Ensino de história da educação nas universidades estaduais do Paraná: institucionalização, saberes e agentes (1962-1998)

Ao considerar a disciplina História da Educação na circunstância e na experiência do ensino emergiu a pergunta Que História é essa?, um disparador que provocou a proposta da pesquisa apresentada no doutorado em educação. Procurou-se analisar o arranjo disciplinar, considerando as circunstâncias na composição do currículo de formação dos professores. Foi elaborado um conjunto de interrogações-guia, a saber: Como a História da Educação foi constituída em saber escolar? Quais referências implicaram sua composição? Como a disciplina foi desenvolvida? Que tipos de práticas foram favorecidas no seu desenvolvimento? Que sujeitos foram responsáveis por sua oferta? O problema da constituição histórica da disciplina História da Educação configurou a arquitetura do trabalho de tese, que assumiu a experiência particular de organização da disciplina História da Educação na Universidade Estadual de Londrina, entre 1962 e 1998, assumida aqui, como referência para uma análise local e geral desse dispositivo no campo da Historiografia da Educação. A trama tecida nessa pesquisa se entrelaça na rede de reflexões e debates sobre o tema em âmbito local e nacional. Como chave para análise do problema, operou-se com uma tripla dimensão, a saber; a dimensão institucional, a dimensão dos sujeitos e a dimensão dos saberes. Essa chave se configurou como recurso metodológico, entendendo que tais dimensões não encontram-se separadas e sim implicadas, configurando trama histórica a ser considerada e interrogada, integrantes de uma rede, interdependentes. A investigação particularizada de cada dimensão visou facilitar o tratamento das séries documentais e a análise dos discursos e fontes selecionados. Ao mesmo tempo possibilitou o tratamento das articulações, das regularidades e das variações no período estabelecido. Postas em relação, tornaram possível delinear a constituição da formação docente como desafio institucional, as soluções locais e principalmente o modo como se deu o processo de disciplinarização da História da Educação no âmbito do projeto em análise, considerando a própria genealogia do saber e as soluções marcadas pelas configurações institucionais e agenciamento dos professores que ministraram a disciplina em situações bem determinadas. O conjunto documental organizado em séries homogêneas, a partir do qual pôde-se definir relações, foi constituído da experiência histórica representada, ou seja, registrada. O trabalho se deu considerando então a História Serial, sendo organizado e recortado temporalmente pela e na circunstância dos documentos localizados e selecionados. As séries foram constituídas por programas e diários de classe da UEL, UEPG e UEM, depoimentos de professores, registros e documentos institucionais, material didático, catálogos de curso, propostas curriculares, trabalhos acadêmicos. No movimento de aproximação aos questionamentos apresentados, uma trama narrativa foi tecida no conjunto de quatro capítulos. Este estudo incidiu sobre uma problemática ainda marginal no campo da história da educação, o ensino de História da Educação. A análise das séries documentais apontou para a rede de relações tecidas na configuração da disciplina HE: com experiências internacionais (Europa e Estados Unidos), com a elaboração de bibliografia na área, com os círculos acadêmicos e de formação dos professores colocando à vista a relação entre a tradição e o exercício de criação das formas, recortes e conteúdos da(s) História(s) da Educação ensinada(s). Deste modo, ao examinar o aparato institucional, a ordem dos saberes que instaura a história da educação e o modo como determinados professores conduziram a disciplina, investiu-se no estudo do ordinário da história da educação visibilizando elementos para os quais ainda não se confere a legitimidade e importância que a disciplina e seu ensino podem vir a ter.

Enhancement of stability of polymer light-emitting diodes by post annealing

We investigate the effect of thermal annealing before and after cathode deposition on the stability of polymer light-emitting diodes (PLEDs) based on green fluorescent polyfluorene derivative. The annealed PLEDs exhibit improved charge transport and red-shift emission compared to the as-fabricated device. The stability of the PLEDs is largely enhanced by post-annealing before and after Ca deposition, which is attributed to the enhanced charge transport and the intimate contact between the cathode and the emissive layer.

Micropatterning of metal films coated on polymer surfaces with epoxy mold and its application to organic field effect transistor fabrication

In this letter, a simple and versatile approach to micropatterning a metal film, which is evaporated on a Si substrate coated with polymer, is demonstrated by the use of a prepatterned epoxy mold. The polymer interlayer between the metal and the Si substrate is found important for the high quality pattern. When the metal-polymer-Si sandwich structure is heated with the temperature below T-m but above T-g of the polymer, the plastic deformation of the polymer film occurs under sufficiently high pressure applied. It causes the metal to crack locally or weaken along the pattern edges. Further heating while applying a lower pressure results in the formation of an intimate junction between the epoxy stamp and the metal film. Under these conditions the epoxy cures further, ensuring adhesion between the stamp and the film. The lift-off process works because the adhesion between the epoxy and the metal film is stronger than that between the metal film and the polymer. A polymer field effect transistor is fabricated in order to demonstrate potential applications of this micropatterning approach.

High resolution solid-state NMR and DSC study of poly(ethylene glycol) silicate hybrid materials via sol-gel process

Hybrid materials incorporating poly(ethylene glycol) (PEG) with tetraethoxysilane (TEOS) via a sol-gel process were studied for a wide range of compositions of PEG by DSC and high resolution solid-state C-13- and Si-29-NMR spectroscopy. The results indicate that the microstructure of the hybrid materials and the crystallization behavior of PEG in hybrids strongly depend on the relative content of PEG. With an increasing content of PEG, the microstructure of hybrid materials changes a lot, from intimate mixing to macrophase separation. It is found that the glass transition temperatures (T-g) (around 373 K) of PEG homogeneously embedded in a silica network are much higher than that (about 223 K) of pure PEG and also much higher in melting temperatures T-m (around 323 K) than PEG crystallites in heterogeneous hybrids. Meanwhile, the lower the PEG content, the more perfect the silica network, and the higher the T-g of PEG embedded in hybrids. An extended-chain structure of PEG was supposed to be responsible for the unusually high T-g of PEG. Homogeneous PEG-TEOS hybrids on a molecular level can be obtained provided that the PEG. content in the hybrids is less than 30% by weight. (C) 1998 John Wiley & Sons, Inc.

Miniatures for Horn Trio.

This three movement work was first performed by members of the Research Ensemble at the Peninsula Arts Contemporary Music Festival, 26 February 2010. Material from the first movement reappears in the second and third in various guises. The second movement is dedicated to the choreographer, Merce Cunningham, and the constant piano part with pedal sustained throughout is a reference to the fluidity of dance. As a contrast to this there are passages of imitation between the horn and violin, some more audible than others, which are included as an acknowledgement of the intimate relationship which exists between co-dancers on stage. The third movement is dedicated to John Cage (Cunningham's partner) and, while the piano sustains chords (reworking content from the first movement), the gestures in the other parts loosely follow the outline of sections of one of Cage's watercolours, River Rocks and Smoke no.6. Much of my music is inspired by visual art and, having admired Cage's music and writings since by student days, it seemed appropriate after dedicating the second movement to Cunningham, to turn to Cage's art work in the final part of the composition.

Zrození autobiografického subjektu. Máchův intimní deník a moderní básnické deníky ve vztahu k romantické ideji subjektivismu

My text is an attempt to apply Charles Taylor’s theory, dealing with the origins of the modern self, to Czech autobiographical literature originating in Romanticism. Taking a cue from Jean Starobinski and Philippe Lejeune’s concepts of modern autobiography, I analyse Karel Hynek Mácha’s personal diary from 1835 and try to find and emphasize its narrative and compositional aspects, which anticipate the poetics of modern poetic diaries.

Rodzina podstawową instytucją i wspólnotą życia społecznego

Rodzina to wspólnota osób i instytucja społeczna. Jej podstawą jest związek małżeński mężczyzny i kobiety oparty na ich wzajemnej miłości i wolnym wyborze. To instytucja prawa naturalnego, którego twórcą jest sam Bóg. Małżeństwo i rodzina to głęboka wspólnota życia i miłości oraz komunia osób. Ta specyficzna wspólnota odpowiada wzajemnie za siebie, rodzi i wychowuje następne pokolenie, humanizując społeczeństwo. Rodzina jest dobrem społecznym, którego potrzebuje społeczeństwo.

Considerações acerca da violência doméstica

Projeto de Pós-Graduação/Dissertação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Medicina Dentária

La pensée Sensible

Tese apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Doutor em Ciências Sociais, especialidade em Psicologia

Violência no namoro e consumos de substâncias em jovens estudantes universitários

Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Criminologia

Khirbet et-Tannur Excavation Records

The Khirbet et-Tannur Excavation Records document the 1938 excavation of a Nabataean temple. The excavation was directed by Nelson Glueck. The collection includes level books, excavation diaries, artifacts, and photographs. The collection is being processed. A finding aid for the document portion of the collection is available.

The double bind for non-traditional families in post-primary settings; to tell or not to tell their family identity

This thesis involved researching normative family discourses which are mediated through educational settings. The traditional family, consisting of father, mother and children all living together in one house is no longer reflective of the home situation of many Irish students (Lunn and Fahey, 2011). My study problematizes the dominant discourses which reflect how family differences are managed and recognised in schools. A framework using Foucauldian post structural critical analysis traces family stratification through the organisation of institutional and interpersonal relations at micro level in four post-primary schools. Standardising procedures such as the suppression of intimate relations between and among teacher and student, as well as the linear ordering of intergenerational relations, such as teacher/student and adult/child are critiqued. Normalising discourses operate in practices such as notes home which presume two parents together. Teacher assumptions about heterosexual two-parent families make it difficult for students to be open about a family setup that is constructed as different to the rest of the schools'. The management of family difference and deficit through pastoral care structures suggests a school-based politics of family adjustment. These practices beg the question whether families are better off not telling the school about their family identity. My thesis will be of interest to educational research and educational policy because it highlights how changing demographics such as family compositions are mis-conceptualised in schools, as well as revealing the changing forms of family governance through regimes such as pastoral care. This analysis allows for the existence of, and a valuing for, alternative modes of family existence, so that future curricular and legal discourses can be challenged in the interest of equity and social justice.

Beginning primary teachers’ perspectives on becoming a teacher in the workplace: Contextual, emotional, and temporo-spatial dimensions of identity shaping

The issue, with international and national overtones, of direct relevance to the present study, relates to the shaping of beginning teachers’ identities in the workplace. As the shift from an initial teacher education programme into initial practice in schools is a period of identity change worthy of investigation, this study focuses on the transformative search by nine beginning primary teachers for their teaching identities, throughout the course of their initial year of occupational experience, post-graduation. The nine beginning teacher participants work in a variety of primary school settings, thus strengthening the representativeness of the research cohort. Privileging ‘insider’ perspectives, the research goal is to understand the complexities of lived experience from the viewpoints of the participating informants. The shaping of identity is conceived of in dimensional terms. Accordingly, a framework composed of three dimensions of beginning teacher experience is devised, namely: contextual; emotional; temporo-spatial. Data collection and analysis is informed by principles derived from sociocultural theories; activity theory; figured worlds theory; and, dialogical self theory. Individual, face-to-face semi-structured interviews, and the maintenance of solicited digital diaries, are the principal methods of data collection employed. The use of a dimensional model fragments the integrated learning experiences of beginning teachers into constituent parts for the purpose of analysis. While acknowledging that the actual journey articulated by each participant is a more complex whole than the sum of its parts, key empirically-based claims are presented as per the dimensional framework employed: contextuality; emotionality; temporo-spatiality. As a result of applying the foci of an international literature to an under-researched aspect of Irish education, this study is offered as a context-specific contribution to the knowledge base on beginning teaching. As the developmental needs of beginning teachers constitute an emerging area of intense policy focus in Ireland, this research undertaking is both relevant and timely.

Accommodating interruptions: a grounded theory of young people with asthma

Background: Accommodating Interruptions is a theory that emerged in the context of young people who have asthma. A background to the prevalence and management of asthma in Ireland is given to situate the theory. Ireland has the fourth highest incidence of asthma in the world, with almost one in five Irish young people having asthma. Although national and international asthma management guidelines exist it is accepted that the symptom control of asthma among the young people population is poor. Aim: The aim of this research is to investigate the lives of young people who have asthma, to allow for a deeper understanding of the issues affecting them. Methods: This research was undertaken using a Classic Grounded Theory approach. It is a systematic approach to allowing conceptual emergence from data in generating a theory that explains behaviour in resolving the participant’s main concern. The data were collected through in-depth interviews with young people aged 11-16 years who had asthma for over one year. Data were also collected from participant diaries. Constant comparative analysis, theoretical coding and memo writing were used to develop the theory. Results: The theory explains how young people resolve their main concern of being restricted, by maximizing their participation and inclusion in activities, events and relationships in spite of their asthma. They achieve this by accommodating interruptions in their lives in minimizing the effects of asthma on their everyday lives. Conclusion: The theory of accommodating interruptions explains young people’s asthma management behaviours in a new way. It allows us to understand how and why young people behave the way they do in order minimise the effect of asthma on their lives. The theory adds to the body of knowledge on young people with asthma and challenges some viewpoints regarding their behaviours.

Time use, daily activities, and health-related quality of life of school-going late adolescents in Cork city and county: A cross-sectional study

Aim: This thesis examines a question posed by founding occupational scientist Dr. Elizabeth Yerxa (1993) – “what is the relationship between human engagement in a daily round of activity (such as work, play, rest and sleep) and the quality of life people experience including their healthfulness” (p. 3). Specifically, I consider Yerxa’s question in relation to the quotidian activities and health-related quality of life (HRQoL) of late adolescents (aged 15 - 19 years) in Ireland. This research enquiry was informed by an occupational perspective of health and by population health, ecological, and positive youth development perspectives. Methods: This thesis is comprised of five studies. Two scoping literature reviews informed the direction of three empirical studies. In the latter, cross-sectional time use and HRQoL data were collected from a representative sample of 731 school-going late adolescents (response rate 52%) across 28 schools across Cork city and county (response rate 76%). In addition to socio-demographic data, time use data were collected using a standard time diary instrument while a nationally and internationally validated instrument, the KIDSCREEN-52, was used to measure HRQoL. Variable-centred and person-centred analyses were used. Results: The scoping reviews identified the lack of research on well populations or an adolescent age range within occupational therapy and occupational science; limited research testing the popular assumption that time use is related to overall well-being and quality of life; and the absence of studies that examined adolescent 24-hour time use and quality of life. Established international trends were mirrored in the findings of the examination of weekday and weekend time use. Aggregate-level, variable-centred analyses yielded some significant associations between HRQoL and individual activities, independent of school year, school location, family context, social class, nationality or diary day. The person-centred analysis of overall time use identified three male profiles (productive, high leisure and all-rounder) and two female profiles (higher study/lower leisure and moderate study/higher leisure). There was tentative support for the association between higher HRQoL and more balanced time use profiles. Conclusion: The findings of this thesis highlight the gendered nature of adolescent time use and HRQoL. Participation in daily activities, singly and in combination, appears to be associated with HRQoL. However, the nature of this relationship is complex. Individually and collectively, adolescents need to be educated and supported to create health through their everyday patterns of doing.