1,720,956 research outputs found
O DESENVOLVIMENTO DE AGÊNCIA EM SALA DE AULA: O RESGATE DA VOZ DISCENTE NAS AULAS DE LÍNGUA PORTUGUESA E LITERATURA
Get PDFAs aulas de língua e literatura, quando organizadas em uma perspectiva tradicional, contribuem para o silenciamento discente, o que dificulta o surgimento da criatividade e do pensamento crítico em sala de aula. Nesse sentido, faz-se mister (re)pensar a organização dessas aulas a fim de recuperar o seu potencial crítico e transformativo. Assim, o objetivo deste artigo é discutir, à luz da Teoria da Atividade Sócio-Histórico-Cultural (TASHC), como o desenvolvimento de agência pode contribuir para superar as “ações silenciadoras” ainda observáveis em práticas tradicionais nas aulas de língua portuguesa e literatura. Os dados selecionados para exemplificar a discussão deste artigo foram extraídos da pesquisa de doutoramento do autor em Linguística Aplicada e Estudos da Linguagem pela PUC-SP. Pretende-se, por meio dessa discussão, contribuir para ressignificar o ensino-aprendizagem de língua e literatura de forma a valorizar a autonomia e a criticidade dos sujeitos em sala de aula
A ORGANIZAÇÃO ARGUMENTATIVA DA LINGUAGEM NA CRIAÇÃO DE CONTEXTOS COLABORATIVOS NAS AULAS DE LITERATURA
Get PDFA escolarização da literatura vem sendo objeto de muitas críticas e discussões entre pesquisadores, professores e alunos. Nesse sentido, um dos principais fatores que contribuem para a inadequada escolarização literária (Soares, 2011) está no sileciamento dos sentidos discentes despertados no processo de recepção da leitura literária. Com o intuito de contribuir para a superação desse problema, o presente artigo tem o objetivo de discutir a organização argumentativa da linguagem na criação de contextos colaborativos nas aulas de literatura. Acredita-se que, desse modo, o estudante possa se envolver mais com a leitura do texto literário, impulsionando, assim, a sua formação leitora. Tal discussão se ancora teoricamente nos estudos sobre argumentação realizados por Liberali (2014) e no conceito de colaboração, conforme proposto por Magalhães (2011, 2016), Magalhães e Oliveira (2016), entre outros autores. Espera-se, a partir das reflexões aqui expostas, contribuir para ressignificar o ensino de literatura, favorecendo a criação de relações colaborativas em sala de aula e potencializando práticas de leitura literária mais coadunadas com o interesse discente
Teaching of literature for High School students in the light of the socio-cultural-historical research: breaking capsules
No full textO objetivo geral deste trabalho é investigar se e como aulas de literatura, organizadas na perspectiva da Teoria da Atividade Sócio-Histórico-Cultural, contribuem para romper as cápsulas que revestem a escolarização da literatura no Ensino Médio. Isto é, almeja-se a formação de um aluno que relacione criticamente o conteúdo escolar a ações na sociedade. Conforme indicam os estudos de Cereja (2005), Cosson (2006, 2014), Paulino e Cosson (2009) e Zilberman e Rösing (2009), há uma crise no ensino de literatura. Para esses pesquisadores, as aulas de literatura organizam-se, em geral, em uma perspectiva tradicional e descontextualizada da realidade dos estudantes e de questões políticas e sócio-históricas do mundo. Tal problema parece se intensificar na escola técnica em que esta investigação foi realizada, cujo foco está na preparação técnica do estudante para o ingresso no mercado de trabalho, pouco espaço sendo dado a questões que ultrapassem os conteúdos, o que vai ao encontro do que o pesquisador Engeström (1991) chamou de “encapsulação” do ensino. Dessa forma, esta investigação pretendeu organizar o ensino de literatura de forma mais próxima do interesse discente e da formação cidadã dos estudantes. Nesse sentido, esta pesquisa busca responder às seguintes perguntas: 1.a) De que modo conceitos da literatura são apresentados/discutidos em aula?; 1.b) Como se dá a relação entre esses conceitos e a realidade sociocultural que emerge das discussões entre os participantes?; 2. Como são (re)organizadas as relações em sala de aula e de que modo são (re)organizados os papeis de professor e de aluno ao longo da pesquisa? Metodologicamente, esta pesquisa se apoia na PCCol – Pesquisa Crítica de Colaboração. A opção por um trabalho crítico-colaborativo se deve às possibilidades de intervenção e mudança oferecidas por essa organização e ao seu foco central em propiciar relações colaborativas entre os participantes da pesquisa. Como fundamentação teórica, este trabalho se sustenta nos postulados vygotskyanos a respeito do funcionamento psicológico humano, como proposto na Teoria da Atividade Sócio-Histórico-Cultural – fundamentada em trabalhos desenvolvidos por Engeström (2011, 2016), Stetsenko (2011), Liberali (2011) e Magalhães (2012). Apoia-se também nas contribuições de Magalhães (2010, 2011, 2014, 2016) sobre a colaboração crítica e na visão bakhtiniana sobre a constituição dialógica da linguagem. A produção de dados desta pesquisa se deu ao longo do primeiro semestre de 2017 e todas as aulas de literatura, ministradas em um 1º ano do Ensino Médio, foram áudio e vídeo-gravadas. Os resultados indicaram a desencapsulação da escolarização da literatura no ensino médio. Além disso, os papeis de professor e de aluno foram (re)organizados em sala de aula. Por fim, a pesquisa possibilitou ao professor-pesquisador uma reflexão crítica sobre as cápsulas que limitavam o seu fazer pedagógicoThe main purpose of this dissertation is to investigate if and how the Social-Cultural-Historical Activity Theory can contribute to encapsulation breaking of the teaching of literature for high school students. This study also aims to promote the education of students who are able to think critically and to relate the curriculum to their actions in society. According to Cereja (2005), Cosson (2006 , 2014), Paulino e Cosson (2009) and Zilberman and Rösing (2009), the teaching of literature in secondary schools faces a serious crisis. As reported by these researchers, in general, teachers of Brazilian literature use traditional teaching methods, separating school learning from political and socio-historical questions. This problem seems to have been worse at the technical school where this research was conducted. This school focuses on providing technical training for students who will enter the labor market. In doing so, there is not sufficient time for overcoming the literature curriculum, in consonance with Engeström’s (1991) concept of encapsulation in school learning. That way this research intended to plan the teaching of Brazilian literature to arouse the students’ interest and to foster the development of citizenship. This study tries to answer the following questions: 1.a) How are some concepts in literature formulated and discussed in the classroom? 1.b) How it is the relationship between these concepts and the sociocultural reality which emerges from the participants’ discussions?; 2. How are the relationships in the classroom (re)established and how are the teacher’s and the students’ roles (re)defined throughout the research? On a methodological level, this investigation uses the critical collaborative research. This methodology was chosen because it suggests a school-based intervention and an educational change. It focuses largely on developing collaborative relationships amongst the participants. They may take up a more critical stance as well. The literature review includes the Vygotskian perspective on the human psyche, as it was proposed in the Social-Cultural-Historical Activity Theory by Engeström (2011, 2016), Stetsenko (2011), Liberali (2011) and Magalhães (2012). In addition, it includes the studies on critical collaboration by Magalhães (2010, 2011, 2014, 2016) and on the dialogic perspective on language by the Bakhtinian Circle. The data was generated in the literature classes for freshmen of high school during the 2017 first semester. All these classes were videotaped. The findings indicate that the encapsulation of the teaching of literature for high school students was broken. Besides, the teacher’s and the students’ roles were redefined. At last the research enabled the teacher-researcher to reflect critically on the capsules which were restraining his pedagogical practicesConselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNP
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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