Violência conjugal: dados sócio-demográficos, comportamentos e crenças associados: fragmentos de um amor menor

A violência doméstica tornou-se um fenómeno social de grande complexidade, que não pode ser tratado de forma superficial, seja por parte daqueles que intervêm tecnicamente, seja por parte das vítimas e agressores, pois trata-se da vida real de muitos indivíduos ou sujeitos. Deste modo, tornou-se necessário analisar a violência doméstica, procurando perceber o papel dos agentes, em especial dos técnicos, que acompanham as vítimas de violência doméstica na construção do seu projecto de vida. Para a realização deste estudo, fiz uma abordagem dos diferentes conceitos de violência doméstica, fundamental neste trabalho, em virtude da complexidade e controvérsia que a sua definição implica para diferentes autores e abordagens teóricas. Naturalmente que, se o tema da violência doméstica atravessa todo o trabalho, era indispensável ouvir as vítimas desta problemática quanto ao seu sofrimento, coragem e resiliência, ou abandono do lar e acompanhamento recebido. Assim sendo, e porque pretendi fazer uma análise à forma como é realizado o acompanhamento e intervenção por parte dos técnicos, este trabalho apresenta ainda uma investigação empírica realizada através da aplicação de inquéritos por questionário vítimas e não vítimas de violência doméstica, bem como a caracterização dos dados sociodemográficos do distrito de Portalegre. O tratamento e análise dos dados permitiram confirmar, em larga medida, a fundamentação teórica apresentada na primeira parte do estudo onde se verificou haver a divergência no conceito de violência doméstica, as vítimas serem predominantemente do sexo feminino e os agressores do sexo masculino, os vários motivos que levam as vítimas a permanecer na relação e a importância do papel dos técnicos de acompanhamento na definição de projectos de vida alternativos.

Poems /

In full blind-stamped leather binding; spine tooled in blind, black and gilt; marbled endpapers, a.e.g.

The act to regulate commerce (as amended) ...

Inclues text or related sections of the Accidents reports act; Ash pan act; Bills of lading act; Block signal resolution; Boiler inspection act, as amended; Clayton antitrust act; Compulsory testimony act; District court jurisdiction act; Elkins act, as amended: Expediting act, as amended; Government-aided railroad and telegraph act; Hours of service act, as amended; Immunity of witnesses act; Lake Erie and Ohio ship canal act; Medals of honor act [and] regulations, as amended; Parcel post acts; Railway mail service pay act; Safety appliance act; Transportation of explosives act.

DEBATE EM TORNO DA REDAÇÃO E COMPOSIÇÃO DO LIVRO DE AMÓS: PROPOSTAS FUNDAMENTAIS PARA A TEORIA DA CRIAÇÃO COLETIVA A PARTIR DE AMÓS 6,1-14

Esta pesquisa se dedica ao debate em torno da redação e composição do livro de Amós, e pretende, primeiramente, apresentar e criticar algumas hipóteses sobre as camadas literárias, que poderiam pertencer ao próprio profeta, e os acréscimos tardios. Como primeiro passo para uma abordagem do problema redacional, este estudo examina algumas contribuições de especialistas estrangeiros e de estudiosos brasileiros, e tenta fazer um julgamento crítico de suas hipóteses sobre a redação do livro de Amós. A questão do processo redacional do livro de Amós tem sido, na verdade, objeto de uma animada discussão entre muitos estudiosos. Em segundo lugar, a leitura diacrônica é complementada com o estudo sincrônico do livro, isto é, com o debate em torno da estrutura não só da composição em Amós 6,1-14, mas também do livro todo. Em terceiro lugar, a partir da avaliação do resultado da pesquisa e com a utilização do método histórico-crítico, a composição em Amós 6,1-14 é analisada como uma unidade literária de sentido. Para tal análise são, indubitavelmente, relevantes algumas considerações prévias sobre o gênero literário da lamentação, a denúncia profética da injustiça social e a instituição do banquete do marzeah. Em seqüência, esta tese analisa o fenômeno literário dos panfletos proféticos e da organização social, que poderia estar por detrás de sua autoria. Por isso, e levando em conta o desafio de novas propostas metodológicas, esta pesquisa visa dar uma contribuição específica ao estudo de Amós. Ela se empenha em demonstrar que, em relação a Amós 6,1-14, o leitor está diante de uma criação coletiva. De fato, a mencionada composição é o resultado não só da pregação oral do próprio profeta, mas também, em razão de sua forma compósita, das vozes proféticas de pessoas oprimidas, que, impulsionadas pelo Espírito, confirmaram a denúncia severa de Amós e até a completaram com suas próprias experiências e sofrimentos. Finalmente, um despretensioso excursus examina o livro de Amós em um contexto literário mais amplo, para dar uma visão geral do debate em torno do processo redacional do Livro dos Doze Profetas, particularmente a partir de sua perspectiva escatológica mediante a categoria teológica do Dia do Senhor.(AU)

ENTRE IMIGRANTES E NATIVOS DIGITAIS: USOS E RELAÇÕES COM O COMPUTADOR

Considerando a relevância do tema nas discussões acerca da educação e novas tecnologias na sociedade contemporânea, a presente pesquisa de cunho exploratório, propõe compreender relação dos adultos e crianças com o computador e como ele media (ou não) está relação. Tomando os pais e a educadora como imigrantes e as crianças como nativos digitais do grupo do 1º no do EF I, de uma escola da rede particular de ensino, em São Bernardo do ampo. É uma pesquisa quantitativa na medida em que estuda frequência com que os dados aparecem entre o grupo de participantes e qualitativa uma vez que recorre a estratégias de coleta de dados tais como: roda de conversa com os educandos; questionário, e-mails e grupo de discussão com os pais (pai ou mãe); questionário, e-mails e entrevistas com a educadora. E como aporte teórico para as reflexões desta pesquisa autores como: BABIN & KOULOUMDJIAN (1989); CHAVES & SETZER (1980); HUIZINGA (2001); LÈVY (1993; 1996; 1999); KENSKY (2003; 2007); MORAN (1987; 2007); PAPERT (2008); VALENTE (2002); SANCHO (1998); QUEIROZ (1999), SÁ (2001) que contribuíram na medida em que possibilitaram uma conversa entre suas ideias, concepções e com as vozes dos participantes da pesquisa. Os resultados caminham para compreensão de que o computador para os educandos está atrelado à relação entre: infância, experiência, ludicidade como elementos para a construção do conhecimento; para os pais uma possibilidade ainda em adaptação, mas que requer orientação; e para a educadora a tecnologia parece ainda estar nos limites do campo da resistência, provalvelmente em decorrência da incongruência entre qualificação e políticas de trabalho docente. O trabalho deixa questões, esperando-se incentivar, com isso, novos estudos.

Making a difference:critical linguistic analysis in a legal context

One of the major problems for Critical Discourse Analysts is how to move on from their insightful critical analyses to successfully 'acting on the world in order to transform it'. This paper discusses, with detailed exemplification, some of the areas where linguists have moved beyond description to acting on and changing the world. Examples from three murder trials show how essential it is, in order to protect the rights of witnesses and defendants, to have audio records of significant interviews with police officers. The article moves on to discuss the potentially serious consequences of the many communicative problems inherent in legal/lay interaction and illustrates a few of the linguist-led improvements to important texts. Finally, the article turns to the problems of using linguistic data to try to determine the geographical origin of asylum seekers. The intention of the article is to act as a call to arms to linguists; it concludes with the observation that 'innumerable mountains remain for those with a critical linguistic perspective who would like to try to move one'. © 2011 John Benjamins Publishing Company.

Special education teachers' perspectives on teaching middle school students with severe emotional disturbance

The voices of special education teachers who educate middle school students with severe emotional disturbance (SED) have been largely unheard in the educational forum and in the discussion about raising the academic achievement of middle school students with SED. These students continue to have high attrition rates and low levels of academic achievement. This study described and analyzed the perspectives of five special education teachers regarding appropriate instructional strategies for educating middle school students with SED. It also explored these teachers' opinions concerning difficulties they experienced in raising the academic achievement of students with SED and some of the solutions for overcoming these challenges. The professional literature emphasizes the importance of teacher knowledge (Altrichter, Posch, & Somekh, 1996; Clandinin & Connelly, 1996) and also offers suggestions for appropriate instructional strategies for educating students with SED (Bauer, Keefe, & Shea, 2002; Heward, 2000; Kauffman, 2001; Polloway, Patton, & Serna 2001). ^ A qualitative case study was employed to describe and analyze the five participants' perspectives on teaching middle school students with SED. The sources of data collection were interviews, observations and analysis of documents. Data presentation was from the perspective of the participants in dialogue with the interpretations of the researcher and against the backdrop of the professional literature and the researcher's critical theory philosophy. One of the major themes that emerged from the analysis was the teachers' insistence on the students' need for discipline tempered with teacher nurturing and playfulness. One concern was the need for teacher training in current appropriate, research-based instructional strategies for educating students with SED. ^ As a result of this study, one of the recommendations made was for more rigorous standards of re-certification and professional development of certified teachers who educate students with SED. ^

Professors’ Perspectives on Educational Cohorts

Cohort educational models (CEM) are used to support students in graduate degree completion. Studies around CEMs focus mainly on student benefits. Voices of professors who organize and ultimately teach educational cohorts have been missing from this dialog. This study seeks to uncover professors’ perspectives on CEMs.

Can the Undocumented Student Speak?

The author argues that evolving issues of immigration law, free speech, skills and values education, and the nationalization of curricula are affecting the university and silencing the voices of undocumented immigrant students. A Freirean analysis is used to examine these issues and offers solutions.

Escola: lugar político da diversidade sexual e de gênero

This work aims to understand how the public school system has become a failing institution with regards to sexual and gender diversity. I start from the principle that the school system performs a social sorting operation, leaving out of its halls almost all people who don‘t fit into the established heteronormative social order. First, I explore the experiences of primary school (Educação do Ensino Fundamental) professionals from the public network (Rede Pública Municipal) of the city of Natal-RN. I consider their narratives a result of daily practices which denounce the rules that govern and produce them in a broader context. Then I aim to establish a dialogue with the students who are victims of name-calling, teasing and abuse for not aligning with the ―normal‖ gender standards. At this stage of the research, I conducted fieldwork at the State Secondary School of Rio Grande do Norte (Escola Estadual de Ensino Médio). This investigation is guided by the following questions: What challenges need to be addressed in order to recognize the students who have been excluded from the school environment on account of sexual and/or gender differences; additionally, how can their classroom attendance and positive learning experience be ensured? To what degree is the school community concerned with building education practices which value and acknowledge sexual and gender diversity? The research goals were: to analyze how the school and its professionals deal with sexual and gender diversity, investigating which pedagogical practices silence, freeze and obstruct the diversity of student identities; examine how the school and its subjects work toward building new pathways for learning, for coexistence, and for facing the challenges of ―new‖ social demands such as homoaffection; observe the spaces that are cracked open by the presence and the voices of students who demand recognition of their existence.

Leitura do mundo no rap: uma análise bakhtiniana de práticas leitoras no ensino fundamental

This study aims to propose two didactic sequences on the rap songs to the process of formation of critical reflective reader, in the elementary school – in 6th and 9th grade classes. The theoretical foundations that have supported the work are related to the Bakhtin Circle propositions, especially the notions of language as a social ideological discourse; responsive reading; discursive genre and social voices. As for the methodological guidance, it is characterized by adopting the interpretativist paradigm of socio-historical base, in addition to positioning in the large field of Applied Linguistics, whose primary focus is specifically located language. In the selected enunciations to corpus – some Rap songs of protesting – it was analyzed the students’ reflective critical reading in the workshops of Rap-song reading, applied in modules of our teaching sequences. Through the carried out analysis, it was noted that the subjects surveyed have come from an educational culture towards the fulfillment of a conteudista proposed curriculum, so that in this scenario we do not see, through reading, training of the individual citizen, able to through his readings, understanding the socio-ideological structure that surrounds them; and so, escaping of understandings the world, based only on common sense. We conclude also that our teaching proposal represented a novelty for students. Initially, some of them did not see this work as reading, however, the majority was heavily involved in the process; so that, in their comments, we realize voices of a critical and reflective look of which comprise environments, and social situation to which they belong.

Leitura do mundo no rap: uma análise bakhtiniana de práticas leitoras no ensino fundamental

This study aims to propose two didactic sequences on the rap songs to the process of formation of critical reflective reader, in the elementary school – in 6th and 9th grade classes. The theoretical foundations that have supported the work are related to the Bakhtin Circle propositions, especially the notions of language as a social ideological discourse; responsive reading; discursive genre and social voices. As for the methodological guidance, it is characterized by adopting the interpretativist paradigm of socio-historical base, in addition to positioning in the large field of Applied Linguistics, whose primary focus is specifically located language. In the selected enunciations to corpus – some Rap songs of protesting – it was analyzed the students’ reflective critical reading in the workshops of Rap-song reading, applied in modules of our teaching sequences. Through the carried out analysis, it was noted that the subjects surveyed have come from an educational culture towards the fulfillment of a conteudista proposed curriculum, so that in this scenario we do not see, through reading, training of the individual citizen, able to through his readings, understanding the socio-ideological structure that surrounds them; and so, escaping of understandings the world, based only on common sense. We conclude also that our teaching proposal represented a novelty for students. Initially, some of them did not see this work as reading, however, the majority was heavily involved in the process; so that, in their comments, we realize voices of a critical and reflective look of which comprise environments, and social situation to which they belong.

O conceito de motivação em dizeres de professores de língua inglesa

This work aimed at analyzing the speeches constructed about motivation by English teachers who teach at public state schools in the interior of Minas Gerais. We aimed at delineating the concept of subject underlying the subjects’ notion of motivation and identifying the role that the English teacher attributes to himself and to the student when he/she enunciates on motivational issues, problematizing the possible consequences of these issues for some English teachers while working in public schools. In order to do so, our investigation made use of theoretical assumptions from Applied Linguistics and Discourse Analysis. The theoretical fundamentation deriving from Bakhtin Circle as well as from Michel Pecheux’s theoretical basis were also very relevant for this research. The intersection of these studying fields entails a theoretical construction that considers the voices of those who live the social practice (MOITA LOPES, 2006), which allows one to see the subjects through their heterogeneity, fluidity and fragmentation. Moreover, it generates knowledge about language in its political, ideological, social and historical aspects. AREDA (SERRANI, 1998) was used as a theoretical and methodological framework for data collection. In our analysis, we considered the voices and the conditions of production that constitute 5 English teachers and, from some selected speeches extracted from their discursive production, some notions as intra and interdiscourse, discursive resonance, discursive memory, among others, can be seen interwoven. We hypothesize that the production of meaning deriving from these English teachers comes from a cleavage between the interdiscursivity about motivation and their position in relation to the English language. Some of these teachers’ discursive inscriptions were delineated as they follow: i) the silenced motivation, in which the teachers come up with several voices, repeating what that has already been said about motivation through silence by excess; also, through an inscription in a process of anomy, the English teachers silence motivation, as they come up with other sayings, in an anomic order, denying their identification with their mother tongue and culture because of a desire to learn the foreign language and culture; ii) the motivation in/from/ by others that resounds, in the way the teachers speak, a relation of alterity on what, in/from desire of other relations (colleagues, students, teaching materials, media, etc.), other forms and alternatives are established as a guarantee of students’ motivation; the teachers are also inscripted in in-service practice training as a space of educational development, because they imagine that the experience of the in-service practice alone, which excludes the educational instruction from the Languages course in which they graduated/were graduating at, taught them how to motivate the students; iii) the motivation as a will of power/knowledge, which means there seems to be teachers’ inscription in the relationship between power and knowledge (Foucault, 1996), disconsidering the conflicts that constitute the English classroom to say that there is a control of the English teaching and learning process and, as a result, they also sustain that they hold control over how to motivate; furthermore, the presence of a resonant voice, whose effect is given by an inscription on the (illusion of) completeness can be seen, because the English teachers believe that while motivating their students, this motivation will provide them with all the missing elements, which would mean that when they motivate students, they would be able to fulfill all the gaps in their learning process.

Disability in the Digital Age: Reconfiguring Access, Inclusion and Equality

There is an abundance of research that examines disability and technology in the context of computers and the Internet, however few have examined disability and mobile devices. Also largely absent from existing literature are the voices of disabled people themselves. This dissertation draws upon science and technology studies (STS) and disability studies to address these gaps by conducting in-depth qualitative research that examines disabled people’s experiences using smartphones and tablets. At its core, this dissertation aims to provide insight on the following: 1) an understanding of how disability is perceived in the digital age and the subjective meanings of access, inclusion and equality; 2) the ways in which mobile devices impact the lived experience of disability; and 3) how perspectives in disability studies and STS can be applied to understand the relationship between the body, disability and technology. The empirical contribution of this research draws from participant diaries and interviews with disabled people, as well as from open-ended questionnaires completed by mobile app developers. The concept of ‘subjectivities of disability’ is introduced to refer to the uniquely personal and individual experience of disability. Findings reveal that mobile device use amongst disabled people redefines their subjectivities of disability through socio-technical interactions whereby disabled people use their devices in ways that are integrated into their everyday lives and positively shapes how they view themselves in relation to their experience of disability. The responses from app developers reveal that there is a place for disability in the mobile market and that disabled people play a key role in making apps accessible. The data suggests that mobile devices facilitate access, inclusion and equality by integrating the body in ways that recognize and accommodate diversity. The results furthermore make it clear that the interaction between disabled people and mobile devices takes on an embodied and social characteristic. This research concludes that both on an individual level and collectively, disabled people are engaging with digital artifacts in ways that promote agency and independence as well as reshaping how disability is experienced and perceived in the digital age.

Aprendizaje a través de las Controversias del Museo Tres ejemplos canadienses

La controversia ha acechado siempre a los museos, en especial, pero desde luego no de forma exclusiva, a aquellos museos de arte que exponen el arte moderno y contemporáneo. Probablemente siempre habrá controversias, ya que son ocasiones en las que el museo ha de enfrentarse directamente a un interrogatorio público sobre sus decisiones y procesos, a menudo demasiado ocultas y con frecuencia mal entendidas. Dado el creciente reconocimiento de que ya no es suficiente para los museos coleccionar, conservar y mostrar, sino más bien que los museos deben ahora comprometerse fundamental y directamente con sus comunidades, ¿cómo pueden los museos gestionar la controversia? ¿Pueden los museos aprender de la controversia para descubrir formas mejores de trabajar con sus públicos? Este artículo examinará tres controversias en los museos canadienses – Los cantos del espíritu, Voz de Fuego y Vanitas o El vestido de carne - en un intento de analizar estas preguntas usando los conceptos ANT de Bruno Latour.