Escrita reflexiva na formação inicial de professores: vivências no curso de pedagogia da furg

A presente dissertação de mestrado vincula-se ao Programa de Pós-Graduação em Educação – PPGEDU da Universidade Federal do Rio Grande – FURG, estando situada na linha de pesquisa Culturas, linguagens e utopias. O estudo tem como objetivo contribuir para pensar a respeito do lugar que as práticas de escrita reflexiva ocupam no curso de Pedagogia da FURG, propondo-se a investigar quais as possíveis contribuições da escrita reflexiva na constituição de professoras em formação. Em sua realização, a pesquisa contou com a participação de seis egressas do já referido curso, as quais disponibilizaram seus registros reflexivos construídos ao longo da disciplina de Estágio dos Anos Iniciais do Ensino Fundamental acerca das práticas educativas desenvolvidas junto da turma de estágio. A partir de uma abordagem qualitativa, a análise dos dados seguiu a orientação da Análise Textual Discursiva (ATD) de Moraes e Galiazzi, a qual consiste na impregnação do material coletado, unitarização, construção de categorias analíticas e por fim a construção de metatextos. As problematizações feitas ao longo da dissertação, encaminharam para pensar que a escrita reflexiva pensada a partir de Marques contribui na constituição das professoras em formação, oferecendo ferramentas para pensar e qualificar a própria prática. Tais ferramentas dizem respeito à possibilidade que as professoras em formação encontram de ampliar a compreensão do vivido como sugerido por Ostetto e de se apropriar de seu fazer por meio da reflexão escrita com a contribuição de Waschauer; ao caráter descritivo presente no registro reflexivo, o qual auxilia na qualificação, na avaliação e no planejamento da prática docente, por meio de elementos possibilitados pela descrição de atividades; por fim a escrita reflexiva contribui com a autoria da própria prática e com a construção de um repertório de experiências proposto por Contreras, ambos possibilitados pelo registro dos sentimentos e das percepções das estagiárias em relação ao estágio.

Entre o mar e a escola: os processos formadores que se entrelaçam nas histórias escolares das mulheres pescadoras artesanais da Ilha dos Marinheiros – RS

A presente investigação se insere na linha de pesquisa Educação, Linguagens e Utopias do Programa de Pós-Graduação em Educação da Universidade Federal do Rio Grande – PPGEDU\FURG e teve como problemática central compreender quais são os processos formadores que se entrelaçam nas histórias escolares das mulheres pescadoras artesanais da Ilha dos Marinheiros, situada às margens da Lagoa dos Patos, na cidade do Rio Grande (RS). A pesquisa justificou-se em virtude da desvalorização do trabalho desenvolvido pelas mulheres pescadoras artesanais dentro do ciclo produtivo pesqueiro artesanal, as quais buscaram a escola novamente em suas vidas por meio de um Projeto de Educação formal destinado a jovens e adultos moradores de uma comunidade tradicional de pesca artesanal. A investigação construída se enquadra na metodologia qualitativa de pesquisa. A produção dos dados constituiu-se de quatro encontros junto a três mulheres pescadoras artesanais e foram utilizados diferentes instrumentos investigativos para produção dos dados: entrevistas semiestruturadas e observações registradas em Diário de Campo. Para a interpretação dos fenômenos investigados, utilizou-se a Análise Textual Discursiva (ATD), composta primeiramente pela unitarização dos dados, seguido da categorização dos mesmos, captação do novo emergente e a reconstrução textual. Compreende-se a metodologia de pesquisa como parte integrante da construção contínua de todo o processo investigativo. O estudo fundamentou-se nas contribuições teóricas de autores como Maria Cristina Maneschy, Paulo Freire, Caroline Terra de Oliveira, Antônio Diegues, entre outros. Neste estudo foram três as categorias que emergiram: A escola do hoje e a escola do ontem: as experiências escolares das mulheres pescadoras artesanais; A volta à escola para mulheres pescadoras artesanais: construção de sentimentos de emancipação; O que dizem as mulheres pescadoras artesanais sobre a profissão. Nesta última categoria as participantes da pesquisa falaram sobre o que é ser pescadora artesanal e se apresentaram enquanto profissionais da pesca artesanal, assim como reconheceram a atuação das famílias em prol das comunidades tradicionais. Na primeira categoria, os diálogos com as participantes da pesquisa, aliados as interlocuções teóricas possibilitaram a compreensão sobre o que pensam e dizem as mulheres pescadoras artesanais sobre suas experiências escolares, apresentado suas vivências escolares em escolas distintas, porém ambas as experiências compuseram seus processos de escolarização. Contudo, enfatiza-se na segunda categoria que voltar à escola possibilitou novas releituras de mundo para as pescadoras artesanais, fortalecendo a autonomia das mulheres em prol da luta pela valorização da categoria em meio à crise socioambiental enfrentada pelas comunidades pesqueiras tradicionais.

Design de comunicação

Dissertação de Doutoramento para obtenção do grau de Doutor em Design, dissertação apresentada na Universidade de Lisboa - Faculdade de Arquitetura.

Comparison of Computer-Based and Optical Face Recognition Paradigms

The main objectives of this thesis are to validate an improved principal components analysis (IPCA) algorithm on images; designing and simulating a digital model for image compression, face recognition and image detection by using a principal components analysis (PCA) algorithm and the IPCA algorithm; designing and simulating an optical model for face recognition and object detection by using the joint transform correlator (JTC); establishing detection and recognition thresholds for each model; comparing between the performance of the PCA algorithm and the performance of the IPCA algorithm in compression, recognition and, detection; and comparing between the performance of the digital model and the performance of the optical model in recognition and detection. The MATLAB © software was used for simulating the models. PCA is a technique used for identifying patterns in data and representing the data in order to highlight any similarities or differences. The identification of patterns in data of high dimensions (more than three dimensions) is too difficult because the graphical representation of data is impossible. Therefore, PCA is a powerful method for analyzing data. IPCA is another statistical tool for identifying patterns in data. It uses information theory for improving PCA. The joint transform correlator (JTC) is an optical correlator used for synthesizing a frequency plane filter for coherent optical systems. The IPCA algorithm, in general, behaves better than the PCA algorithm in the most of the applications. It is better than the PCA algorithm in image compression because it obtains higher compression, more accurate reconstruction, and faster processing speed with acceptable errors; in addition, it is better than the PCA algorithm in real-time image detection due to the fact that it achieves the smallest error rate as well as remarkable speed. On the other hand, the PCA algorithm performs better than the IPCA algorithm in face recognition because it offers an acceptable error rate, easy calculation, and a reasonable speed. Finally, in detection and recognition, the performance of the digital model is better than the performance of the optical model.

Representera och bli representerad : Elever med religiös positionering talar om skolans religionskunskapsundervisning

Hur kan lärare på bästa sätt möta elever med religiös positionering i religionskunskapsklassrummet?  Hur kan undervisningen utformas för att ge religiösa traditioner en framställning som elever med religiös positionering kan acceptera, relatera till och kanske också lära nytt av? Den här religionsdidaktiska studien handlar om hur elever som positionerar sig inom muslimsk, kristen, buddhistisk och judisk tradition talar om skolans religionskunskapsundervisning. Studien berör tre teman. För det första undersöks mötet mellan undervisningsinnehåll och elevernas erfarenheter av sin egen religiösa tradition och tro. För det andra riktas uppmärksamheten mot hur eleverna talar om sina erfarenheter av att vara eller att förväntas vara representant för sin egen tradition i undervisningen. Ett tredje tema handlar om hur eleverna beskriver ramar och förutsättningar för religionskunskapsundervisningen. Intervjumaterialet har analyserats med hjälp av kritisk diskursanalys. Resultaten visar bland annat att eleverna har svårt att känna igen och relatera till sin egen tradition i undervisningen. De befarar att undervisningen snarare förstärker än dekonstruerar stereotypa föreställningar om religion och religiöst liv. 

Caracteres morfo-agronômicos e bioquímicos de clones elite de mandioca de mesa com raízes de polpas amarelada e rosada.

A mandioca (Manihot esculenta Crantz) é considerada uma espécie relevante como fonte alimentícia para a população mundial, principalmente para os países subdesenvolvidos e emergentes. A mandioca é fornecedora de energia a partir do amido acumulado em suas raízes de reserva, mas é também importante destacar a presença dos carotenóides com atividade antioxidante. Nesse contexto, o presente trabalho teve como objetivo caracterizar, por meio de descritores morfológicos, agronômicos e bioquímicos, clones elite de mandioca de mesa de polpa aparelhada e rosada do programa de melhoramento genético de mandioca da Embrapa Cerrados. Foram caracterizados durante duas safras, 13 clones de mandioca de mesa com polpa amarelada e 8 clones com polpa rosada, em comparação com a variedade testemunha IAC 576-70 (BGMC 753). Para avaliar as características morfológicas foram obtidos 40 descritores qualitativos para cada clone. Tanto nos clones de polpas amarelada quanto naqueles de raízes de polpas rosada, houve diferenças morfológicas, demostrando que nenhum clone apresentou 100% de similaridade. O fator ano/safra não influenciou a expressão fenotípica dos caracteres aferidos. Com base no coeficiente cofenético, verificou-se elevado ajuste entre a representação gráfica via dendrograma de r = 0,80 nas raízes de polpa amarelada e r = 0,92 na rosada e a matriz de dissimilaridade genética. Entre os caracteres aferidos, os que apresentaram maior entropia nas raízes amarelada foram, a coloração da epiderme externa, forma do lóbulo central da folha e cor do córtex da raiz, ao passo que na rosada foi à cor do disco, forma do lóbulo central e cor do pecíolo. Foi realizada também a caracterização com base na altura da planta, altura da primeira ramificação, peso da parte aérea sem a cepa, produtividade em raízes, índices de amido nas raízes determinados por meio do método da balança hidrostática, tempo para a cocção e teor de ácido cianídrico nas raízes. Com base nos caracteres avaliados, os clones que se destacaram com polpa amarelada e rosada respectivamente, no caractere altura da primeira ramificação (273/08 e 259/08) e (390/08, 345/08 e a testemunha IAC 576-70), altura da planta (90/08, 272/08, 273/08, 497/08, 259/08 e 450/08) e (390/08, 345/08 e 378/08), peso da parte aérea sem a cepa (94/08 e 272/08) e (390/08, 406/08, 390/08, 378/08 e 341/08), porcentagem de amido nas raízes (26/08, 272/08, 259/08 e 450/08) e (378/08, 413/08, 390/08 e a testemunha IAC 576-70), produtividade de raízes (215/08) e (testemunha IAC 576-70, 341/08, 406/08, 390/08 e 387/08). Com relação ao tempo de cocção na safra 2011/2012, todos os clones necessitaram de tempo inferior a 30 minutos. Em relação ao teor de carotenóides totais nas raízes os clones de amarelada que se destacaram foram 91/08, 94/08, 215/08, 246/08, 272/08 e 497/08, e, naqueles de raízes rosada, os clones 406/08 e 341/08. Em relação ao teor de proteínas nas raízes amarelada, os clones 26/08, 90/08 e 91/08, foram os melhores enquanto nas raízes rosada se destacaram os clones 406/08 e a testemunha IAC 576-70. Os teores de HCN nas raízes de reserva de mandioca foram inferiores a 100 mg kg-1 em todos os clones avaliados. Diferenças significativas entre clones de mandioca de polpas amarelada e rosada foram verificadas para todas as características agronômicas, morfológicas e bioquímicas avaliadas. Os clones tiveram bom desempenho nas avaliações para o cultivo comercial na região do Cerrado e, alguns destes, têm potencial para utilização no melhoramento visando o incremento de carotenóides. ABSTRACT: Cassava (Manihot esculenta Crantz) is considered a relevant species as a food source for the world's population, particularly for developing and emerging countries. The cassava is a provider of energy from starch accumulated in their reserve roots, but it is also important to highlight the presence of carotenoids with antioxidant activity. In this context, this study aimed to characterize, using morphological, agronomic and biochemical, descriptors elite clones from sweet cassava of yellowish and pinkish pulps from the cassava breeding program at Embrapa Cerrados. They were characterized for two crops, 13 edible cassava clones with yellowish pulp and 8 clones with pinkish pulp, compared with the control variety IAC 576-70 (BGMC 753). To evaluate the morphological characteristics were obtained 40 qualitative descriptors for each clone. Both clones the yellowish pulp as those the roots the pinkish pulp, there was morphological differences among clones, showing that no clone showed 100% similarity. The year / crop factor did not influence the phenotypic expression of measured characters. Based on cofenetic coefficient, was found high fit between the graphical representation via dendrogram of r = 0.80 in the roots of yellowish pulp and r = 0.92 in the pinkish of genetic dissimilarity matrix. Among the measured characters, those with the highest entropy in the yellowish roots were, the color of the outer epidermis, the central lobe shape of the leaf and root cortex color, whereas the pinkish was the color to disc, central lobe shape and petiole color. We also performed the characterization based on plant height, the first branch point, and shoot weight without strain, productivity in roots, and index of starch in the roots determines by the method of hydrostatic balance, time for cooking and acid cyanide content in the roots. Based on the evaluated characters, clones stood out with pulps yellowish and pinkish respectively, characters height of the first branch (273/08 and 259/08) and (390/08, 345/08 and the witness IAC 576-70), plant height (90 / 08, 272/08, 273/08, 497/08, 259/08 and 450/08) and (390/08, 345/08 and 378/08), shoot weight without strain (94/08 and 272/08) and (390/08, 406/08, 390/08, 378/08 and 341/08), percentage of starch in the roots (26/08, 272/08, 259/08 and 450/08) and (378/08, 413/08, 390/08 and the witness IAC 576-70), roots of productivity (215/08) and (witnesses IAC 576-70, 341/08, 406/08, 390/08 and 387/08). Regarding the cooking time in the 2011/2012 harvest, all clones showed time less than 30 minutes. Regarding the total carotenoid content in the pulps clones of yellowish roots that stood out were 91/08, 94/08, 215/08, 246/08, 272/08 and 497/08, and, those the clones with pulp pinkish 406/08 and 341/08. Regarding the protein content in yellowish roots the clones 26/08, 90/08 and 91/08, was the best while the pinkish roots highlight clones 406/08 and witness IAC 576-70. The levels of HCN in reserve roots of cassava were less than 100 mg kg-1em all evaluated clones. Significant differences between yellowish and pinkish of pulps cassava clones were checked for all agronomic, morphological and biochemical characteristics evaluated. The clones had well in the ratings for commercial cultivation in the Cerrado region and some of these, clones has potential for use in breeding aimed at increase of carotenoids.

Voice, appropriation and discourse representation in a student writing task

We investigate the practices by which bilingual university students in Hong Kong appropriate texts in producing utterances, particularly written texts. Following Wertsch and his colleagues we ask: • To what extent do our students appropriate texts in constructing their own discourses? • What linguistic means do they use to do this? • What can these processes tell us about what they now can do with discourse representation; and • What do we need to teach them? This research shows that our students' writing displays considerable intertextuality and interdiscursivity. Responses to this writing in tutorial sessions indicate that they are skilled at orchestrating the multiple voices within their own discourses. The commonly stated concern that our students do not know how to do quotation and citation correctly is somewhat misplaced and researchers need to move the focus away from the mechanisms of citation and attribution to the social practices of textual appropriation.

The Vernacular Discourse of the "Arab Spring:" An Analysis of the Visual, the Embodied, and the Textual Rhetorics of the Karama Revolution

The Vernacular Discourse of the "Arab Spring" is a project that bridges the divide between the East and the West by offering new readings to Arab subjectivities. Through an analysis of the "Arab Spring" through the lens of vernacular discourse, it challenges the Euro-Americo-centric legacies of Orientalism in Western academia and the new wave of extremism in the Arab world by offering alternative representations of Arab bodies and subjectivities. To offer this new reading of the "Arab Spring," it explores the foundations of critical rhetoric as a theory and a practice and argues for a turn towards a critical vernacular discourse. The turn towards critical vernacular discourse is important as it urges the analyses of different artifacts produced by marginalized groups in order to understand their perspectives that have largely been foreclosed in traditional cultural studies research. Building on embodied/performative critical rhetoric, the vernacular discourses of the Arab revolutionary body examines other forms of knowledge productions that are not merely textual; more specifically, through data gathered in the Lhbib Bourguiba, Tunisia. This analysis of the political revolutionary body unveils the complexity underlining the discussion around issues of identity, agency and representation in the Middle East and North Africa, and calls for a critical study towards these issues in the region beyond the binary approach that has been practiced and applied by academics and media analysts. Hence, by analyzing vernacular discourse, this research locates a method of examining and theorizing the dialectic between agency, citizenry, and subjectivity through the study of how power structure is recreated and challenged through the use of the vernacular in revolutionary movements, as well as how marginalized groups construct their own subjectivities through the use of vernacular discourse. Therefore, highlighting the political prominence of evaluating the Arab Spring as a vernacular discourse is important in creating new ways of understanding communication in postcolonial/neocolonial settings.

Media(ted) discourse and society: rethinking the framework of critical discourse analysis

The analysis of journalistic discourse and its social embeddedness has known significant advances in the last two decades, especially due to the emergence and development of Critical Discourse Analysis. However, three important aspects remain under-researched: the time plane in discourse analysis, the discursive strategies of social actors, and the extra- and supra-textual effects of mediated discourse. Firstly, understanding the biography of public matters requires a longitudinal examination of mediated texts and their social contexts but most forms of analysis of journalistic discourse do not account for the time sequence of texts and its implications. Secondly, as the media representation of social issues is, to a large extent, a function of the discursive construction of events, problems and positions by social actors, the discursive strategies that they employ in a variety of arenas and channels ‘‘before’’ and ‘‘after’’ journalistic texts need to be examined. Thirdly, the fact that many of the modes of operation of discourse are extra- or supra-textual calls for a consideration of various social processes ‘‘outside’’ the text. This paper aims to produce a theoretical and methodological contribution to the integration of these issues in discourse analysis by proposing a framework that combines a textual dimension with a contextual one

Histoire formelle du jeu d’aventure sur ordinateur (le cas de l’Amérique du Nord de 1976-1999)

Cette étude s’intéresse à l’évolution formelle du jeu d’aventure de 1976 à 1999. Elle se propose de mieux comprendre les facteurs historiques contribuant à l’apparition du genre, son institution et ses transformations. La recherche est fondée sur l’analyse du discours de la presse spécialisée en jeux d’ordinateur et d’un corpus étendu d’œuvres. L’une des thèses proposées est que l’identité générique du jeu d’aventure est fondée sur une expérience vidéoludique demeurant relativement constante malgré des variations importantes de formes. Cette expérience est assurée par la reproduction des principaux éléments d’une architecture générale de design de jeu inaugurée par Adventure en 1977. Les variations formelles ponctuelles résultent d’une négociation entre la volonté de s’adapter aux changements de contexte de l’écologie du jeu d’ordinateur et la résistance d’une architecture ludique établie. La pertinence d’une histoire d’un genre vidéoludique est justifiée au premier chapitre en fonction de l’état actuel des connaissances sur l’histoire du jeu vidéo et du jeu d’aventure. On y précise également le cadre théorique, la méthodologie et les sources étudiées. Le deuxième chapitre s’intéresse à la genèse d’Adventure de Crowther et Woods (1976; 1977) en fonction des diverses pratiques culturelles dans lesquelles l’œuvre s’inscrit. Cette analyse permet d’en dégager l’architecture ludique. Le troisième chapitre porte sur le « tournant narratif » du jeu d’aventure ayant lieu au début des années 1980. On y décrit différents facteurs historiques poussant le genre vers l’enchâssement d’histoires pré-écrites afin d’en faire un véhicule narratif. Le quatrième chapitre décrit le contexte du « tournant graphique », passage du jeu d’aventure d’une représentation textuelle à un régime visuel, ainsi que ses conséquences expérientielles. Le « tournant ergonomique » décrit au cinquième chapitre traite de l’apparition du modèle « pointer et cliquer » en fonction des avancées des connaissances concernant les interactions humain-machine ainsi que de la maturation du design de jeu comme pratique autonome. Le dernier chapitre relate l’apogée du jeu d’aventure au début de la révolution multimédia sous ses formes de film interactif et « Myst-like » puis du ralentissement – voire de l’arrêt – de son évolution formelle.

The representation of highly pathogenic avian influenza in the Chinese media

In the early 2000s the threat of Highly Pathogenic Avian Influenza captured the attention of the world's media. While China is often considered the epicentre of the panzootic, few studies have explored coverage of this variant of avian flu in China. To address this issue, the authors examined the portrayal of Highly Pathogenic Avian Influenza across four Chinese newspapers at the local and national level. A textual analysis was performed on 160 articles across an eight-year period from 2001–2008. The study approach drew from Critical Discourse Analysis and Social Representation Theory. The headline analysis showed the extent that risk of the disease was subverted by the depiction of a strong and efficient ‘China’ that was a global leader in the fight against the disease. Ideological referents were called upon to stress teamwork in confronting the crisis. The diachronic analysis illustrated how the relationship between commercial interests, science and public health risks played out within the Chinese media.

On the F-word: a corpus-based analysis of the media representation of Feminism in British and German press discourse,1990-2009

Research in social psychology has shown that public attitudes towards feminism are mostly based on stereotypical views linking feminism with leftist politics and lesbian orientation. It is claimed that such attitudes are due to the negative and sexualised media construction of feminism. Studies concerned with the media representation of feminism seem to confirm this tendency. While most of this research provides significant insights into the representation of feminism, the findings are often based on a small sample of texts. Also, most of the research was conducted in an Anglo-American setting. This study attempts to address some of the shortcomings of previous work by examining the discourse of feminism in a large corpus of German and British newspaper data. It does so by employing the tools of Corpus Linguistics. By investigating the collocation profiles of the search term feminism, we provide evidence of salient discourse patterns surrounding feminism in two different cultural contexts.

The Effect of Proximity, Explicitness, and Representation of Basic Science Information on Student Clinical Problem-Solving

Problem: Medical and veterinary students memorize facts but then have difficulty applying those facts in clinical problem solving. Cognitive engineering research suggests that the inability of medical and veterinary students to infer concepts from facts may be due in part to specific features of how information is represented and organized in educational materials. First, physical separation of pieces of information may increase the cognitive load on the student. Second, information that is necessary but not explicitly stated may also contribute to the student’s cognitive load. Finally, the types of representations – textual or graphical – may also support or hinder the student’s learning process. This may explain why students have difficulty applying biomedical facts in clinical problem solving. Purpose: To test the hypothesis that three specific aspects of expository text – the patial distance between the facts needed to infer a rule, the explicitness of information, and the format of representation – affected the ability of students to solve clinical problems. Setting: The study was conducted in the parasitology laboratory of a college of veterinary medicine in Texas. Sample: The study subjects were a convenience sample consisting of 132 second-year veterinary students who matriculated in 2007. The age of this class upon admission ranged from 20-52, and the gender makeup of this class consisted of approximately 75% females and 25% males. Results: No statistically significant difference in student ability to solve clinical problems was found when relevant facts were placed in proximity, nor when an explicit rule was stated. Further, no statistically significant difference in student ability to solve clinical problems was found when students were given different representations of material, including tables and concept maps. Findings: The findings from this study indicate that the three properties investigated – proximity, explicitness, and representation – had no statistically significant effect on student learning as it relates to clinical problem-solving ability. However, ad hoc observations as well as findings from other researchers suggest that the subjects were probably using rote learning techniques such as memorization, and therefore were not attempting to infer relationships from the factual material in the interventions, unless they were specifically prompted to look for patterns. A serendipitous finding unrelated to the study hypothesis was that those subjects who correctly answered questions regarding functional (non-morphologic) properties, such as mode of transmission and intermediate host, at the family taxonomic level were significantly more likely to correctly answer clinical case scenarios than were subjects who did not correctly answer questions regarding functional properties. These findings suggest a strong relationship (p < .001) between well-organized knowledge of taxonomic functional properties and clinical problem solving ability. Recommendations: Further study should be undertaken investigating the relationship between knowledge of functional taxonomic properties and clinical problem solving ability. In addition, the effect of prompting students to look for patterns in instructional material, followed by the effect of factors that affect cognitive load such as proximity, explicitness, and representation, should be explored.