Artes de Exu: intervenções artísticas e representações afro-brasileiras no Rio de Janeiro: Tridente de Ni e Exu dos Ventos

Artes de Exu trata os objetos de arte não só pelos aspectos artísticos e sociológicos, mas também pelos aspectos que ligam as obras a Exu, além do enunciado. Como coisa contida na concepção, na execução e imbricada na própria história da obra. As obras escolhidas são: Tridente de NI (2006) de Alexandre Vogler e Exu dos Ventos (1992), de Mario Cravo Júnior. As obras contêm conflitos que envolvem a mídia, religiosos e políticos. A partir de pesquisas etnográficas é feita uma análise dos olhares que se cruzam na construção dos sentidos na disputa pelo espaço simbólico, considerando ainda o trânsito percorrido pelas obras entre a oficina, o espaço de exposição e a rua. Pertence ainda ao corpo das análises as referências na mídia impressa, forma de veiculação das imagens, apropriações e discursos. As artes de Exu se evidenciam no desenrolar dessas tramas, conforme os objetos artísticos oferecem um lugar para pensar na conciliação entre diferentes: entre a cruz e o tridente, entre Cristo e Exu e entre cristãos e religiões de matriz africana

Uma investigação sobre a forma de governo e o modo de governar da República

Esta dissertação procura, utilizando o pensamento de Maquiavel, Montesquieu e Madison, estudar o governo republicano a partir de dois paradigmas distintos, a saber, a forma de governo e o modo de governar. O primeiro diz respeito ao seu caráter institucional do Estado e da atividade política e se torna inteligível por uma compreensão teórica da política, ou seja, sobre o que lhe confere formato. O segundo se refere aos modos de ação do governo independentemente de seu formato institucional e pode ser compreendido por aspectos sociológicos, pois diz respeito mais à sociedade. Maquiavel e, de um ponto de vista, Montesquieu podem ser considerados os principais representantes da tradição que identifica na forma de governo a definição da república. Montesquieu, sob outra perspectiva, e Madison são os que mais se dedicaram ao modo de governar. Além disso, este estudo procura abordar a liberdade como categoria identitária da política e, assim, formando um todo coeso da tradição republicana.

Bullying e cyberbullying

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

A study of the Zhiqing identity

More than seventeen million Chinese urban youth (Zhiqing in Chinese) went to the countryside, lived and engaged in agricultural work there during the Up to the Mountains and Down to the Countryside (UMDC) Movement (1967-1981). Although this movement was officially terminated in 1981, it has left an imprint on these people – the Zhiqing identity by which they are still characterized as a unique group in Chinese society and a special generation in Chinese history. Historical and sociological perspectives are combined in this study. By applying Glen H. Elder’s life course approach, the study reveals how Zhiqing’s life trajectories are embedded in the social history and identifies a series of interrelated factors that made Zhiqing into a unique generation. With the guidance of Henri Tajfel’s social identity theory, the study uncovers the emergence of the Zhiqing group and the Zhiqing identity, explains individuals’ acquisitions of the Zhiqing identity and analyzes how it has kept influencing individuals’ lives during and after the UMDC Movement. Using Zhiqing’s life stories allowed the researcher to combine the historical and sociological aspects in her examination of Zhiqing’s identity issues. In each life story, the narrator reviewed his/her life experience, reflected on socio-historical changes and expressed his/her emotions and ideas about identity issues. Utilizing methods of in-depth interview and thematic analysis, the researcher completed the study and presents this thesis as one interpretation on the Zhiqing identity, which, as according the researcher’s hermeneutic stance, is open to further discussion and future research.

Bildungsbericht Dessau-Roßlau 2011

In dem Bildungsbericht [von Dessau-Roßlau] wurden thematische Schwerpunkte festgelegt, die sich weitestgehend auf das formale Lernen in Institutionen beziehen. Thematisch hat der Bildungsbericht die folgenden Schwerpunkte: Elementare Bildung, Allgemeinbildende Schulen, Berufsbildungssystem – Berufsbildende Schulen, Hochschulbildung, Erwachsenenbildung, Weiterbildung und informelles Lernen. Da insbesondere die Übergänge zwischen den Institutionen wichtige Punkte in der Bildungsbiographie sind, werden sie in den jeweiligen Kapiteln kurz anhand ihrer Besonderheiten und Auffälligkeiten beschrieben. Neben der allgemeinen Darstellung der Teilbereiche werden alle Bereiche in Bezug auf drei Einflussfaktoren untersucht: Demographischer Wandel, Soziale Ungleichheit, Geschlechtsspezifische Ungleichheit. Diese drei Themenkomplexe sind als Querschnittsthemen allen Schwerpunkten vorangestellt und beschreiben, welchen Einfluss die jeweiligen Faktoren haben bzw. wie groß ihr Einfluss auf die Teilbereiche ist. (DIPF/Orig.)

Bildungsbericht Dessau-Roßlau 2013

Mit dem vorliegenden kommunalen Bildungsbericht 2013 legt die Stadt Dessau-Roßlau nach 2011 zum zweiten Mal eine Bestandsaufnahme der Bildungslandschaft Dessau-Roßlau vor. Damit ist die Bildungsberichterstattung im Programm „Lernen vor Ort“ zu einem wichtigen Baustein und Planungsinstrument geworden. Der Bildungsbericht ist gleichzeitig eine Einladung an alle Interessierten durch die konstruktive Auseinandersetzung mit den Ergebnissen die nächsten Schritte in eine zukunftsfähige Bildungslandschaft mitzugestalten. (DIPF/Orig.)

Desenvolvimento de courseware com orientação CTS para o ensino básico

As orientações curriculares do Ensino Básico português recomendam um ensino balizado no movimento Ciência-Tecnologia-Sociedade (CTS). Face à insuficiência de recursos didáticos e de formação de professores que respondam a estas orientações, desenvolveu-se um courseware didático intitulado energiza.te® para alunos do 1.º e 2.º Ciclos do Ensino Básico (CEB), num processo guiado pela questão de investigação “Quais os contributos do processo de desenvolvimento de um courseware didático e de um programa de formação contínua para a promoção de práticas pedagógicodidáticas de orientação CTS por professores do Ensino Básico?”, e pelos objetivos (1) Conceber, produzir, implementar e avaliar um courseware didático balizado num quadro teórico de Educação CTS; (2) Conceber, produzir, implementar e avaliar um programa de formação de professores do Ensino Básico com vista à sua preparação didática para a implementação do courseware didático; (3) Avaliar os contributos do programa de formação e da implementação do courseware didático para a dinamização de práticas pedagógico-didáticas de orientação CTS por professores do Ensino Básico. Para cumprir os objetivos 1 e 2, (i) concebeu-se o courseware com base num referencial sobre ensino CTS nos primeiros anos de escolaridade, (ii) produziu-se o protótipo do courseware com a colaboração de uma empresa e com base na avaliação de um painel de peritos, (iii) desenvolveu-se um programa de formação (PF) contínua de professores promotor de uma Educação CTS, que foi implementado com professores de ciências do Ensino Básico, (iv) implementaram-se atividades do courseware no âmbito do PF, (v) avaliou-se o courseware através de um estudo de caso com a colaboração de 3 professores do 1.ºCEB que participaram no PF. Para cumprir o objetivo 3, organizou-se um estudo de caso de natureza qualitativa onde se recolheram dados por inquérito, análise documental e observação de aulas e se procedeu a uma análise de conteúdo com base nas dimensões de um instrumento de caracterização de práticas pedagógicodidáticas de orientação CTS. Dois dos três professores evidenciaram práticas pedagógico-didáticas de orientação CTS de acordo com algumas das dimensões de análise previstas, como resultado da sua participação no programa de formação e da implementação de atividades do courseware energiza.te®. Considera-se que este processo se configurou numa intervenção que impulsionou a Educação CTS no Ensino Básico através do desenvolvimento de um recurso didático fundamentado e de um programa de formação que promoveram inovações nas práticas pedagógico-didáticas dos professores.

Educação alimentar infantil: potencialidades de estudantes de educação de infância

Resumo: Na promoção de comportamentos alimentares saudáveis ao longo da vida. que deve iniciar-se o mais precocemente possível, a educação alimentar é um elemento chave. O jardim-de-infância é um espaço efectivo na implementação de projectos de educação alimentar, onde os educadores de infância são actores imprescindíveis. Este estudo teve como objectivo desenvolver uma metodologia apropriada para identificar as capacidades de estudantes de educação de infância e avaliar as suas aptidões no contexto da educação alimentar infantil. A população alvo do estudo foram estudantes do 4ºano da licenciatura em educação de infância de instituições públicas e privadas da área metropolitana de Lisboa (n=287). Construiu-se um videograma, integrador dos domínios da aprendizagem (cognitivo e afectivo) e dos factores associados aos comportamentos em saúde (predisponentes, capacitadores e de esforço). A construção dos questionários estruturou-se em: conhecimentos-atitudes-comportamentos.Pretendia-se que os estudantes transmitissem a sua opinião, de acordo com os questionários.Os estudantes manifestaram conhecimentos, no âmbito da alimentação infantil e da utilidade e aplicabilidade da educação alimentar.Nenhum estudante apresentou conhecimentos negativos, numa escala de zero a 18 valores, 86,9% obtiveram uma classificação entre 11 e 17 valores e 13,1% a classificação máxima.A atitude dos estudantes revelou-se consensual com o desejável, 98,5% apresentaram atitudes positivas face aos aspectos estruturadores das actividades de educação alimentar.No domínio do "saber fazer" 51,0% dos estudantes demonstraram fragilidades no seu desempenho/comportamento. Em conclusão, a utilização do questionário demonstrou ser apropriado para a medição dos conhecimentos, das atitudes e como forma de os estudantes, após visionarem o videograma, espelharem o seu desempenho/comportamento face à representação do educador de infância. A taxa de resposta nunca foi inferior a 98,9% (n=284). No domínio dos conhecimentos, os estudantes manifestaram concepções positivas no campo da alimentação infantil e da educação alimentar. As atitudes enfatizaram-se no domínio afectivo, nos aspectos relacionais e comunicacionais. No domínio dos comportamentos, 91,8% dos estudantes apresentaram dificuldades na identificação dos aspectos menos correctos do desempenho dos actores do video, o que pode sugerir lacunas no âmbito do "saber fazer". Abstract:Nutrition education is key element to promote lifelong healthy eating behaviours and it must begin since early stages of life. Nursery schools are an effective space in the implementation of nutrition education projects, where the nursery teachers are indispensable actors. The aim of this study was to develop an appropriate methodology to identify nursery education student´s skills and evaluate their attitudes in the childhood nutrition education's context. The study's population were students of the 4th degree in private and public nursery education universities in Lisbon metropolitan area (n=287). A video integrator of learning domains (cognitive and affective) and of factors associated with health behaviours (predisposing, enabling and reinforcing) was developed. Questionnaire´s construction was structured in: knowledge-attitudes-behaviours.According to the questionnaires students were asked to transmit their opinion. Students revealed knowledge, in the scope of the childhood nutrition and in utility and applicability of nutrition education. No students presented negative results in knowledge ina zero - 18 scale; 86,9% students obtained a classification between 11 and 17 and the maximum classification was obtained by 13.1% students. Student's attitude was according to win the desirable, 98,5% student´s revealed positive attitudes in the nutrition education's structure aspects of chilhood activities.In the domain of the "know to do" 51,0% of students showed fragilities in their performance/behaviour. In conclusion, the questionnaire´s utilization confirm to be appropriated in measurement knowledge and attitudes and also, after watching the video, as a way for students reflect their performance/behaviour face to the nursery teacher´s representation. Answer´s rate was never lower than 98.9% (n=284). In the knowledge's domain students demonstrated positive conceptions in the childhood nutrition and nutrition education's fields. Attitudes were emphasized in the effective domain in the communication and relational aspects. In behaviour's domain 91.8% students presented difficulties in identifying the less correct aspects of the video actor's performance what may suggest gaps in the "know to do" scope.

The perceptions of play among educators in kindergarten and grade one classrooms /

This qualitative study focuses on the role of play in primary education, and was designed to determine and understand the perceptions of play among primary educators who are teachers in kindergarten and grade one classrooms. In attempting to understand how primary educators use play in their classrooms, the following findings emerged. Educators struggle in primary grades to support play in the classroom because of a lack of a clear understanding of what play is. Further, teachers face several oppositions to using play in the classroom. Much of the opposition arises from a concern for classroom management as well as negative parental views towards play. Additionally, the teachers from this study feel that there is limited support available for them to implement a curriculum that includes play. Despite support from academic research, indicating that children, particularly in the primary grades, benefit greatly from play, the place for play in the curriculum is not secure. In this study, strategies that would assist and support primary educators in using play in their classrooms are suggested.

An educator's perspective of Dr. Feingold's K-P (Kaiser- Permanents) elimination diet for hyperkinetic children and others

Do evaluation of the literature and a regional observational report support Dr. Feingold's claim that the K-P (Kaiser-Permanente) elimination diet improves the behaviours of hyperkinetic children, and others? Dr. Feingold suggests that some hyperkinetic children, and other children as well, are genetically predisposed to intolerance of food additives, particularly food colours and flavours. He claims that the K-P diet, that eliminates salicylates and artificial food colours and flavours, improves the hyperkinetic child's behaviour, muscle co-ordination, and scholastic performance. Public acceptance of the K-P diet has outstripped acceptance in the medical and scientific communities. Evaluation of available data and additional studies are needed to arrive at a conclusion of acceptance or rejection of the K-P diet for hyperkinetic children and others. My interest in the K-P elimination diet for hyperkinetic children is educational. My experience as an elementary school teacher in special education and in the classroom from K-8 has taught me that attentiveness is crucial to learning. Hyperkinesis appears to impair a child's ability to attend. Learning problems appear, followed by behavioural and social problems. l If we accept the possibility of a relationship between diet and attentiveness, and attentiveness and school behaviours, then the diet-behaviour link could be of lay importance. For instance, if a diet such as the K-P diet could do what is claimed, substantial benefits could accrue to the child. One could, for example, improve a child's behaviours. One could identify attending disturbances early in the child's education, possibly minimizing, or eliminating future difficulties in school. Finally, the greatest benefit may be the fulfillment of the basic goal of our Ontario schools, that the eh~ld-,lIla1p.evelop happily and competently within our educational framework. 2 This thesis reports evidence from the literature and from a regional observational investigation to determine the possibility of a link between the behaviours of children and Dr. Feingold's K-P elimination diet. The literature research examines (1) Dr. Feingold's concept of H-LD, (2) his K-P elimination diet, and (3) the response from three sectors, medicine, science, and the public. The regional investigation examines the observed behaviours of nine children in Regional Niagara during a nine-month period on the K-P diet.

Explicit versus implicit spelling strategy instruction and its effects on grade one children's invented spellings

The intent of this study was to investigate .the effectiveness of teaching thirty-five Grade One children a variety of effective spelling strategies in comparison to tradit~onal spelling instruction. Strategy instruction included training in phonology, imagery and analogy. In addition, the type of instruction pro~ided (implicit versus explicit) was also examined. Children were seen in small groups of four or five, for four, twenty-five minute sessions. All children were tested prior and immediately following the training sessions, as well as at 14-day follow-ups. Pretest and posttest measures included a dictated spelling test (based on words used in training), a developmental spelling test and a sample of each child's writing. In addition, children completed a metacognitive spelling test as a measure of their strategy awareness. Performance scores on the pretest and posttest measures were compared to determine if any differences existed between the three spelling instruction groups using the Dunn-Bonferroni and Dunnett procedures. Findings revealed that explicit strategy instruction was the most effective spelling program for improving Grade One children's invented spellings. Children who received this instruction were able to spell targeted words more accurately, even after a 14-day follow-up, and were able to recall more effective spelling strategies than children who received either implicit strategy instruction or traditional strategy instruction.

'What ever happened to breakdancing?' : transnational b-boy/b-girl networks, underground video magazines and imagined affinities

In 1997, Paul Gilroy was able to write: "I have been asking myself, whatever happened to breakdancing" (21), a form of vernacular dance associated with urban youth that emerged in the 1970s. However, in the last decade, breakdancing has experienced a massive renaissance in movies (You Got Served), commercials ("Gotta Have My Pops!") and documentaries (the acclaimed Freshest Kids). In this thesis, 1 explore the historical development of global b-boy/bgirl culture through a qualitative study involving dancers and their modes of communication. Widespread circulation of breakdancing images peaked in the mid-1980s, and subsequently b-boy/b-girl culture largely disappeared from the mediated landscape. The dance did not reemerge into the mainstream of North American popular culture until the late 1990s. 1 argue that the development of major transnational networks between b-boys and b-girls during the 1990s was a key factor in the return of 'b-boying/b-girling' (known formerly as breakdancing). Street dancers toured, traveled and competed internationally throughout this decade. They also began to create 'underground' video documentaries and travel video 'magazines.' These video artefacts circulated extensively around the globe through alternative distribution channels (including the backpacks of traveling dancers). 1 argue that underground video artefacts helped to produce 'imagined affinities' between dancers in various nations. Imagined affinities are identifications expressed by a cultural producer who shares an embodied activity with other practitioners through either mediated texts or travels through new places. These 'imagined affinities' helped to sustain b-boy/b-girl culture by generating visual/audio representations of popularity for the dance movement across geographical regions.

Mediated action, narratives of risk-taking, and identity formation in adolescents with a visual impairment

The purpose of this project was to discern the inherent tension present in narratives told by adolescents with a visual impairment as they attempted to make sense of their experiences, specifically those surrounding risk. Mediated action, based on the foundational work of Vygotsky and Bakhtin, was used as both a theoretical and methodological approach; it is the theory that there are two components that constitute any human action: the "agent," or the person who is doing the acting, and the "mediational means" that he or she is using to accomplish the action in question. Tension ensues as neither is able to fully explain human behaviour. Ten adolescents with a visual impairment participated in a narrative interview, revealing numerous counter-narratives surrounding risk-taking, including "experimentation undertaken using good judgment." Participants offered examples of how they engaged, appropriated, resisted and transformed the dominant narratives of disability and adolescence in their identity formation.

Discurs del rector, curs acadèmics 2005-2006

En l'acte inaugural del curs universitari català, el rector de la Universitat de Girona, es planteja fer valoracions sobre diferents temes que afecten a les Universitats en general i a la societat en particular. Malgrat tot, acaba reflexionant sobre la reforma de l'Estatut d'Autonomia de Catalunya