O programa institucional de bolsa de iniciação à docência PIBID na formação inicial de professores de matemática

This research sought to understand the space training provided by Institutional Scholarship Program Initiation of Teaching to a group of students of Degree in Mathematics that had activities developed in the same public school. The goal is to qualify them for teaching practice for these basic institutions. We decided to conduct a qualitative study of type ethnographic case study. For a year and a half while we were at the meetings and activities of the Group, we did what we call as a participant observation. To obtain the data, we used different survey instruments: the researcher\'s field notes through his observation of everyday life of the group, photographs and filming of the activities, document analysis and database produced, physically and digitally, in addition to questionnaires and interviews with records written, which complemented each other and helped establish a triangulation of information collected. We analyze the trajectory of the group on three axes: on the first, we present and understand the paths taken by the Group in the process of setting up training spaces, and production of their professional training, in the second, we analyze how the space of PIBID is being integrated with others spaces of formations in the educational institution of the degree course in mathematics and, in the third axis, we understand the process of knowledge production of that group. The trajectory taken by the group was marked by a process of reflection and discussion systematic and collective, which favored the pursuit for be a better professional and also confirmed a possible path to be followed in initial teacher education.

O ensino de arte pós-moderno na arte de Daniel Francisco de Souza

This thesis presents a research that links cultural history and visual culture in a sociobiographical approach. It gives a “political treatment” to the educational experience in the transition of art teaching from the modern to the postmodern. By taking into account my experiences as an educator and the poetic practice in Daniel Francisco de Souza’s visual art, I propose a dialogue with his art and a series of visual narratives this artist/student produced at the time of his education and recently. Such visual narratives were taken as research source and research subject. They were created in a rural setting in dialogue with formal art teaching in two phases: 1992–6, when Daniel Fran cisco attended elementary school in the rural area of Uberlândia, MG; and 2008–10, when he attended Visual Arts graduation at Federal University of Uberlândia city. I analyze historical processes related to art and teaching, from the early sixteenth century to the present times, to realize residues in students’ poetic experiences. I relate Brazilian educational public policies with experi- ences in that rural school. I try to show the extent to which our educational practices triggered experiences — from ones common to intense ones — and promoted forms of “emancipation-knowledge” or “regulation-knowledge” and how the “selective tradition” was and how art predetermined history images gave way to everyday visual references, pointing to the “broad field” of visual culture. I make an effort to show Daniel Francisco’s work as an adult by tak- ing it according to different approaches. In a poetic reading, first, I emphasixe the material and the symbolic in his art. In a second look, I approach his work through the intertwining experiences of three characters from different times and places that participated in the making of his art: the artist farmer, the artist teacher and the teacher researcher. I assume the existence of a mutual cultural incompleteness in these three characters; which means that parts of their “structures of feeling” built on the interrelationship among them are part of the artist’ work as a historical content decanted. Thirdly, I demonstrate how the artist sees his place as a key re ference to his poetic creation. His work does not reflect the rural bucolic as something untouched. In showing the difficulty in distinguishing the archaic residual, I identify emerging issues in his work. I conclude that the artist — Daniel Francisco — and the researcher — myself — present maverick features: both are scavengers; their productions approach the working with scraps in art and in the academy; even momentarily, they live in exile in the warmth of the borders or the edges, from where one sees the center clearly. In these spaces, when certain structures and normative codes enter into coalition, they fragment pre-established strategies and stimulate the creation of survival tactics.

O tema água no ensino de ciências: uma proposta didático pedagógica elaborada com base nos três momentos pedagógicos

Science and technology are increasingly present in society’s everyday living, interfering with the appearance and social relationships, which requires from the population: knowledge, skills and actions to intervene consciously and responsibly in the new socio-cultural setting. The science education might become a great ally in the task of literacy and / or enable students to live consciously and critically in a world even more influenced by scientific and technological aspects. The aim of the dissertation is to develop a didactic-pedagogic proposal for science classes of the 6th year of elementary school, based on the "Generator Theme: Water and its treatment", involving the dynamics of the Three Pedagogic Moments. Such proposal consists of a Course which embraces seven teaching modules containing topics related to Generator Theme. The modules were designed and developed with four student groups of 6th year in twelve hours / class per group, with a total of approximately 120 students. The interpretation of the developed content, resulting from the thematic modules with students, led to the creation of five analysis categories. Considering the results, it is possible to conclude it is necessary, for successful teaching practices in the school environment, that the teachers embrace the aim of teaching in a meaningful way, drawing up activities that really recognize and include the student as an active subject of the educational and learning process. The use of activities that lead students to recognize themselves as main process actors, developing practices based on previous knowledge and on their specific learning, results in a situation which they will recognize the science in their lives, learn to be reflective and aware of their attitudes about the world where they live.

Obesity and Overweight among Black American Adolescent Females: The Role of Social Influences in Everyday Dietary Practices

Obesity and overweight disproportionately impact Black American adolescent females—placing them at a lifetime of elevated physical health risks. Despite this burden, the literature that explores the contributors to obesity and overweight among Black American adolescent females remains limited and unclear. This dissertation aims to develop knowledge related to obesity and overweight in Black American adolescent females, by appraising the current understanding of factors that contribute to their obesity and overweight, and explicating the everyday social influences on dietary practices. The primary study conducted for this dissertation used a mixed method, multiple case study design to examine the mother, daughter, and other household contributors to Black American adolescent daughters’ everyday practices of food consumption, acquisition, preparation, and planning. Findings reveal the importance of understanding the complex and dynamic ways mothers and other household members contribute to a holistic view of everyday dietary practices among adolescent daughters. By deeply examining the nuanced ways the multiple cases varied, context-dependent knowledge essential to understanding the complicated health challenge of obesity was produced. Subsequently, recommendations are provided for health providers and scholars to more holistically approach and examine obesity—particularly among populations who are disproportionately affected.

Everyday Enchantments and Secular Magic in Montréal

In this thesis I argue that dominant ways of imagining modernity constitute a modern imaginary that carries with it particular expectations concerning modern places, spaces, emotions, and affects as well as expectations concerning the place of religion and enchantment in the modern world. I argue that this modern imaginary and the expectations it entails works to conceal and trivialize supra-rational beliefs and behaviours in scholarship but also in the lives of individuals. I focus on one particular subset of the supra-rational beliefs and behaviours that modern imaginary conceals and trivializes, namely beliefs and behaviours associated with lucky and protective objects. I also focus on the ways the modern imaginary conceals the presence and prevalence of these objects and the beliefs and behaviours they entail in one particular context, namely Montréal, Québec. I argue that these supra-rational beliefs and behaviours constitute a subjunctive mode for understanding and experiencing daily life and describe how the modern imaginary works to discredit this subjunctive register. Finally, I argue that scholars must begin to recognize and examine this subjunctive mode and the playful engagement with half-belief it involves.

What do we expect from an ombudsman? Narratives of everyday engagement with the informal justice system in Germany and the UK

This paper looks at expectations people have of informal justice mechanisms through a rich empirical dataset of 2775 recent ombudsman users in Germany and the United Kingdom. In a cross-cultural comparison the ombudsman, as a model of justice is explored. Not much is known about people’s expectations towards the ombudsman model; this paper starts to fill the gap. Four roles became apparent as cross-cultural narratives in the dataset; people who interact with ombudsmen expect them to be interpreters, advocates, allies and instruments. The identified roles are largely common to both countries, but in some aspects they show national specificities. These national specificities are seen mainly in the use of language; in Germany it is more legalistic in comparison to the UK. I argue that this might be related to what has been described as the general legal culture of each country and the institutional set-up.

Resilience and the ‘everyday’: beyond the paradox of ‘liberal peace’

Over the last decade there has been a shift towards critical understandings of ‘liberal peace’ approaches to international intervention, which argue that local culture holds the key to the effectiveness of peace interventions. In this ‘bottom-up’ approach, peace, reconciliation, and a ‘culture of law’ then become secondary effects of sociocultural norms and values. However, these liberal peace critiques have remained trapped in the paradox of liberal peace: the inability to go beyond the binaries of liberal universalism and cultural relativism. This understanding will be contrasted with the rise of ‘resilience’ approaches to intervention – which build on this attention to the particular context of application but move beyond this paradox through philosophical pragmatism and the focus on concrete social practices. This article clarifies the nature of this shift through the focus on the shifting understanding of international intervention to address the failings of the ‘war on drugs’ in the Americas.

Antropología de la Conservación en España. Balance y perspectivas

En este artículo presentamos un balance de la Antropología de la Conservación en el Estado español. Durante las últimas décadas, la protección de los espacios naturales ha aumentado de una manera exponencial en todo el mundo. A la vez que se extendía esta patrimonialización de la naturaleza, los trabajos etnográficos sobre las áreas protegidas han ido ganando terreno dentro de la disciplina y, en particular, en el campo de la Antropología Ambiental. La mencionada bibliografía ha puesto de relieve los múltiples aspectos derivados de las nuevas políticas territoriales de regulación, apropiación y mercantilización de la ‘naturaleza’. En este trabajo realizamos una revisión exhaustiva de la producción generada a raíz de este interés por las áreas protegidas en nuestro país subrayando sus principales aportaciones, características y debilidades. De este modo pretendemos reflexionar acerca de su continuidad, con el fin de evitar la mera reiteración y favorecer el avance en sus resultados.

El lenguaje taurino metafórico de uso coloquial

Este trabajo ofrece una muestra del lenguaje taurino de uso común y metafórico en la comunicación cotidiana, detectado en prensa escrita, radio y televisión. Se incluye el total de expresiones recogidas y se señalan rasgos globales de este uso comunicativo, tales como los ámbitos y quiénes los usan; además se han clasificado los términos y expresiones más frecuentes, así como reconocido los significados de estas expresiones metafórico-taurinas. Igualmente, se extraen algunas implicaciones didácticas para su empleo en la enseñanza, como recurso valioso en el área de lengua. Finalmente, destacamos en las conclusiones el valor socio-cultural compartido del lenguaje taurino y su interés para la comprensión en el aprendizaje dado su valor metafórico en la comunicación.

Population and Government in Colonial Buenos Aires. An Approach to the Study of the Tensions Generated by Demographic Growth in the City (1740-1776)

The relationship between population and government in the City of Buenos Aires is analyzed, focusing on the tensions generated by the arrival of new individuals, a local elite with great interests in commerce and in charge of community affairs, and Spanish functionaries that progressively adopted the ideals of the Bourbon Dynasty, despite also being implicated in local logics. It interests us to observe the governors’ perspectives with respect to everyday developments in the city, their preoccupations and interests, and how they would vary the mechanisms to which they resorted in order to organize daily life, in the period defined between 1740 and 1776.

Anförande: Pressed for time : The digital transformation of everyday life

Sociologisk Forsknings digitala arkiv

Designing for User-facing Uncertainty in Everyday Sensing and Prediction

Thesis (Ph.D.)--University of Washington, 2016-07

Negotiating Community and Nation in Chợ Lớn: Nation-building, Community-building and Transnationalism in Everyday Life during the Republic of Việt Nam, 1955-1975

Thesis (Ph.D.)--University of Washington, 2016-06

Talking everyday science to very young children: a study involving parents and practitioners within an early childhood centre

The acquisition of everyday scientific concepts by 3-6 year old children attending early childhood institutions has been widely studied. In contrast, research on science learning processes among younger children is less extensive. This paper reports on findings from an exploratory empirical study undertaken in a ‘stay and play’ service used by parents with children aged 0-3 and located within an East London early childhood centre. The research team collaborated with practitioners to deliver a programme of activities aimed at encouraging parents’ confidence in their own ability to support emergent scientific thinking among their young children. The programme generated children’s engagement and interest. Parents and practitioners reported increased confidence in their ability to promote young children’s natural curiosity at home and in early childhood provision. The authors see no reason for positing qualitative differences between the way children acquire scientific and other concepts in their earliest years.