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Ramos, Milton Guilherme. "Linguagem e argumenta??o na produ??o escrita de vestibulandos." Universidade Federal do Rio Grande do Norte, 2006. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16209.
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Previous issue date: 2006-09-08In this study, we analyzed the argumentative processes of written texts produced by UERN (Federal University of Rio Grande do Norte) vestibulandos : (students who apply for University Entrance Examinations in Brazil). It has as its corpus twenty compositions by such students. These compositions, collected in UFRN COMPERVE (Permanent Commission of vestibular examinations) and written in 2005 examination, were selected in a random way. The theoretical support is based on Perelman & Olbrechts-Tyteca (1999; 2002), Reboul (2004), Bakhtin (1992), Faraco (2003), Plat?o e Fiorim (2003) e Geraldi (1997), and other scholars. The work aimed to investigate how vestibulandos make use of argumentative techniques in order to construct their arguments in the vestibular examination. In the analysis of the corpus we considered that the used argumentative techniques, the relationship with the thesis, the sense effects students wanted to produce and the type of the required speech. It showed that in the, discourse construction of argumentative texts, students made use, with more frequency, of the following argumentative techniques: pragmatic arguments, arguments of the definition, comparison arguments, division arguments, example arguments, argument of the model and authority arguments as means to support their theses. However it was not carried out in a conventional way, reason why it leads us to believe that schools, as part of human activity, responsible for education and for the insert of learners in the literate world, have a fundamental role concerning the offer of conditions, so that, the teaching of Portuguese Language leads students to a systematic and explicit preparation of the knowledge, regarding the social and functions of the language, as well as of the strategies of the construction of argumentative texts. This can lead learners to develop communicative competence and to feel more confident when working with text production
Nesta disserta??o, analisamos os processos argumentativos do texto escrito de vestibulandos, tendo, como corpus, reda??es do Concurso Vestibular da UFRN (Universidade Federal do Rio Grande do Norte). Realizamos a an?lise em vinte reda??es, coletadas na Comiss?o Permanente de Vestibular (COMPERVE) no ano de 2005 e selecionadas de forma aleat?ria, tomando como suporte Perelman & Olbrechts- Tyteca (1999; 2002), Reboul (2004), Bakhtin (1992), Faraco (2003), Plat?o e Fiorim (2003) e Geraldi (1997), entre outros te?ricos. Objetivamos investigar como o vestibulando usa as t?cnicas argumentativas em raz?o da constru??o da argumenta??o na prova do vestibular. Na an?lise do corpus, consideramos as t?cnicas argumentativas empregadas, sua correla??o com a tese, os efeitos de sentido desejados pelos vestibulandos e o g?nero do discurso solicitado, e isso nos revelou que na constru??o discursiva do texto argumentativo os vestibulandos recorreram com mais freq??ncia as seguintes t?cnicas argumentativas: o argumento pragm?tico, o argumento da defini??o, o argumento de compara??o, o argumento da divis?o, o argumento pelo exemplo, o argumento pelo modelo e o argumento de autoridade como meios de prova da tese defendida, mas ainda de forma n?o convencional, raz?o pela qual nos leva a crer que a escola, enquanto esfera da atividade humana, respons?vel pela educa??o e inser??o do aprendiz no mundo letrado, tem um papel muito importante no que tange a criar condi??es para que o ensino de lingua portuguesa privilegie uma forma??o sistem?tica e expl?cita do conhecimento do funcionamento da l?ngua e, de igual modo, das estrat?gias de constru??o do texto argumentativo para que o aprendiz possa desenvolver a compet?ncia comunicativa e se sentir mais seguro no ato da produ??o textual
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Dunnington, Jason. "Learning gender at church." Available from ProQuest, 2008. http://proquest.umi.com.ezproxy.drew.edu/pqdweb?index=0&sid=3&srchmode=2&vinst=PROD&fmt=6&startpage=-1&clientid=10355&vname=PQD&RQT=309&did=1633768391&scaling=FULL&ts=1263916678&vtype=PQD&rqt=309&TS=1263916689&clientId=10355.
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FERREIRA, Talita Goulart. "Produ??o de textos escritos no ensino fundamental: o ensino-aprendizagem do artigo de opini?o." Universidade Federal Rural do Rio de Janeiro, 2015. https://tede.ufrrj.br/jspui/handle/jspui/1886.
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CAPES
This research is about the teacher's pedagogic action in the teaching of the production of written texts in the 9th grade elementary school. In this sense, it sought to discuss and analyze the development of argumentative writing with students from public schools. Although the PCN recommend working with a variety of genres since the late 1990s and the school and the textbooks have inserted various genres in the school the student's daily life, not always genres are worked effectively. This research captures the social and communicative functionality of the opinion article by proposing to carry out a systematic work of teaching and learning of writing in the classroom. Given this perspective, we prepared a didactic sequence, based on Dolz theory, Noverraz and Schneuwly (2004), which proposes a set of activities planned around a genre. The pedagogical action was based on Action Research, because we aim to transform the teaching practice and writing of students. To focus on the language skills needed to write the opinion article, we observed the textual production of students in two periods: the first one through skills to be used during the intervention; the second one, in which we examine the appropriation of genre after the application of didactic sequence. The results revealed that after research, the students began to consider the action skills, with the progress in the use of argumentative type and argumentative justification operations, refutation and negotiation. In addition, the results also indicated a greater concern of students with regard to linguistic and discursive skills, such as using modalizers and argumentative operators. Thus, the study reaffirmed the impact of the application of the didactic sequence in the writing of students.
Esta pesquisa trata da a??o pedag?gica do professor no que diz respeito ao ensino da produ??o de textos escritos no 9? ano Ensino Fundamental. Nesse sentido, buscou-se discutir e analisar o desenvolvimento da escrita argumentativa com alunos da escola p?blica. Apesar de os PCN recomendarem o trabalho com uma diversidade de g?neros textuais desde o final da d?cada de 1990 e de a escola e os manuais did?ticos terem inserido diversos g?neros no cotidiano escolar do aluno, nem sempre os g?neros s?o trabalhados de modo efetivo. A presente pesquisa resgata a funcionalidade social e comunicativa do g?nero artigo de opini?o, ao propor a realiza??o de um trabalho sistem?tico de ensino-aprendizagem da escrita do g?nero em sala de aula. Diante dessa perspectiva, elaboramos uma sequ?ncia did?tica, fundamentada na teoria de Dolz, Noverraz e Schneuwly (2004), a qual prop?e um conjunto de atividades planejadas em torno de um g?nero textual. A a??o pedag?gica apoiou-se nos pressupostos da pesquisa-a??o, dado que objetivamos transformar a pr?tica docente e a escrita dos alunos. Tendo como ponto central as capacidades de linguagem necess?rias ? escrita do artigo de opini?o, verificou-se a produ??o textual dos alunos em dois momentos: o primeiro de car?ter investigativo, mediante avalia??o das capacidades a serem abordadas durante a interven??o; o segundo de car?ter avaliativo, em que se verificou a apropria??o do g?nero ap?s a sequ?ncia did?tica. Os resultados revelaram que, ap?s a realiza??o da pesquisa, os alunos passaram a considerar o contexto de produ??o do g?nero, havendo progressos quanto ao uso da tipologia argumentativa e das opera??es argumentativas de justifica??o, refuta??o e negocia??o. Al?m disso, ainda que os alunos n?o tenham se apropriado plenamente da escrita do g?nero, os resultados indicaram tamb?m uma maior preocupa??o dos alunos com rela??o ?s capacidades lingu?stico-discursivas, como o uso de modalizadores e de operadores argumentativos. Sendo assim, o estudo reafirmou o impacto da aplica??o da sequ?ncia did?tica na escrita dos alunos.
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Pegado, Jo?o Felipe de Souza. "Diferen?as de g?nero na produ??o de associa??es livres de palavras atrav?s do ciclo sono-vig?lia." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/13389.
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Previous issue date: 2012-04-20Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
Although several studies, have shown differences in cognitive performance between men and women, it not yet known whether these differences occur in tasks involving free association of words (WA). Studies across the sleep-wake cycle (SWC) suggest that rapid eye movement sleep (REM) favors semantic flexibility, in comparison with pre-sleep waking (Pre-WK), slow-wave sleep (SWS) and post-sleep waking (Post-WK). The present work has two aims: (1) to evaluate the semantic distances of word pairs produced by AP, comparing men and women, (2) to evaluate semantic distance in word pairs produced by free association across the SWC in young adults of both sexes. To achieve aim (1), we applied a task of WA in 68 adult volunteers during waking (52 women and 16 men). The WA task consisted of writing the first word that came to mind after viewing another word offered as a stimulus (root Word). To achieve aim (2), we performed polysomnography to identify specific stages of the SWC. The experimental subjects were then awakened (if they were asleep) and were immediately given a WA task. The task was administered to 2 groups of 10 subjects each (G1 and G2). G1 subjects were stimulated with the same set of root words after waking from various states of SWC, while G2 subjects received sets of different root words at each state of the SWC. In the absence of a Portuguese corpus suitable for the measurement of semantic distances, the words collected in our experiments were translated to English, and semantically quantified within a systematic and representative corpus of that language (Wordnet). This procedure removed the polysemies typical of Portuguese, but preserved the semantic macrostructure common to both languages. During waking, we found that semantic distances are significantly lower in WA produced by women, in comparison with the distances observed in men. Through the SWC, there were no statistically significant differences in G1. In G2 women, we detected a significant increase of semantic distances upon being awakened from SWS. In contrast, G2 men showed a significant increase in semantic distances upon being awakened from REM. The results of the first experiment are consistent with the notion that women have a more concrete reasoning than men. The results of the second experiment indicate that men awakened from REM present more flexibility in word association than when being awakened from other states. In contrast, women showed more flexible word association after being awakened from SWS, in compared with other states. The results indicate that the cognitive flexibility attributed to different states of the SWC shows gender dependency
Embora diversos estudos demonstrem diferen?as no desempenho cognitivo, entre homens e mulheres, ainda n?o se sabe se essas diferen?as ocorrem em tarefas que envolvam associa??o livre de palavras (AP). Estudos atrav?s do ciclo sono-vig?lia (CSV) sugerem que o sono de movimento r?pido dos olhos (MRO) favore?a a flexibilidade sem?ntica, em compara??o com a vig?lia pr?sono (V-Pr?), o sono de ondas lentas (SOL) e a vig?lia p?s-sono (V-P?s). O presente trabalho teve 2 objetivos: (1) Avaliar as dist?ncias sem?nticas de pares de palavras produzidas por AP, comparando homens e mulheres; (2) Avaliar dist?ncias sem?nticas em palavras produzidas por associa??o livre, atrav?s do CSV em adultos jovens de ambos os sexos. Para alcan?ar o objetivo (1), aplicamos uma tarefa de AP em 68 volunt?rios adultos durante a vig?lia (52 mulheres e 16 homens). A tarefa de AP consistiu em listar por escrito a primeira palavra pensada ap?s visualizar outra palavra oferecida como est?mulo. Para alcan?ar o objetivo (2), realizamos registro polissonogr?fico para identificar fases espec?ficas do CSV. Os sujeitos experimentais foram ent?o despertados (caso estivessem em sono) e foram imediatamente submetidos a uma tarefa de AP. Administrou-se a tarefa de AP a 2 grupos de 10 pessoas cada (G1 e G2). Sujeitos de G1 foram estimulados com o mesmo conjunto de palavras-raiz ap?s despertar dos diversos estados do CSV, enquanto que sujeitos de G2 receberam conjuntos de palavras-raiz diferentes a cada estado do CSV. Na aus?ncia de um corpus em portugu?s adequado para ? mensura??o de distancias sem?nticas, as palavras coletadas foram traduzidas para o idioma ingl?s, e semanticamente quantificadas em um corpus representativo e sistem?tico desse idioma (Wordnet). Esse procedimento retirou as polissemias t?picas do portugu?s, mas preservou a macroestrutura sem?ntica comum ?s duas l?nguas. Na vig?lia, verificamos que as dist?ncias sem?nticas s?o significativamente menores nas AP produzidas por mulheres, em compara??o com as dist?ncias sem?nticas verificadas em AP realizadas por homens. Atrav?s do CSV, n?o foram detectadas diferen?as estatisticamente significativas em G1. Em mulheres de G2, detectamos um aumento significativo das dist?ncias sem?nticas ap?s despertar de SOL. Em contraste, homens de G2 apresentaram um aumento significativo das dist?ncias sem?nticas ap?s despertar de MRO. Os resultados do primeiro experimento s?o compat?veis com a no??o de que as mulheres possuem um racioc?nio mais concreto do que homens. Os resultados do experimento 2 indicam que homens despertados durante o MRO apresentam AP mais flex?veis em compara??o com as AP produzidas ap?s vig?lia ou ap?s despertar de SOL. Mulheres apresentaram resultados distintos, com AP mais flex?vel ap?s despertar de SOL, em compara??o com os outros estados. Os resultados indicam que a flexibilidade cognitiva atribu?da a diferentes estados do CSV apresenta depend?ncia de g?nero
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Miller, Wendy Pearce. "History, gender, and environment in The Beulah Quintet /." Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1609146431&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1245346448&clientId=22256.
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Bowers, Kerry. "Gender matters : performativity and its discontents in women's science fiction /." Full text available from ProQuest UM Digital Dissertations, 2009. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1801444221&SrchMode=1&sid=7&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1268678127&clientId=22256.
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Thesis (Ph.D.)--University of Mississippi, 2009.Typescript. Vita. "May 2009." Dissertation director: Natalie M. Schroeder Includes bibliographical references (leaves 168-177). Also available online via ProQuest to authorized users.
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Pinheiro, Ver?nica de Souza. "Maternidade na adolesc?ncia: significados e repercuss?es." Universidade Federal do Rio Grande do Norte, 2001. http://repositorio.ufrn.br:8080/jspui/handle/123456789/17405.
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Previous issue date: 2001-12-07Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
From evidence of an existing divergence of opinion among professionals and adolescents using the prenatal and delivery services at a Public Health Unit, aimed to study meanings and consequences of adolescent motherhood among 26 adolescent mothers living in Felipe Camar?o, low income district of Natal, capital do Estado do Rio Grande do Norte. Living in a peripheral neighbourhood with a high rate of adolescent mothers in relation to the total new-born, those girls, with offspring among 8 and 12 months age, during interview and focus groups, expressed a different appreciation of their experience than the hegemonic idea among professionals that considers pregnancy and motherhood as unwanted or undesired. With age among 15 and 20 years old, having 53,8% initiated sexual activity before being 15 years old, revealed that the pregnancy was desired in 73,1% of cases, but showing at the same time a social context marked by strong gender oppression and lack of opportunities as consequence of social class deprivation. Life projects, almost always limited to the constitution of a traditional nuclear family, with a purveyor father and care giver mother, appears with very limited possibilities: 46,2% already lived with her partner before becoming pregnant and for 50% of the participants, the birth of the child did not provoke changes in plans and projects. Lack of economical recourses and precarious public services available, together with an idealized maternity role seems to produce extra apprehension among those girls, resulting in frustration and disillusion. As a fact, 92,3% of those adolescents would recommend other adolescent to postpone the maternity project
Partindo da constata??o de que h? uma diverg?ncia de opini?o entre os profissionais e as adolescentes usu?rias dos servi?os de pr?-natal e de assist?ncia ao parto e puerp?rio em uma unidade p?blica de sa?de, abordam-se os significados e repercuss?es da maternidade na adolesc?ncia atrav?s da apreens?o dos sentidos subjacentes ao discurso de 26 m?es adolescentes residentes em Felipe Camar?o, periferia da cidade de Natal, capital do RN. Residindo em um bairro perif?rico com elevada freq??ncia relativa de m?es adolescentes em rela??o ao total de nascidos vivos, essas jovens, cujos filhos tinham entre 8 e 12 meses de idade, revelaram, nas entrevistas realizadas em domic?lio e nos grupos de discuss?o, uma viv?ncia que transcende a vis?o hegem?nica do fen?meno, tido como inoportuno e indesej?vel. Com idade entre 15 e 20 anos, tendo 53,8% iniciado a atividade sexual antes dos 15 anos de idade e revelando ter sido a gravidez desejada em 73,1% dos casos, falam de um contexto marcado por forte opress?o de g?nero e pela falta de oportunidades resultante da condi??o de classe. Os projetos de vida, quase sempre resumidos ? constitui??o de uma fam?lia nuclear tradicional, com pai provedor e m?e cuidadora, parecem n?o comportar muitas possibilidades: 46,2% j? vivam maritalmente ao engravidar e, para 50% das participantes, o nascimento da crian?a n?o provocou mudan?as nos planos ou projetos. A car?ncia econ?mica e a precariedade dos servi?os de apoio dispon?veis associam-se ao modelo altamente idealizado de maternagem vigente. A responsabilidade de prover material e afetivamente aos filhos, recaindo sobre essas jovens, resulta em frustra??o e desencantamento: 92,3% delas aconselhariam outras adolescentes a adiar o projeto de ser m?e
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Marshall, Nowell Andrew. "Engendering melancholy : romantic gender performance and the pre-history of abnormality /." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=58&did=1907270851&SrchMode=1&sid=2&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270148617&clientId=48051.
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Thesis (Ph. D.)--University of California, Riverside, 2009.Includes abstract. Includes bibliographical references (leaves 229-243). Issued in print and online. Available via ProQuest Digital Dissertations.
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Fincher, Sherri LuAnn. "Lack of U.S. female orchestral trumpet players : gender bias or other factors? /." Full text available from ProQuest UM Digital Dissertations, 2009. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1913314011&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1278530915&clientId=22256.
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Thesis (D.A.)--University of Mississippi, 2009.Typescript. Major professor: John Schuesselin Vita. "May 2009." Includes bibliographical references (leaves 27-30). Also available online via ProQuest to authorized users
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Herron, LaWanda. "Gender, practice, and policy : a feminist perspective of the nursing faculty shortage /." Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1414117731&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1219779260&clientId=22256.
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Guedes, Gisele Gomes. "Retextualiza??o: do conto mitol?gico ? not?cia para a identifica??o de fatos." Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/2081.
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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES
Currently, Portuguese language teaching has as a priority the study of typologies and textual genres. Therefore, some didactic materials produced in this area are guided by this study. The narrative textual type, being one of the first which the student has contact with, will be the focus of this research. The narration is present in several textual genres as stories, news, novels, reports, films and even in social networks and it is observed that there is an integration of these genres with varied types of semiosis, such as images and sounds. The Secretary of Education of the city of Rio de Janeiro has as guiding of its work a list which includes the skills and competences to be developed in elementary education in the 2nd segment. Two skills stand out throughout this teaching segment: to locate explicit information in a text and to distinguish a fact from the opinion regarding this fact. The students have presented difficulties in carrying out these activities. Thus, it is important that the student is able to identify facts in a narrative, since their exposure in this textual typology is frequent. Therefore, this research, based on the methodology of action research in the terms of Thiollent (2009), aims to develop in students the ability to retextualize the gender mythological tale to the news genre through the identification of facts. In order to achieve this goal, the proposal was elaborated based on the applications of Marcuschi (2010 [2001]) and Dell'Isola (2008). The work was carried out, first, with a 6th grade class, with students divided into groups; later, the work was repeated in the same class, in the following year, in the 7th grade, but with individual productions. In addition, both interventions applied are characterized by the study of the structure and characteristics of the textual genres tale and news. Then, a few steps were taken so that the retextualization process could happen. The methodological approach was based on the concept of a didactic sequence elaborated by Dolz, Noverraz and Schneuwly (2004) and it consisted of the reading of short stories of Greek Mythology as well as of news texts. From the reading of these tales, students should identify facts and select one that is relevant enough to be turned into news; then they would go to work on it. For a retextualization process to be successful, the information contained in the story should be retained in the produced text (news). The rewriting of the elaborated news was an activity considered to reach a suitable final text. These steps were fundamental for this work, since they collaborated for the construction and fixation of concepts and for the development of textual production competence. The results obtained were satisfactory and through them it was concluded that the process of retextualization was an excellent resource for working with the genres as well as for the appropriation of the outstanding abilities
Atualmente, o ensino de L?ngua Portuguesa tem como prioridade o estudo de tipologias e g?neros textuais. Portanto, alguns materiais did?ticos produzidos nessa ?rea s?o norteados por esse estudo. O tipo textual narrativo, por ser um dos primeiros com o qual o aluno tem contato, ser? o enfoque desta pesquisa. A narra??o se faz presente em v?rios g?neros textuais como contos, not?cias, romances, relatos, filmes e at? mesmo nas redes sociais e observa-se que h? uma integra??o desses g?neros com tipos variados de semioses, como por exemplo, imagens e sons. A Secretaria Municipal de Educa??o do Rio de Janeiro tem como norteador de seu trabalho uma lista de descritores na qual constam as habilidades e compet?ncias a serem desenvolvidas no ensino fundamental de 2? segmento. Dois descritores se destacam ao longo de todo esse segmento de ensino: localizar informa??es expl?citas em um texto e distinguir um fato da opini?o relativa a esse fato. Os alunos t?m apresentado dificuldades na realiza??o dessas atividades. Assim sendo, ? importante que o aluno saiba identificar fatos em uma narrativa, visto que a exposi??o deles nessa tipologia textual ? frequente. Portanto, esta pesquisa, com base na metodologia da pesquisa-a??o nos termos de Thiollent (2009), tem como finalidade desenvolver nos alunos a habilidade de retextualiza??o do g?nero conto mitol?gico ao g?nero not?cia por meio da identifica??o de fatos. Dessa forma, os alunos poder?o ser capazes de buscar informa??es e utiliz?-las de forma aut?noma e proficiente. A fim de alcan?ar tal objetivo, a proposta foi elaborada pautando-se nas postula??es de Marcuschi (2010 [2001]) e Dell?Isola (2008). O trabalho foi realizado, primeiramente, com uma turma de 6?ano, com os alunos divididos em grupos; posteriormente, o trabalho foi repetido na mesma turma, no ano subsequente, isto ?, no 7? ano, por?m com produ??es individuais. Ademais, ambas as interven??es aplicadas se caracterizam pelo estudo da estrutura e das caracter?sticas dos g?neros textuais conto e not?cia. Em seguida, alguns passos foram dados para que o processo de retextualiza??o pudesse acontecer. A abordagem metodol?gica foi baseada na concep??o de sequ?ncia did?tica elaborada por Dolz, Noverraz e Schneuwly (2004) e constou da leitura de contos da Mitologia Grega bem como de textos noticiosos. A partir da leitura de contos, os alunos deveriam identificar fatos e selecionar um que fosse relevante o suficiente para ser transformado em not?cia; em seguida, partiriam para a sua elabora??o. Para um processo de retextualiza??o ser bem sucedido, as informa??es contidas no conto deveriam ser mantidas no texto produzido (not?cia). A reescritura das not?cias elaboradas foi uma atividade considerada para atingir um texto final adequado. Tais etapas foram fundamentais para este trabalho, uma vez que colaboraram para a constru??o e fixa??o de conceitos e para o desenvolvimento da compet?ncia de produ??o textual. Os resultados obtidos foram satisfat?rios e atrav?s deles concluiu-se que o processo de retextualiza??o configurou-se como excelente recurso para o trabalho com os g?neros bem como para a apropria??o das habilidades destacadas.
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McCarthy, Kevin D. "Fit custodians : gender, race, and the law in lower-south trial courts, 1830-1925 /." Full text available from ProQuest UM Digital Dissertations, 2005. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1276390701&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1185392488&clientId=22256.
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Gentry, Joseph A. Koepke Karla J. "Teacher perceptions of consutlation effectiveness evaluating the impact of gender, directiveness, and level of consultee experience /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1260798771&SrchMode=1&sid=5&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1178199088&clientId=43838.
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Thesis (Ph. D.)--Illinois State University, 2006.Title from title page screen, viewed on May 3, 2007. Dissertation Committee: Karla Doepke (chair), Kathy Hoff, Adena Meyers, Dawn McBride, Jeffery Bakken. Includes bibliographical references (leaves 72-79) and abstract. Also available in print.
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Ridgeway, William N. "Gender, the body, and desire in the novels of Natsume Sôseki (1867--1916), focusing on Meian." Thesis, University of Hawaii at Manoa, 2002. http://proquest.umi.com/pqdweb?index=0&did=765044541&SrchMode=1&sid=5&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1208549514&clientId=23440.
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FREITAS, Fl?via Renata Figueira. "Ensino de escrita atrav?s da carta de solicita??o e carta do leitor na educa??o b?sica." Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/2284.
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CAPES
This research has as general objective to elaborate a didactic intervention for teaching writing, through the production of two textual genres - the letter of request and reader's letter, held respectively with students of 6th and 9th grades of elementary school a public school in the city of Rio de Janeiro. In addition to this overall objective, this study aimed to develop argumentative skills of students in basic education and verify that the taking of the procedural nature of writing awareness contributes to enhancing the quality of the texts produced in this educational stage. This work is an action-research,(THIOLLENT, 2011) performed by the students and the teacher-researcher, in order to propose an intervention that could promote the language improvement of students through the writing social uses. From the data analyzed, it was found that the understanding of writing as a process can, in fact, contribute to the preparation of written texts. By comparing the students` initial production to the final ones, it was noticed that not only progress has been made regarding to the quality of the texts produced, but also the argumentative skills were developed, proving, thus, that the didactic sequence is a viable route to the teaching of writing in basic education.
Esta pesquisa tem como objetivo geral elaborar uma interven??o did?tica para o ensino de escrita, atrav?s da produ??o dos g?neros carta de solicita??o e carta do leitor, realizada, respectivamente, com alunos do 6? e 9? anos do ensino fundamental de uma escola p?blica da cidade do Rio de Janeiro. Al?m desse objetivo geral, este trabalho visou desenvolver a capacidade argumentativa dos discentes na educa??o b?sica e verificar se a tomada de consci?ncia da natureza processual da escrita colabora para melhoria da qualidade dos textos produzidos nessa fase de escolaridade. O presente trabalho trata-se de uma pesquisa-a??o (THIOLLENT, 2011) desenvolvida com a participa??o dos alunos e da professora-pesquisadora, a fim de se propor uma interven??o capaz de promover o desenvolvimento lingu?stico dos alunos por meio dos usos sociais da escrita. A partir dos dados analisados, foi poss?vel constatar que a compreens?o da escrita como um processo pode, de fato, contribuir para a elabora??o de textos escritos. Atrav?s da compara??o das produ??es iniciais ?s produ??es finais dos alunos, percebeu-se que houve avan?os quanto ? qualidade dos textos produzidos e ao desenvolvimento da capacidade argumentativa, comprovando-se, assim, que a sequ?ncia did?tica ? um percurso vi?vel para o ensino da escrita na educa??o b?sica.
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Winslett, Peter Wakefield. "Positive and negative emotional writing in adolescence: gender differences, benefits, and effects on self-disclosure and intimacy /." Full text available from ProQuest UM Digital Dissertations, 2005. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1267222761&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1185205101&clientId=22256.
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TEIXEIRA, Tarciso Manfrenatti de Souza. "?VOC? ? UM HOMEM OU UM RATO?: narrativas de como ser homem na educa??o." Universidade Federal Rural do Rio de Janeiro, 2017. https://tede.ufrrj.br/jspui/handle/jspui/2193.
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I grew up writing private diaries. However, when I got my masters degree, I was invited to re-read my writings. As I re-read it I realized that I did not write about the racial issue. This absence became a highly relevant fact that made me realize and question myself about the powerful of schooling that taught me to be a man, or rather to be male, white, heterosexual and christian, fundamentally. So today, I visualize that a "pedagogy" circulates within different educational spaces (at school, in the family, in religious spaces, in leisure spaces, in the media, in the street, at work, etc.) that ends up (re)producing inequalities of race, gender and sexuality. In this perspective, social markers of race, gender and sexuality will be presented in a vision, intersectional, polymorphic and polyphonic. According to Narrative Studies; I conjugate the verb to write/search attached to the verb to exist. And so, I'm narrating what happens to me, I write what touches me as a minor people, bastard, always unfinished.
Eu cresci escrevendo di?rios ?ntimos. No entanto, quando cheguei ao mestrado, fui convidado a re-ler os meus escritos. ? medida que ia re-lendo percebi que n?o escrevia sobre a quest?o racial. Essa aus?ncia, tornou-se um dado altamente relevante que fez com que eu percebesse e me questionasse sobre os poderosos ?instrumentos de escolariza??o? que me ensinaram a ser homem, ou melhor, a ser macho, branco, heterossexual e crist?o, fundamentalmente. Ent?o, hoje, visualizo que no interior de diferentes espa?os educativos (na escola, na fam?lia, nos espa?os religiosos, nos espa?os de lazer, na m?dia, na rua, no trabalho, etc) circula uma ?pedagogia? que acaba por (re)produzir desigualdades de ra?a, g?nero e sexualidade. Nesta perspectiva, os marcadores sociais de ra?a, g?nero e sexualidade ser?o apresentados em uma vis?o, interseccional, polim?rfica e polif?nica. Baseando-me na ?pedagogia narrativa?; conjugo o verbo escrever/pesquisar atrelado ao verbo existir. E, assim, vou narrando aquilo que me acontece, escrevo o que me toca enquanto um povo menor, bastardo, sempre inacabado.
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Santos, Jos? Milson dos. "O g?nero cr?nica na sala de aula do ensino m?dio." Universidade Federal do Rio Grande do Norte, 2008. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16145.
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Previous issue date: 2008-09-29In this work we present the results of a research that aims to study the chronicle gender produced in a class of native language. The texts were written by students of a high-school class, under the orientation of the teacher who conducted a didactic sequence in order to explore this gender. In our analysis we observed aspect such as the structure of the general structure of the texts, types of speech and linguistic sequences, some mechanisms of textualization and the characteristics of the gender. In order to attain that, we adopted the theoretical presuppositions of Textual Linguistics and of the Socio-discursive Interactionism, grounding the study of texts and gender in Bronckart (2003; 2006) and Koch (2002; 2004). As a background of the Chronicle Gender we used the studies of Coutinho (1987); Mois?s (2003); S? (2005); Bender; Laurito (1993); Melo (1994); C?ndido et al. (1992) among others. The corpus, made up of 15 texts, showed that the narrative is the most used linguistic sequence in the producing of the texts, the discursive world prevailing in the narrative and some instances of the world of exposing. As for the gender characteristics, the daily life was used in order to amuse the reader and make him to reflect upon the daily life. Humor, irony, social criticism and colloquial language were also observed in the texts produced by the students. Although some texts presented the characteristics of the gender, explored in the classroom, some were typically school narratives. That make us believe that a work with textual production under the approach of a text gender is viable, but it is not consolidated yet in many schools as the main object of the central teaching of the Portuguese language. This make us defend a better systematization of the teaching contents having as the main point the reading practice and text production in order to contribute for the growing of the students? discursive potentialities and, therefore, their effective participation in the language social practices
Nesta disserta??o, apresentamos os resultados de uma pesquisa cujo objetivo ? estudar o g?nero cr?nica produzido na aula de l?ngua materna. Os textos foram produzidos pelos alunos de uma turma de ensino m?dio, sob a orienta??o da professora, que conduziu uma seq??ncia did?tica para explorar esse g?nero. Na an?lise, observamos aspectos como a infra-estrutura geral dos textos tipos de discurso e de seq??ncias ling??sticas, alguns mecanismos de textualiza??o - e as caracter?sticas do g?nero. Para isso, adotamos os pressupostos te?ricos da Ling??stica de Texto e do Interacionismo sociodiscursivo, fundamentando os estudos de texto e de g?neros em Bronckart (2003; 2006) e Koch (2002; 2004). Para embasamento sobre o g?nero cr?nica, utilizamos os estudos de Coutinho (1987); Mois?s (2003); S? (2005); Bender; Laurito (1993); Melo (1994); C?ndido et al. (1992), entre outros. O corpus, constitu?do de quinze textos, revelou a narrativa como a seq??ncia ling??stica mais usada na planifica??o dos textos produzidos, o mundo discursivo predominante da narra??o, e algumas ocorr?ncias do mundo do expor. Em rela??o ?s caracter?sticas do g?nero, a tem?tica do cotidiano fez-se notar com a finalidade de divertir o leitor e lev?-lo a refletir sobre o cotidiano. Humor, ironia, cr?tica social e linguagem coloquial tamb?m foram caracter?sticas observadas nos textos dos alunos. Embora muitos textos tenham apresentado as caracter?sticas do g?nero, explorado em sala de aula, alguns apresentaram-se, ainda, como narrativas tipicamente escolares. Isso nos faz crer que o trabalho com produ??o textual, sob o enfoque de um g?nero de texto ? vi?vel, mas ainda n?o est? consolidado, em muitas escolas, como objeto de ensino central da disciplina l?ngua portuguesa, o que nos faz defender um redirecionamento e uma melhor sistematiza??o dos conte?dos de ensino, tendo como foco a pr?tica de leitura e a produ??o de textos, tendo em vista contribuir para a amplia??o das potencialidades discursivas dos alunos e, por conseguinte, de sua participa??o efetiva nas pr?ticas sociais de linguagem
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Barbour, Vanessa C. "Freshman academies and academic achievement by race, gender, and student ability a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online, 2009. http://proquest.umi.com/pqdweb?index=23&did=1908035951&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1264698768&clientId=28564.
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Simpson, Kathy Tiller. "Effects on academic achievement of small learning communities by student ability level, race, and gender : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online version, 2006. http://proquest.umi.com/pqdweb?index=93&did=1296090801&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1256240759&clientId=28564.
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Herrera-Castro, Natividad Delfina. "Ecological consequences of gendered work and social change among Totonac coffee growers of Veracruz, Mexico a political ecology approach /." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=52&did=1874451701&SrchMode=1&sid=2&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270147003&clientId=48051.
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Thesis (Ph. D.)--University of California, Riverside, 2009.Includes abstract. Includes bibliographical references (leaves 2287-298). Issued in print and online. Available via ProQuest Digital Dissertations.
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Chang, Chuan. "Temperament in Chinese children a comparison of gender and self/parental ratings /." Thesis, 2004. http://proquest.umi.com/pqdweb?index=2&did=813789421&SrchMode=2&sid=5&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233867247&clientId=23440.
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Yim, Letitia Mew. "Effects of verbal IQ, gender, prior knowledge, and modality upon memory for clinical information." Thesis, 2004. http://proquest.umi.com/pqdweb?index=0&did=766012451&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233784653&clientId=23440.
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Hairston, Kimetta R. ""Somewhere under the rainbow" the interplay of race and gender : African-American military students' experiences in Hawaii public schools /." Thesis, 2004. http://proquest.umi.com/pqdweb?index=0&did=775166311&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233179753&clientId=23440.
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