of music and sound, which calls to senso-affectivo-motricity, to the potential senses of wording, a moving process of shaping and staging develops within the group and the subjects that form the group. This process opens up on the building of the psychic reflexivity that lies at the heart of symbolisation processes and of processes through which the subjects seize experience, the latter having hitherto remained unthinkable, unfigurable and unrepresentable

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Zepeda, Ariel. "Cultivating Uncertainty Through a Multimodal Perspective on Process to Encourage Transfer." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/765.

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This thesis considers the ways in which a multimodal approach to teaching writing process can help students better understand the choices available as they navigate first-year writing and beyond. Such an approach destabilizes their understanding of what counts as writing, beyond the strictly text-based practices they may normally associate with writing. This destabilization emphasizes the uncertainty of writing as a productive frame of mind, as it encourages a more critical approach for students as they develop and adapt their writing processes. A multimodal perspective on writing process encourages a more proactive approach to students’ development of a repertoire of writing knowledge and practice to increase their chances of transfer.

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Pinheiro, Francisco Pablo Huascar AragÃo. ""A Arte e a Brincadeira e suas Interfaces com a DramatizaÃÃo em Psicologia ComunitÃria: Um Estudo de Processos de MediaÃÃo SimbÃlica"." Universidade Federal do CearÃ, 2008. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=2330.

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FundaÃÃo de Amparo Ã Pesquisa do Estado do CearÃ
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Este trabalho intenta investigar como se dÃo os processos de mediaÃÃo simbÃlica atravÃs do uso de tÃcnicas de dramatizaÃÃo em intervenÃÃes de Psicologia ComunitÃria, tendo em vista compreender e articular teoricamente a tÃcnica de dramatizaÃÃo com questÃes relativas Ã arte e Ã brincadeira. As bases teÃricas se fundamentam na teoria histÃrico-cultural para a compreensÃo do funcionamento psÃquico e dos processos psicolÃgicos mediados. O estudo empÃrico foi realizado no contexto de uma situaÃÃo de intervenÃÃo em Psicologia ComunitÃria com um grupo de jovens de uma ONG em Fortaleza, sendo analisado apenas um encontro em que se trabalhou com a tÃcnica de dramatizaÃÃo, no qual o tema do debate era a âadolescÃnciaâ. Foi feito o registro em vÃdeo da situaÃÃo de intervenÃÃo escolhida para anÃlise, especificamente a atividade dramatizada, compreendendo esta em suas diferentes etapas, a fase de debate inicial (aquecimento), a dramatizaÃÃo propriamente dita e o momento de reflexÃo posterior gerado a partir da mesma. O procedimento de anÃlise foi tomado como construtivo-interpretativo, de modo que se realizou uma anÃlise de conteÃdo com a intenÃÃo de produzir indÃcios que permitissem traÃar nexos de inteligibilidade diante dos fenÃmenos estudados. Tendo em vista que no encontro analisado estava em questÃo o modo como os participantes do grupo concebiam e qualificavam caracterÃsticas e papÃis tomados como pertinentes Ã âadolescÃnciaâ, elegeu-se duas categorias de anÃlise, a saber: âconhecimento socialâ e âjulgamento moralâ. Os resultados da anÃlise apontam para as construÃÃes possibilitadas a partir da dramatizaÃÃo e sÃo considerados nas articulaÃÃes possÃveis entre a arte, a brincadeira e o funcionamento psÃquico. Neste sentido, a situaÃÃo de dramatizaÃÃo pode se constituir um processo mediado, na medida em que traduz e objetifica nÃo somente uma experiÃncia individual, mas tambÃm diz de uma vivÃncia perpassada pela histÃria do lugar e pelas interaÃÃes sociais estabelecidas, bem como abre espaÃo para reelaboraÃÃo da experiÃncia como ato criador. Ao mesmo tempo, a dramatizaÃÃo pode ser compreendida como ato de imaginaÃÃo, assim como Ã concebida a brincadeira numa visÃo histÃrico-cultural, ou seja, esta nÃo Ã concebida como uma aÃÃo simbÃlica isolada, mas estÃ vinculada Ã imaginaÃÃo, que tal como as demais funÃÃes psicolÃgicas superiores, Ã oriunda da aÃÃo. A imaginaÃÃo, portanto, Ã tomada como o brinquedo sem aÃÃo e compÃe o cenÃrio da dramatizaÃÃo.
This work has the purpose of investigate how occur the process of symbolic mediation through the use of dramatization techniques in Community Psichologyâs interventions, having the will to comprehend and theoretically articulate the dramatization technique with related questions to art and play. The theoric bases are found in the Cultural-Historical theory for the comprehension of the psychical unctioning and the psychological mediated process. The empiric study was fulfilled in the context of a Community Psichologyâs intervention situation with a group of teenagers from a NGO at Fortaleza, being analyzed only one meeting in which the dramatization technique has been worked with and the topic of the debate was âadolescenceâ. The intervention situation choosed for analysis was registered in video, specifically the dramatized activity, acknowledging that in itâs different stages, the initial debate phase (warming), the dramatization itself and the later moment of reflexion generated by the dramatization. The analysis proceeding was handed as interpretative-construtive, in a way that was realized a contend analysis with the intent to produce clues that allowed to trace links of of intelligibility on the studied phenomena. Observing that the question in the analyzed meeting was the way how the teenagers of the group conceived and qualified the characteristics and papers captured as relevant to âteenagerâ, two analysis categories were elected: âSocial Knowledgeâ and âMoral Judgmentâ. The analysis results point to the constructions allowed by the dramatization and are considered in the possible articulations between the art, the play, and the psychical functioning. In this sense, the dramatization situation can constitute a mediated process, in so far as translate and objectifies not only an individual experience, but also says about a living per passed by the history of the place and the social interactions made, and also opens space for the re-elaboration of the experience as creator act. In the same time, the dramatization can be comprehended as an imagination act, so as it is conceived the play in a cultural-historical vision, meaning that it isnât conceived as an isolated symbolic act, but it is linked to the imagination, that, just as the others psychical functions, is originated by the action. Therefore, the imagination is captured as the toy without action and composes the scenery of dramatization.

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Dissertations / Theses on the topic 'Mediational Processes'

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