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Grégoire, Stéphanie. "The dialectical tools : theory and practice". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0016/NQ47571.pdf.
Pełny tekst źródłaKonishi, Takuzo. "Stasis theory and arguers' dialectical obligations". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ62232.pdf.
Pełny tekst źródłaSerper, Alan. "An analytical critique, deconstruction, and dialectical transformation and development of the living educational theory approach". Thesis, University of Bath, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526626.
Pełny tekst źródłaElgarah, Wafa. "A DIALECTICAL METHODOLOGY FOR DECISION SUPPORT SYSTEMS DESIGN". Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2336.
Pełny tekst źródłaPh.D.
Department of Management Information Systems
Business Administration
Business Administration: Ph.D.
Poynter, Danielle M. "Siblings, Emerging Adulthood, and Facebook: A Dialectical Analysis". University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307104419.
Pełny tekst źródłaStraß, Hannes, i Johannes Peter Wallner. "Analyzing the Computational Complexity of Abstract Dialectical Frameworks via Approximation Fixpoint Theory". Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-129614.
Pełny tekst źródłaCaringer, Kelly Heath. "To Produce and Persist: A Dialectical Investigation of Purpose in Commercial Stereophony". OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1343.
Pełny tekst źródłaHanasono, Lisa Kiyomi. "A Dialectical Approach to Rethinking Roommate Relationships". Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1187033891.
Pełny tekst źródłaMcNair, Louisa Catherine. "Dialectical behaviour therapy for adults with intellectual disabilities". Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/dialectical-behaviour-therapy-for-adults-with-intellectual-disabilities(5a2821c3-824c-4cb7-be27-7cceb3cee7f9).html.
Pełny tekst źródłaJenkins, Joseph Jacob. "Community as Metaphor: Dialectical Tensions of a Racially Diverse Organization". Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4341.
Pełny tekst źródłaRainford, Lydia. "Feminism and irony". Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340003.
Pełny tekst źródłaSchöpf, Simon. "The Commodification of the Couch : A Dialectical Analysis of Hospitality Exchange Networks". Thesis, Uppsala universitet, Institutionen för informatik och media, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-225128.
Pełny tekst źródłaWaszkiewicz, Elroi. "Getting by Gatekeepers: Transmen's Dialectical Negotiations within Psychomedical Institutions". unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-11182006-151959/.
Pełny tekst źródła1 electronic text (218 p.) : digital, PDF file. Title from title screen. Mindy Stombler, committee chair; Elisabeth O. Burgess, Wendy Simonds, committee members. Description based on contents viewed Apr. 5, 2007. Includes bibliographical references (p. 207-218).
Brown, Mark R. "An analysis of freedom in Jean-Paul Sartre's Critique of dialectical reason, Volume I, a theory of practical ensembles". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0012/MQ36101.pdf.
Pełny tekst źródłaDadosky, John Daniel. "The structure of religious knowing, a dialectical reading of Eliade's notion of the sacred through Lonergan's theory of consciousness". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ64774.pdf.
Pełny tekst źródłaKinsey, Kathleen Marie. "A Critical Ethnography of the Compatibility of a Culturally Modified Dialectical Behavior Therapy with Native American Culture and Context". Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/321004.
Pełny tekst źródłaHigley, Ramona Avis Linville. "The Case of Youth Gangs in the Mormon Cultural Region A Synthetic, Dialectical Theory of Social Problems: Bridging Social Constructionism and Objectivism". DigitalCommons@USU, 2003. https://digitalcommons.usu.edu/etd/4688.
Pełny tekst źródłaMantell, Cole. "Love and Refusal: Contrasting Dialectical Interpretations and its Implications in the Works of Erich Fromm and Herbert Marcuse, 1941-1969". Oberlin College Honors Theses / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin156096672701227.
Pełny tekst źródłaLevy, Marshall Ira. ""A misreading of tropological space" : an investigation of Harold Bloom's theory of poetic transumption in the construction of a dialectical spece in architectural drawing". Thesis, Georgia Institute of Technology, 1989. http://hdl.handle.net/1853/22404.
Pełny tekst źródłaTrombetta, Luis Carlos. "A formação e a prática profissional dos educadores igrejinhenses : um estudo de caso". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/15522.
Pełny tekst źródłaThis doctoral thesis addresses the educators’ professional training and practice process of the municipal and state public network of the city of Igrejinha, RS. This is a case study that follows the materialist theory and uses the philosophical categories of the Dialectical Materialism, the Historical Materialism sociological categories and also Marx's Political Economy categories. From the Dialectical Materialism we discuss the principles, laws and categories that are interlinked in the training process of the teachers and also involved in their professional practices. This thesis is characterized as a case study that tries to analyze the existing contradictions between the municipal and state public network education teachers’ training and practice within a vision of totality. With this thesis we try know and understand the contradictions between the professional training and practice, and at a second time, we suggest concrete and viable actions in the sense of improving the educators’ practice in the classroom and thus contribute to improving the level of quality of public education in Igrejinha, RS. In this thesis I state that the existing contradictions between the educators’ professional training and practice are linked to the low quality level of Igrejinha’s education and they also contribute to a discouragement atmosphere and demotivation among the teachers, students and various professionals who are involved with education. The data that we outlined in this thesis come from research in bibliographic and documentary sources, and as data collection techniques, we used the semistructured interview and the semi-directed observation of ten teachers’ lessons. From this thesis we can claim that the viability of projects for the organization of concrete actions focusing on teachers’ continuing/permanent education is urgent so that they can harmonize more the theoretical dimension together with the practice dimension present in the pedagogical process. The education investment raise to the achievement of a fair wage policy, as well as the wage raise, are solutions that are required under the emergency regime as a way out to stimulate teachers who struggle in different classrooms in various students’ groups. We advocate that education and training are political phenomena able to contribute in the process of emancipation of human beings and from that prepare young people to the conscious exercise of citizenship and thus we are creating conditions for enhancing democracy and transform the society.
Day, Angela M. "Family Business Daughters: The Ties that Bind and Divide". [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002567.
Pełny tekst źródłaDavis, Christine S. "A future with hope the social construction of hope, help, and dialogic reconciliation in a community children's mental health system of care /". [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001040.
Pełny tekst źródłaShort, Leonie Marianne, i n/a. "Conflict Escalation in Response to Continued Pushy, Dominating Behaviour in the Workplace: Ideal and Everyday Response Strategies Examined". Griffith University. School of Applied Psychology, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040416.141210.
Pełny tekst źródłaShort, Leonie Marianne. "Conflict Escalation in Response to Continued Pushy, Dominating Behaviour in the Workplace: Ideal and Everyday Response Strategies Examined". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/367646.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology (Business)
Full Text
Franklin, Rodrigo Straessli Pinto. "Um ensaio sobre a dependência a partir das relações econômicas do Brasil contemporâneo". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/70015.
Pełny tekst źródłaThrough a critical analysis of the dependency theory, the present work attempts to create the methodological principles and core elements for the usage of the aforementioned theoretical framework to the Brazilian case of the last two decades. To do that, the prior developments of the theory are rescued, since its origins in the structuralist school of ECLAC, with the work of Raúl Prebisch and Celso Furtado, until its consolidation in two different Marxists strands of dependency theory, the Neo-Marxists, with the contribution of Ruy Mauro Marini, and the Cardosians, through the work of Fernando Henrique Cardoso and Enzo Faletto. Then, a methodological critic of these Marxists strands is done, in order to extract what could be used as base for the construction of an adequate theory both to the present historical situation as to the contemporary interpretations of the work of Karl Marx. Finally, based on these critics, a proposal for a new framework is made, in which the dependency category is built as a synthesis of relations of exploitation, subordination and linking between central and peripheral countries. For this category and its multi-determinations to be compatible with contemporary Brazilian reality, data concerning about the relations between Brazil and United States in the last twenty years are used in its construction.
Winkel, Geellis. "IS-implementation : a tri-motors theory of organizational change : case study of how an IT-enabled process of organizational change because of the presence of a teleological, life-cycle, and dialectical motor unfolds within a Dutch government organization". Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/5203.
Pełny tekst źródłaGreen, Miriam. "What counts as knowledge? : parameters of validity for the meaning and representation of a contingency theory in the organisation and management accounting literature". Thesis, De Montfort University, 2013. http://hdl.handle.net/2086/9658.
Pełny tekst źródłaOliveira, Natássia Duarte Garcia Leite de. "Teatro dialético em terras estranhas: a (in)diferenciação entre sujeito e objeto na formação cultural". Universidade Federal de Goiás, 2013. http://repositorio.bc.ufg.br/tede/handle/tede/3649.
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Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG
This work is a result of a research developed from 2009 to 2013, compounding the set of productions at the study line Culture and Educational Processes of the Post-Graduation Program in Education at Faculty of Education/UFG, being bound to the Nucleus of Research and Studies: Society, Subjectivity and Education (NUPESE). The title of the thesis, Dialectical Theater in strange lands: the (in)differentiation between subject and object in cultural formation, searched theoretically the relationship between the Bertolt Brecht’s dialectical theatre and the critical theory of School Frankfurt, represented in the Theodor Adorno and Walter Benjamin’s works. The central problem of the research is: why and how brechtiano epic theatre is relevant for the conception of epic form overwhelmed by cultural industry? As a main objective, it sought critical theory contributions about (in)differentiation between subject and object for a reflection about epic theatre constitution. For this, concepts of strangeness and detachments were analyzed, dialoguing with: meaning of identification in freudiana theory; categories of strangeness, strangeness in himself and strange work in the marxist conception; and the bejaminiano concept of experience. In this sense, the work is a reflection of the dialogue of many voices, and its theoretical referential is Constantin Stanislavski, Berlot Brecht, Karl Marx, Sigmund Freud, Walter Benjamin, Theodor Adorno. We still based on readings of Viktor Choklovski, Eric Hobsbawn and Iná Costa’s works, like other ones, and the negative dialectical body and conceptual analysis of Adorno. At the end of the research, it was concluded that it is primordial the differentiation in the relationship between subject and object for the cultural formation of the subjects, in the actor, director, dramaturge or spectator positions. This question pervades through the mediation process, in which the subject constitutes himself, as well as the form and content of the object. Thus, it is necessary to intend the affective approach of the subject to what it is aesthetically produced, and the critical distance of the artistic experience, in ambivalent and contradictory relationship between particular and universal, subjectivity and objectivity, individual and society. Such dialectical movement may enable the subject to recognize himself in the critical creation with/of the object. So there is this experience for and by the formation, it is fundamental the affective link with the art work and subjects involved on the artistic work; and, still, the necessary strangeness and distance to the critical reflection in the possibility of overcoming barbarism in the sense of the subject autonomy.
O presente trabalho resulta de uma pesquisa desenvolvida no período de 2009 a 2013, compondo o conjunto de produções da linha Cultura e Processos Educacionais do Programa de Pós Graduação em Educação da Faculdade de Educação/UFG, estando vinculado ao Núcleo de Pesquisa e Estudos Sociedade, Subjetividade e Educação (NUPESE). A tese intitulada Teatro dialético em terras estranhas: a (in)diferenciação entre sujeito e objeto na formação cultural investigou teoricamente a relação entre o teatro dialético de Bertolt Brecht e a teoria crítica da Escola de Frankfurt, representada nas obras de Theodor Adorno e Walter Benjamin. Definiu-se como problema central da pesquisa: por que e como o teatro épico brechtiano é relevante para a concepção da forma épica, subjugada pela indústria cultural? Como principal objetivo, buscou-se as contribuições da teoria crítica acerca da (in)diferenciação entre sujeito e objeto, para uma reflexão sobre a constituição do teatro épico. Para tanto, analisou-se os conceitos de estranhamento e de distanciamento em Brecht, dialogando com: a acepção de identificação na teoria freudiana; as categorias de estranhamento, estranhamento-em-si e trabalho estranhado na concepção marxista; e o conceito bejaminiano de experiência. Nesse sentido, o trabalho é reflexo de diálogo de muitas vozes, tendo como referencial teórico Constantin Stanislavski, Bertolt Brecht, Karl Marx, Sigmund Freud, Walter Benjamin, Theodor Adorno; apoiando-nos, ainda, em leituras como Viktor Choklovski, Eric Hobsbawm, Iná Costa, entre outros. A análise conceitual e do corpo teórico cotejado na pesquisa foi realizada com base no materialismo histórico e na dialética negativa, de Adorno. Ao final da pesquisa, concluiu-se que é fundamental a diferenciação na relação entre sujeito e objeto para a formação cultural dos sujeitos, quer estejam na posição de ator, diretor, dramaturgo ou espectador. Essa questão perpassa pelo processo de mediação, pela qual o sujeito se constitui, assim como constitui a forma e o conteúdo do objeto. Destarte, faz-se necessário tencionar a aproximação afetiva do sujeito ao que é produzido esteticamente, e o distanciamento crítico da experiência artística; numa relação ambivalente e contraditória entre particular e universal, subjetividade e objetividade, indivíduo e sociedade. Tal movimento dialético pode possibilitar ao sujeito que ele se reconheça na criação crítica com/do objeto. Para que haja essa experiência para e pela formação, é fundamental o vínculo afetivo com a obra de arte e com os sujeitos envolvidos no trabalho artístico; e ainda, o estranhamento e o distanciamento necessários à reflexão crítica na possiblidade de superação da barbárie no sentido da autonomia do sujeito.
Moss, Sean. "The dialectica models of type theory". Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/280672.
Pełny tekst źródłaMarriott, Stephen Charles. "Critical theory : reason and dialectic". Thesis, University of Glasgow, 2000. http://theses.gla.ac.uk/2823/.
Pełny tekst źródłaCuim, Amanda da Silva. "A abordagem de gênero textual nos anos iniciais de escolarização : um olhar ontológico /". São José do Rio Preto, 2019. http://hdl.handle.net/11449/191179.
Pełny tekst źródłaResumo: A intencionalidade desta pesquisa é investigar a organização didático-pedagógica de atividades que objetivam o desenvolvimento do conceito de gêneros textuais nos anos iniciais do Ensino Fundamental. Selecionamos como objeto de análise o conceito educativo, ou seja, a organização metodológica do conceito científico de gênero textual no processo educativo, tendo a mediação dialética como categoria de análise, segundo a “Teoria Pedagógica da Metodologia da Mediação Dialética M.M.D.” que fundamenta a perspectiva ontológica da atividade educativa (ARNONI, 2014, 2016, 2017, 2018). Elegemos como objetivos: estudar os fundamentos ontológicos da linguagem, em especial, sua natureza social que reflete as relações sociais e veiculam o efeito das lutas sociais, numa sociedade organizada em classes sociais; compreender a linguagem das crianças como diversificação de gêneros textuais que expressam a natureza social de seu cotidiano; analisar a apresentação de gênero textual no livro didático (LD). Em relação aos gêneros textuais, apontamos os limites dos exercícios do LD, os quais dificultam e cerceiam a compreensão conceitual das crianças e apresentamos a proposição teórico-metodológica da M.M.D. como possibilidade do professor estudar e desenvolver o conceito científico de gênero textual, resgatando as ideias iniciais que os alunos trazem deste conceito, via linguagem cotidiana, valorizando-a (RESGATANDO), para, então, elaborar a questão problematizadora, pautada no conceito científico ... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The intent of this research is to investigate the didactic-pedagogical organization of activities that aim the development of the concept of textual genres in the early years of elementary school. We selected as an object of analysis the educational concept, ie the methodological organization of the scientific concept of textual genre in the educational process, with dialectical mediation as a category of analysis, according to the “Pedagogical Theory of the Methodology of Dialectic Mediation MMD” that underlies the perspective. ontological analysis of educational activity (ARNONI, 2014, 2016, 2017, 2018). We chose as objectives: to study the ontological foundations of language, especially its social nature that reflects social relations and convey the effect of social struggles in a society organized into social classes; understand children's language as a diversification of textual genres that express the social nature of their daily lives; analyze the presentation of textual genre in the textbook (LD). Regarding the textual genres, we point out the limits of the exercises of LD, which hinder and limit the conceptual understanding of children and present the theoretical-methodological proposition of M.M.D. as a possibility for the teacher to study and develop the scientific concept of textual genre, rescuing the initial ideas that students bring from this concept, through everyday language, valuing it (RETURNING), to then elaborate the problematizing question, based on the ... (Complete abstract click electronic access below)
Mestre
Rosiek, Susan L. "Navigating the Paradoxes of Working from Home: An Investigation into the New Communication Practices of Telework". Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1212984331.
Pełny tekst źródłaAbstract. Title from PDF t.p. (viewed on July 8, 2008). Includes bibliographical references (p. 79-82). Available online via the OhioLINK ETD Center. Also available in print.
Medrado, Jackelyne de Souza. "A atividade de ensino de Matemática na formação inicial de professores para a Educação de Jovens e Adultos /". Bauru, 2019. http://hdl.handle.net/11449/191325.
Pełny tekst źródłaResumo: Esta pesquisa desenvolveu-se na correlação entre escola e universidade, no âmbito da formação inicial de professores de Matemática de uma universidade pública, cujo referencial teórico-metodológico utilizado foi a Perspectiva Histórico-Cultural, particularmente, a Teoria da Atividade de Leontiev e os pressupostos do Materialismo Histórico-Dialético. Objetivou-se investigar o movimento de constituição da atividade de ensino, no contexto da Educação de Jovens e Adultos (EJA), desenvolvido no processo de formação inicial de professores de Matemática, por meio do Estágio Curricular Supervisionado (ECS). Percebemos que compreender a formação de professores em suas diferentes particularidades faz-se necessário, considerando a função social do seu trabalho, enquanto agente da práxis transformadora. Diante desta necessidade, apresenta-se a seguinte questão: Quais aprendizagens teórico-práticas, da formação inicial de professores de Matemática, desenvolvidas no ECS, contribuem para a constituição do ser professor para a EJA? A obtenção dos dados empíricos ocorreu por meio de questionário aberto, observação participante, diário de campo, produções dos participantes ao longo do desenvolvimento do estágio e gravações em vídeo das intervenções, regências de estágio e dos momentos de reflexões sobre estas ações. Em consonância ao método Materialista Histórico-Dialético buscou-se a apreensão do objeto de pesquisa em seu movimento lógico-histórico, embasado no conceito de unidades de análise... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This research was developed in the correlation between school and university, in the scope of the initial training of Mathematics teachers of a public university. The theoretical-methodological framework used was the Historical-Cultural Perspective, in particular, Leontiev’s Activity Theory and the assumptions of Historical-Dialectical Materialism. The aim was to investigate the movement of constitution of the teaching activity, in the context of Youth-and-Adult Education (EJA), developed in the process of Mathematics teachers initial training, through Supervised Internship (ECS). We realized that comprising teachers’ training in their different peculiarities is necessary, considering the social function of their work, as agents of transformative praxis. Because of this need, the following question arises: What theoretical-practical learning from mathematics teachers’ the initial training, developed during the ECS, contributes to the constitution of being a teacher at EJA? Empirical data were obtained through an open questionnaire, participant observation, field diary, participant productions during the internship and video recordings of the interventions, teaching and moments of reflection on these actions. In line with the Historical-Dialectical Materialist method, we sought to perceive the object of this research in its logical-historical movement, based on the concept of units of analysis proposed by Vigotski. Two units emerged from the data: particularities of the senses... (Complete abstract click electronic access below)
Doutor
Maialeh, Robin. "Critical Theory and Dialectics of Contemporary Economics". Doctoral thesis, Vysoká škola ekonomická v Praze, 2017. http://www.nusl.cz/ntk/nusl-358999.
Pełny tekst źródłaSmets, Michael. "Doing deals in a global law firm : the reciprocity of institutions and work". Thesis, University of Oxford, 2008. http://ora.ox.ac.uk/objects/uuid:48185e10-6537-4305-8af3-8ccb27a07ebb.
Pełny tekst źródłaBower, Matthew S. "Catastrophe in Permanence: Benjamin's Natural History of Environmental Crisis". Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984263/.
Pełny tekst źródłaMACHADO, Cacilda Tenório Oliveira. "Concepções epistemológicas e experiências de professores de matemática sobre números fracionários : as implicações em suas práticas na 5ª série do ensino fundamental". Universidade Federal Rural de Pernambuco, 2007. http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5815.
Pełny tekst źródłaMade available in DSpace on 2016-10-21T14:26:07Z (GMT). No. of bitstreams: 1 Cacilda Tenorio Oliveira Machado.pdf: 747196 bytes, checksum: 4521087d05351f5895a55272c91ba3e2 (MD5) Previous issue date: 2007-01-24
The aim of this work is to investigate the existence of relationships among the conceptions of the Mathematic teachers about fractionary numbers and the teaching process of this subject in the 5th level of the fundamental school. Based on the theory of the Conceptual Fields from Vergnaud, we analyzed data by doing the comparison between two situations: how the teacher learned and how does he teaches the concept of fraction. Our exposition was compound by ten Mathematic teachers who teach in the 5th level, that, in the beginning were interviewed through out the DHC–Dialectical Hermeneutical Circle and after they had their fraction concept introductory class observed. Being this research made on a qualitative character, it was utilized the Interactive Methodology, cause of its meaningful contribution to collect and analyze data. The DHC technique made considerably easier the data collection and gave us the opportunity of a better interaction among the interviewed ones and the researcher. The results we found showed that as men as women were capable of carrying out good didactical transpositions, those teachers between 40 and 45 years old, the ones with more general time of teaching, the ones with more experience in the 5th level and those who act only in the Prived School were better in the observed classes. Other important factor to be considered is that the Mathematical Education haven’t influenced conceptions and parctices of teachers differently. We observed that there are teachers with a very well made conceptions about fractions, conscious that the didactical transposition which they are doing in their classes is disconnected from the pupils’ reality and as they know the necessity of a contextualized teaching of this subject, meanwhile they can not be free from old practices. This studying points to future researchers which ones can clarify the incoherence between teachers’ speeching and doing. We confirmed that there is a relationship between the conceptions that the teachers have about the Mathematic Knowledge and the procedures to teach and evaluate adopted by them. The part/all model is the most worked by the collaborator teachers of this research and almost always it is associated to the procedure of double counting which makes the pupils to think about fraction not as numbers to learn, but as part of things. We concluded that many difficulties from the pupils to learn about fraction is a consequence from the model of the Didactical Transposition done by the teacher in the moment of teaching that concept.
O objetivo deste trabalho foi investigar a existência de relações entre as concepções de professores de matemática sobre númers fracionários e o processo de ensino desse conteúdo na 5ª série do ensino fundamental. Baseados na Teoria dos Campos Conceituais de Vergnaud analisamos os dados coletados fazendo um confronto de duas situações: como o professor aprendeu e como ele ensina o conceito de fração. A nossa amostra foi composta por dez professores de matemática de 5ª série, que, inicialmente foram entrevistados através do Círculo Hermenêutico Dialético (CHD) e, posteriormente, tiveram observadas as suas aulas introdutórias do conceito de fração. Sendo esta pesquisa de caráter qualitativo, nela foi utilizada a Metodologia Interativa, pela sua contribuição significativa na coleta e análise dos dados. A técnica do CHD facilitou consideravelmente a coleta dos dados oportunizando uma maior interação entre os entrevistados e a pesquisadora. Os resultados encontrados apontam que tanto homens como mulheres foram capazes de realizar boas transposições didáticas, que professores da faixa dos 40 aos 45 anos, os com mais tempo geral de ensino, os com mais tempo de ensino na 5ª série e os que atuavam apenas na rede particular de ensino se saíram melhor na aula observada. Outro fator importante a ser considerado é que a formação em matemática não influenciou diferentemente concepções e práticas dos professores. Observamos que há professores com concepções bem elaboradas sobre fração, conscientes de que a transposição didática que estão fazendo em suas salas de aula está desarticulada da realidade dos alunos e sabedores da necessidade de um ensino contextualizado desse conteúdo, entretanto, não conseguem se desvencilhar de antigas práticas. Este estudo sinaliza para pesquisas futuras que possam esclarecer a incoerência entre o dizer e o fazer dos professores. Não observamos uma relação entre as concepções que os professores têm acerca do conhecimento matemático e os procedimentos de ensinar e avaliar por eles adotados. O modelo parte/todo é o mais trabalhado pelos professores colaboradores desta pesquisa e quase sempre é associado ao procedimento de contagem dupla, o que leva os alunos a pensarem frações não como números, mas, como partes de coisas. Concluímos que muitas das dificuldades dos alunos na aprendizagem de frações é conseqüência do modelo da transposição didática feita pelo professor no momento do ensino daquele conceito.
XAVIER, Maria do Carmo da Silveira. "A contribuição das artes plásticas na aprendizagem de conceitos científicos". Universidade Federal Rural de Pernambuco, 2008. http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5927.
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In this research we investigate the construction of concepts, through technological material of artistic production of Conceptual Art, a transdisciplinary procedure with Science. It is confirmed the potential of continuing towards art, and its contribution to the learning of scientific concepts for students in high school. As expressive materials for the conceptual artistic productions, it is mentioned: the PET (Ethylene Politereftalate) and a bioplastics (made by students). These materials support the discussions and conceptual constructions about the curriculum content of high school to the Chemistry of Materials, to Biology and Ecology (environment), with the themes: polymers, synthetic and natural biopolymer, and transversal issues as: garbage, recycling, reuse, sustainability, environmental aesthetics and new technologies. As theoretical and methodological we have Kelly’s, Theory of Personal Constructs with emphasis on the Cycle of Experience is had. The hermeneutic-dialectic methodology the research’s methodology, seek refuge alteration of CHD and enables the structuring of interactive methodology/constructive, new learning tool, from proposed changes of CHD, allows you a closer cross between areas of knowledge, Art and Science. Personal Constructs that allows the simultaneous participation of all involved in the project and it grants primordial speech of freedom for the students through the spoken language and the conceptual constructions of art;collected data and allowing following the attitude and cognitive process of students. The project involves a group of 10 students from 1st year grade of high school of CODAI, institution associated to UFRPE, in the City of SAO LOURENCO DA MATA, State of Pernambuco, Brazil. The research results presents a satisfactory development from the participants and it also presents in the consensus final constructions, a very approach of the formal definition that could be found in the sciences literature as well as in the conceptual art.
Nesta pesquisa investiga-se a construção de conceitos através do material tecnológico da produção artística de Arte conceitual, em procedimento transdisciplinar com a Ciência. Verifica-se a potencialidade do material expressivo utilizado na produção conceitual da arte e na sua contribuição para a aprendizagem de conceitos científicos de alunos do ensino médio. Como materiais expressivos têm-se: o PET (Politereftalato de etileno) e um bioplástico (confeccionado pelos alunos). Esses materiais auxiliam nas discussões e construções conceituais sobre conteúdos curriculares do Ensino Médio relativos à Química dos Materiais, à Biologia e à Ecologia (meio ambiente), com o tema: polímero (sintético, naturais e biopolímero), e abordagens transversais como: lixo, reciclagem, reaproveitamento, sustentabilidade, estética ambiental e novas tecnologias. Como aporte teórico e metodológico tem-se a Teoria dos Construtos Pessoais de Kelly, com destaque para o Ciclo da Experiência. A metodologia hermenêutica-dialética fundamenta a metodologia da pesquisa. Também ampara as modificações efetivadas no círculo hermenêutico-dialético (CHD) e viabiliza a estruturação da metodologia interativo/construtiva como um novo instrumento pedagógico, eficiente tanto para construir dados em pesquisa qualitativa, quanto, como ferramenta pedagógica para construção da aprendizagem. O novo instrumento proposto a partir das modificações do CHD facilitou a aproximação transdisciplinar entre as áreas do conhecimento, Arte e Ciência, e possibilitou a participação simultânea de todos os pesquisados na mostra. Assim, envolveu: entrevistados e observadores, privilegiando a liberdade de expressão dos envolvidos através da fala e das construções e reconstruções conceituais durante as fases do instrumento. O CHD modificado viabilizou a construção dos dados da pesquisa e também facilitou acompanhar os processos atitudinais e cognitivos dos envolvidos durante a construção da aprendizagem. Foram pesquisados 10 alunos do 1º Ano do Ensino Médio do CODAI, Instituição vinculada a UFRPE situada no Município de São Lourenço da Mata, PE. Os resultados da pesquisa indicaram satisfatório desenvolvimento das construções conceituais dos participantes e mostraram nos resultados consensuais finais, muita proximidade às definições formais encontradas na literatura da área de Ciência, bem como da Arte Conceitual.
Skelley, Steven J. "Yeats, Bloom and the dialectics of theory, criticism and poetry". Thesis, University of Nottingham, 1992. http://eprints.nottingham.ac.uk/13628/.
Pełny tekst źródłaBest, Stefanie A. "Using Relational Dialectics Theory to Better Understand Autistic Communication Competence". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1339700806.
Pełny tekst źródłaSculos, Bryant William. "Worlds Ahead?: On the Dialectics of Cosmopolitanism and Postcapitalism". FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3195.
Pełny tekst źródłaCochrane, Regina M. "Feminism, ecology, and negative dialectics, toward a feminist green political theory". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0022/NQ39260.pdf.
Pełny tekst źródłaHillyard, Sam. "An exploration of the dialectic between theory and method in ethnography". Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/1241/.
Pełny tekst źródłaNemiroff, Greta Hofmann 1937. "From humanistic education to critical humanism : the dialectics of theory and praxis". Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59423.
Pełny tekst źródłaThe thesis focuses, however, on the dialectical relationship between theory and praxis in the development of educational philosophy. It describes the process by which various elements to be found in the works of these educational philosophers are tested by and integrated into the pedagogy of the school, contributing to its educational philosophy of Critical Humanism.
This thesis combines philosophical analysis with concrete examples of a praxis which is informed by and, in turn, informs educational theory.
Santos, Manoel Gon?alves dos. "A rela??o teoria e pr?tica na forma??o do pedagogo ? luz do materialismo hist?rico-dial?tico". Universidade Estadual de Feira de Santana, 2014. http://localhost:8080/tede/handle/tede/93.
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The quality of teacher education is currently too questioned and discussed by researchers from Brazil and the world, in view of the importance that is attributed to education in this social scenario characterized by the expansion of globalization and the globalization of capital. In this discussion about the teacher qualification, the theme of the relationship between theory and practice has gained relevance, considering the formative potential of this binomial is coated, as well as by the dichotomous perspective with which the same has historically been conducted in curriculum settings and training practices. Taking this scenario as motivation, the investigation stems from the following question: What are the implications of the curricular and pedagogical organization of the course in pedagogy of UEFS in the process of appropriation of the relation theory and practice realized by the students of this course? While theoretical and epistemological orientation, this research is based on principles of historical- dialectic materialism. It is a qualitative research, whose l?cus is the course of pedagogy of the Universidade Estadual de Feira de Santana/Bahia, and the subjects are 47 students attending the seventh or the eighth semester. The data derive from the application of a questionnaire and documentary analysis of pedagogical political project of course. The theoretical-conceptual framework includes a historical foray that explains the process of structuring the concepts of theory and practice in the history of knowledge, and some eployment of relations arising from these concepts in the configuration and interpretation of reality. Also includes a historical and critical- political analysis of the influence of the interests of the dominant social classes, based in the dominion and expansion of capital, of the Brazilian State, and how these interests have been reverberating in teacher education. Seeking to problematize the reality of our empirical field regarding the theme on screen, as well as trying to demarcate formative principles aligned to theoretical ballast that guides the research, were used as interlocutors, among others, the following authors: Adolfo Sanchez Vasquez, Dermeval Saviani, Luis Carlos de Freitas, Leda Sheibe, Selma Garrido Pimenta and Iria Brzezinski. The results allow to infer that the implications in question have an impact on the training politic and on the technical training of future teachers, understood as complementary dimensions. In the first dimension, taking as a higher ideal of training overcome capitalist mode of production, it was noted that the proposal of the course a countersignature emancipatory direction, but does not define explicitly which joins training history project, if one legitimating of the dictates of capital, or its opposite. It is understandable that such vagueness can be competing for its students to share, as the data show, a vision of the social function of school entered in the capital's landmarks, as well as a concept of relationship between theory and practice circumscribed preponderantly on training model constituted consisting of technical rationality and practical rationality, both hallmarks of teaching practice which does not enhance the ideological and political nuance of education, although noticed signs of a building movement of a vision based on the epistemology of praxis. Regarding the repercussions on the technical dimension, while meeting process to know how to do, the findings indicate a positive perception from the students about the knowledge studied for the expansion of their vision about the reality of the craft in which they will operate. However, their voices reveal, primarily, the existence of a dichotomy of the bargain theory and practice on the course, pointing to problems related to pedagogical work and teaching, and indicating the need for the course thinking, institutionalize and operationalize a collective and interdisciplinary work in such a way, enforcing what assumes its pedagogical political project, to promote effective appropriation of the relationship between theory and practice by students and therefore a better political and technical instrumentalization of these future professionals of basic education.
A qualidade da forma??o de professores ? atualmente muito questionada e discutida por pesquisadores do Brasil e do mundo, tendo em vista a import?ncia que ? atribu?da ? educa??o neste cen?rio social caracterizado pela expans?o da globaliza??o e mundializa??o do capital. Nesse debate sobre qualifica??o docente a tem?tica da rela??o teoria e pr?tica tem ganhado relev?ncia, haja vista o potencial formativo de que este bin?mio se reveste, bem como pela perspectiva dicot?mica com a qual o mesmo historicamente tem sido conduzido em configura??es curriculares e pr?ticas de forma??o. Tomando este cen?rio como motiva??o, a investiga??o decorre da seguinte quest?o: Quais as implica??es da organiza??o curricular e pedag?gica do curso de Pedagogia da UEFS no processo de apropria??o da rela??o teoria e pr?tica realizado pelos estudantes desse curso? Enquanto orienta??o te?rica e epistemol?gica, a pesquisa est? pautada em princ?pios do materialismo hist?rico-dial?tico. Trata-se de uma pesquisa qualitativa, cujo l?cus ? o curso de Pedagogia da Universidade Estadual de Feira de Santana/Bahia, e os sujeitos s?o 47 estudantes cursando o s?timo ou o oitavo semestre. Os dados derivam da aplica??o de question?rio e de an?lise documental do Projeto Pol?tico-Pedag?gico do curso. O quadro te?rico-conceitual inclui uma incurs?o hist?rica que explicita o processo de estrutura??o dos conceitos de teoria e de pr?tica na hist?ria do conhecimento, e alguns desdobramentos das rela??es oriundas destes conceitos na configura??o e interpreta??o da realidade. Inclui, ainda, uma an?lise hist?rica e cr?tico-pol?tica da influ?ncia dos interesses das classes sociais dominantes, calcados no dom?nio e expans?o do capital, no direcionamento do Estado brasileiro, e de que forma estes interesses v?m se reverberando na forma??o docente. Buscando problematizar a realidade do nosso campo emp?rico no tocante ? tem?tica em tela, bem como tentando demarcar princ?pios formativos alinhados ao lastro te?rico que norteia a pesquisa, foram utilizados como interlocutores, dentre outros, os seguintes autores: Adolfo Sanches V?squez, Dermeval Saviani, Luis Carlos de Freitas, Leda Sheibe, Selma Garrido Pimenta e Iria Brzezinski. Os resultados permitem inferir que as implica??es em quest?o repercutem sobre a forma??o pol?tica e sobre a forma??o t?cnica dos futuros professores, entendidas como dimens?es que se complementam. Na primeira dimens?o, tomando como ideal maior de forma??o a supera??o do modo capitalista de produ??o, notou-se que a proposta do curso referenda um direcionamento emancipat?rio, mas n?o define explicitamente a qual projeto hist?rico de forma??o se filia, se ?quele legitimador dos ditames do capital, ou o seu contr?rio. Compreende-se que tal indefini??o pode estar concorrendo para que os seus estudantes compartilhem, como os dados revelam, de uma vis?o de fun??o social da escola inscrita nos marcos do capital, bem como de uma concep??o de rela??o teoria e pr?tica circunscrita preponderantemente no modelo de forma??o constitu?do pela racionalidade t?cnica e pela racionalidade pr?tica, ambos balizadores de um fazer docente que n?o real?a a nuance pol?tico-ideol?gica da educa??o, embora se perceba ind?cios de um movimento de constru??o de uma vis?o pautada na epistemologia da pr?xis. Quanto ?s repercuss?es sobre a dimens?o t?cnica, entendida como processo de conhecer para saber fazer, os achados indicam uma percep??o positiva dos estudantes sobre os conhecimentos estudados para a amplia??o de sua vis?o sobre a realidade do of?cio em que atuar?o. Contudo, suas vozes revelam, precipuamente, a exist?ncia de uma dicotomia no trato da teoria e da pr?tica no curso, apontando para problemas relacionados ao trabalho pedag?gico e docente, e indicando a necessidade de o curso pensar, institucionalizar e operacionalizar um trabalho coletivo e interdisciplinar, de maneira a, fazendo valer o que pressup?e o seu PPP, favorecer a uma efetiva apropria??o da rela??o teoria e pr?tica pelos estudantes e, por conseguinte, uma melhor instrumentaliza??o pol?tica e t?cnica desses futuros profissionais da educa??o b?sica.
Skandalis, Sotirios. "The social character of Marx's theory of value : an inquiry into 'systematic dialectics'". Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/66421/.
Pełny tekst źródłaGuzman, Dahlia. "The “Permanent Hegelian Deposit” in John Dewey’s Theory". Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1279387271.
Pełny tekst źródłaKarabela, Mehmet Kadri. "The development of dialectic and argumentation theory in post-classical Islamic intellectual history". Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96696.
Pełny tekst źródłaCette dissertation est une analyse de l'évolution de la théorie dialectique et d'argumentation dans l'histoire intellectuelle islamique post-classique. Les préoccupations centrales de la thèse sont les suivantes: les traités sur la compréhension théorique de la notion de la théorie dialectique (de logique) et d'argumentation, et comment, en pratique, la notion dialectique, tel qu'elle est exprimée dans la tradition grecque classique, a été reçue et utilisée par les cinq collectivités du camp intellectuel islamique. Cette étude démontre comment la notion dialectique en tant que discours argumentatif a été diffusée dans cinq collectivités (théologiens, poètes, grammairiens, philosophes et juristes) et comment ces notions logiques locales, développées dans les différentes communautés, se sont fusionnées en un seul système pour former une théorie d'argumentation générale (adab al-bahth) applicable à tous les domaines.J'évalue un traité de Shams al-Din Samarqandi (d.702/1302), le fondateur de cette théorie générale, et les traités qui ont été écrits après lui en tant que succession de son travail. Je me concentre spécifiquement sur les travaux de 'Adud al-Din al-Iji (d.756/1355), Sayyid Sharif al-Jurjani (d.816/1413), Taşköprüzâde (d.968/1561), Saçaklızâde (d.1150/1737) et Gelenbevî (d.1205/1791) et analyse comment chaque auteur (de Samarqandi à Gelenbevî) a modifié la forme du discours argumentatif et comment les intellectuels, venus par après dans le monde post-islamique classique, ont répondu à ce discours transmis par leurs prédécesseurs.Ce qui est frappant, de la période que cette thèse étudie (de 1300-1800), est la persistance de ce qu'on pourrait appeler le tournant linguistique dans la théorie de l'argumentation. Après plusieurs siècles, la notion dialectique de la période classique basée sur jadal fût remplacée par une nouvelle théorie d'argumentation qui était principalement de caractère linguistique. Ce tournant linguistique dans l'argumentation est daté du dernier quart du quatorzième siècle dans le travail sur 'ilm al-wad' impressionnant et prémonitoire d'al-Iji. Cette idée, qui est finalement émergée dans la période post-classique, disant que l'argumentation décrit une définition et que, par conséquent, la définition est l'utilité du langage —et même peut-être, que le langage est le seul moyen disponible pour comprendre et être compris— a influencé la façon dont la théorie d'argumentation a été formulée dans la majeure partie de la période en question.Le discours argumentatif qui a commencé avec Ibn al-Rawandi au troisième/neuvième siècle a laissé une empreinte permanente dans l'histoire intellectuelle islamique qui s'est remplie de concepts, de terminologie et d'objectifs de ce discours jusqu'à la fin du dix-neuvième siècle. Selon cette perspective, l'histoire intellectuelle islamique peut être lue comme une divergence entre deux langues: le "langage dialectique" (jadal) et le "langage démonstratif" (burhan), dont chacun se réfère non seulement à une caractéristique importante de cette histoire, mais à une caractéristique qui pourrait changer radicalement l'interprétation de cette histoire.
Suzuki, Ayaka. "Familial Communication of Positive BRCA1/2 Genetic Testing Results: A Relational Dialectics Theory Approach". University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504787059498275.
Pełny tekst źródłaNandan, Ruvendra Kumar. "The dialectic of management control : the case of the Fiji Development Bank". Thesis, University of Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339272.
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