Dissertations / Theses on the topic 'Word formation process'

The language used in Massively Multiplayer Online Role Playing Games (or MMORPGs) is a form of computer-mediate communication. It consists of elements from both written and spoken language, but it is a highly abbreviated and innovative form of written language. This study focuses on the English language used in a MMORPG called Warhammer Online. The aim of this study is to identify abbreviations, interpret their meanings and to analyze the word formation processes and semantic changes that are involved in new words. The method used in this study is a qualitative case study of the English language in a MMORPG from a synchronic point of view. The secondary sources used in this study include previous works on morphology and semantics. The material used is based on logs acquired from the game Warhammer Online as a subscribed player. The results presented in this study show new and unique words created by players in Warhammer Online, along with other semantic changes that have taken place. It is concluded that the English written language has not seen such a major change in its entirety before, within one community.

The purpose of this essay is to identify functional shifts and semantic changes in the Massively Multiplayer Online Role-Playing Game Lord of the Rings Online. The focus is on new uses of established terms in Standard English and the intent is to see how the word formation processes work in an online gaming environment, and identify the possible reasons behind them. Due to the lack of previous studies of language in Massively Multiplayer Online Role-Playing Games, the aim is to provide some insight into some of the language developments that occur in such an environment. A quantitative method has been utilised in order to distinguish patterns, and the material, in the form of chat logs, has been gathered from Lord of the Rings Online. The chat logs have then been used to create a corpus, and, from this point, a qualitative method has been employed. The corpus has been thoroughly analysed for the words which have undergone functional shifts and/or semantic changes, and a selection of these words are presented and discussed based on word formation process. The findings in this study seem to confirm that language changes in a Massively Multiplayer Online Role-Playing Game follow the same patterns as in other environments.

Orientador: Hugo Ferrari Cardoso
Resumo: O presente trabalho é composto por três estudos, apresentados em formato de artigos científicos, os quais apresentam ao leitor, sob diferentes óticas, o processo formativo na área da POT. O primeiro artigo teve o objetivo de identificar o espaço disponibilizado ao ensino da POT, atualmente, no processo formativo, a partir da caracterização das grades curriculares dos 162 cursos de Psicologia ativos no Estado de São Paulo. O procedimento de coleta dados consistiu em uma pesquisa documental para averiguação das matrizes curriculares e ementas. Muitos sites não disponibilizaram tais informações. No geral, daqueles que apresentaram, a média foi de 2,81 disciplinas por curso e 8,2% de espaço voltado às disciplinas e estágios em POT. A maioria dos cursos disponibiliza as disciplinas da área a partir do terceiro ano. A análise das ementas demonstrou uma preocupação dos cursos em ampliar o ensino da POT de um enfoque técnico e individualista para um enfoque mais sistêmico e político. O segundo artigo buscou analisar as percepções de 100 graduandos, de duas Universidades do Centro-Oeste Paulista, acerca da importância da atuação do psicólogo organizacional e do trabalho e do interesse em atuar futuramente na área. Os graduandos responderam dois questionários com perguntas abertas e fechadas. Em geral, os resultados apontaram para uma maior valorização da área de POT na universidade particular e no quinto ano. A maioria dos alunos do quinto ano (52%) revelaram ter pouco ou nenhum inter... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The present work consists of three studies, presented in the form of scientific articles, which present the reader, under different perspectives, the formating process in the area of Work and Organizational Psychology (WOP). The first article had the objective of identifying the space made available to the teaching of WOP, currently, in the formative process, from the characterization of the curricular grids of the 162 courses of Psychology active in the State of São Paulo. The data collection procedure consisted of documentary research to find out the curricular matrices and menus. Many websites did not provide such information. Overall, of those who has the information, the average was 2.81 subjects per course and 8.2% of space devoted to college subjects and internships in WOP. Most courses offer subjects in the area from the third year. The analysis of the menus showed a concern of the courses to expand the teaching of WOP from a technical and individualistic approach to a more systemic and political approach. The second article sought to analyze the perceptions of 100 students, from two Universities in the Midwest of São Paulo, about the importance of the professional performance of the organizational and work psychologist and the interest in working in the area in the future. The graduates answered two questionnaires with open and closed questions. In general, the results pointed to a greater appreciation of the WOP area at the private university and in the fifth year. ... (Complete abstract click electronic access below)
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Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2018-05-09T13:44:22Z No. of bitstreams: 2 Rosane Toebe Zen.pdf: 29621431 bytes, checksum: a9232b5e35d51cd0e454ea04bd9710ac (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This research was originally designed to understand the training for the work of poultry farmers, subject responsible for the production of raw chicken in the poultry industry. Upon finding that the learning activity is the pursuit of work, with the formal training for work, the search was scaled, and the “work process of the poultry assumed the centrality of research”. The completion of the research involved the use of primary and secondary sources, and the first consisted in the application of questionnaires, visits to the properties and analysis of documents requested to poultry farmers. The secondary sources were raised by means of literature search. The study shows that the marks of contemporary capitalism are present in the poultry industry: an eminent political participation and economic development in the state sector, production restructuring and heterogeneity in the composition of the collective worker in the production process. In general, this study identified the limits and possibilities of the poultry farmers to exercise control over the process of their work. Poultry industry and poultry farmers establish a relationship in which the first exerts strong control over them. The control is through technical assistance, the completion of forms and information are provided to industry through phone calls. Although the control of agribusiness over the entire production process is paramount, there are situations where such control eludes him, because between the guidelines and charges of the company and the daily act of poultry farmers are in the areas of mediation, which are operated by poultry farmers to in opportunity, act independently in the production process. While exercising some autonomy, it is aiming to achieve better production results, which focus directly on their income. Thus, the gain of the industrial capital on the work of poultry farmers case even in the spaces of autonomy that these subjects earn in the production process. This study shows that the poultry farmers, while the control question as subject, not demanding more autonomy in the workplace: in essence, their disputes with the industry revolve around the search for greater returns in economic activity.
Esta pesquisa foi originalmente concebida para compreender a formação para o trabalho dos avicultores, sujeitos responsáveis pela produção da matéria-prima frango para a indústria avícola. A partir da constatação de que o aprendizado da atividade acontece no exercício do trabalho, dispensando a capacitação formal para o trabalho, a pesquisa foi redimensionada, e o “processo de trabalho dos avicultores” assumiu a centralidade da investigação. A realização da pesquisa contou com a utilização de fontes primárias e secundárias, sendo que as primeiras consistiram na aplicação de questionários, visitas às propriedades e análise de documentos solicitados aos avicultores. As fontes secundárias foram levantadas por meio de pesquisa bibliográfica. O estudo revela que as marcas do capitalismo contemporâneo se fazem presentes na avicultura industrial: eminente participação política e econômica do Estado no desenvolvimento do setor; reestruturação produtiva; e heterogeneidade na composição do trabalhador coletivo no processo de produção. De forma genérica, este estudo identificou os limites e possibilidades dos avicultores exercerem o controle sobre o processo de trabalho que realizam. Indústria e avicultores estabelecem uma relação na qual a primeira exerce forte controle sobre estes. O controle se faz mediante a assistência técnica, o preenchimento de formulários e de informações que são prestadas à indústria por meio de telefonemas. Ainda que o controle da agroindústria sobre todo o processo de produção seja preponderante, existem situações em que tal controle lhe escapa, pois entre as orientações e cobranças da empresa e o agir cotidiano dos avicultores estão situados os espaços de mediação, que são explorados pelos avicultores para, em momentos propícios, atuar autonomamente no processo de produção. Ainda que exerçam alguma autonomia, esta se faz com o objetivo de alcançar melhores resultados produtivos, que incidem diretamente sobre sua renda. Sendo assim, o ganho do capital industrial sobre o trabalho dos avicultores acontece mesmo nos espaços de autonomia que estes sujeitos conquistam no processo produtivo. Este estudo revela que os avicultores, embora problematizem o controle a que se submetem, não reivindicam maior autonomia no processo de trabalho: em essência, suas disputas com a indústria giram em torno da busca por maiores retornos econômicos na atividade.

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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Com base em uma pesquisa junto aos trabalhadores que ingressaram no Banco do Brasil a partir do ano de 1998, investigamos como as transformações no processo de trabalho repercutiram sobre o processo de formação de consciência. A partir de estudos que analisaram os impactos da reestruturação do setor bancário brasileiro nas décadas de 1980 e 1990 e das conseqüências das políticas neoliberais introduzidas no Banco do Brasil no mesmo período, reconstruímos o ambiente organizacional no qual esses trabalhadores foram inseridos. A partir deste daí, verificamos como, após mais de uma década, essas transformações se consolidaram, reverberando na formação da consciência destes novos trabalhadores. O estudo revela como a concorrência intra-classe, as novas tecnologias e a precarização das relações de produção, se impõem como novos desafios para a construção da unidade na classe trabalhadora.
Based on a survey of employees who joined the Bank of Brazil from the year 1998, we investigated how changes in the work process had repercussions on the process of formation of consciousness. From studies that analyzed the impact of the restructuring of the Brazilian banking sector in the 1980s and 1990s and the consequences of neoliberal policies introduced in the Bank of Brazil in the same period, reconstruct the organizational environment in which these workers were inserted. From this then, we see how, after more than a decade, that changes have been consolidated, reverberating in the formation of awareness of these new workers. The study reveals how the intra-class competition, new technologies and the precarious relations of production, impose themselves as new challenges for the construction of the unit in the working class.

CoordenaÃÃo de AperfeiÃoamento de NÃvel Superior
A presente pesquisa adotou como objeto de estudo as relaÃÃes entre trabalho e atividade na psicologia de A. N. Leontiev. De carÃter teÃrico-bibliogrÃfico, nosso estudo procurou investigar os fundamentos e a estrutura da chamada âteoria da atividadeâ, elaborada inicialmente por Vigotski e sistematizada por Leontiev e que, na atualidade, Ã retomada por estudiosos dos mais diversos campos das ciÃncias humanas, perscrutando, de modo especÃfico, suas relaÃÃes com a categoria trabalho em Marx (1984; 2004; 2005) e LukÃcs (1978; 1981) e suas contribuiÃÃes ao projeto educativo/formativo classe trabalhadora na contemporaneidade. Para o alcance dos objetivos propostos, debruÃamo-nos sobre algumas das principais obras de Leontiev (1978a; 1978b; 1980; 1988; 1999), bem como textos/livros publicados por Vigotski (1988; 1995; 1999; 2000; 2004), Luria (1979; 1988a; 1992), Elkonin (1987; 1988), Davidov (1988) e Shuare (1990), assim como de interpretes brasileiros que pesquisam sobre as elaboraÃÃes da Psicologia HistÃrico-Cultural, especialmente, o constructo teÃrico-prÃtico de Leontiev, a exemplo de Duarte (2004; 2001), Tuleski (2007; 2009), Do Carmo (2008), Barroco (2007a; 2007b), Pasqualini (2006; 2010), Asbarh (2005; 2011), GonÃalves (2005) dentre outros. Ao final, estabelecemos traÃos gerais que comportam o que o autor denomina de âatividade dominanteâ, suas contribuiÃÃes ao processo de desenvolvimento do psiquismo da crianÃa e ao processo educativo/formativo da classe trabalhadora no limiar do sÃculo XXI.
This research adopted as the object of study the relationship between work and activity in the psychology of A. N. Leontiev. Theoretical and literature, our study aimed at investigating the foundations and structure of the "activity theory", developed initially by Vygotsky and Leontiev and systematized by which, nowadays, is taken up by scholars from various fields of humanities, peering, and specifically its relationship with work in Marx (1984, 2004, 2005) and Lukacs (1978, 1981) and their contributions to the project educational / training in contemporary working class. To achieve the proposed objectives, dwelt us about some of the major works of Leontiev (1978a, 1978b, 1980, 1988, 1999) as well as texts / books published by Vygotsky (1988, 1995, 1999, 2000, 2004), Luria (1979, 1988a; 1992), Elkonin (1987, 1988), Davydov (1988) and Shuare (1990), as well as interpreters of Brazilian research on elaborations of Historical-Cultural Psychology, especially the construct of theoretical and practical Leontiev, like Duarte (2004, 2001), Tuleski (2007, 2009), Do Carmo (2008), Barroco (2007a, 2007b), Pasqualini (2006, 2010), Asbarh (2005, 2011), GonÃalves (2005) among others. At the end, we establish general traits that comprise what the author calls "dominant activity," his contributions to the development process of the psyche of the child and the educational process/formation of the working class on the threshold of the XXI century.

Orientador: Maria José de Oliveira Lima
Resumo: Esta pesquisa tem como tema central Trabalho e Serviço Social. O estudo se orienta a partir da análise da apreensão da categoria Trabalho pelos egressos do curso de Serviço Social na Universidade Federal do Triângulo Mineiro (UFTM). Tem como objetivo geral compreender e analisar a materialização da categoria teórica Trabalho no processo de formação dos egressos do curso de Serviço Social da UFTM a partir do exercício profissional dos mesmos. A pesquisa partiu do pressuposto de que há a compreensão por parte dos egressos da relevância e centralidade da categoria teórica trabalho no processo de formação e, que reflete diretamente no exercício profissional. O recorte temporal para o desenvolvimento desta pesquisa deu-se a partir das Diretrizes Curriculares de 1996 proposta pela Associação Brasileira de Ensino e Pesquisa em Serviço Social (ABEPSS). Constitui-se como universo da pesquisa todos os egressos do Curso de Serviço Social da UFTM, considerando que desde a criação do curso (2009) até o momento do ingresso da pesquisadora no curso de Pós-Graduação (2017/2) formaram-se nove turmas. A investigação foi realizada por meio de pesquisas bibliográficas, documental e de campo. A pesquisa documental realizou-se pelas consultas ao Projeto Político Pedagógico do Curso de Serviço Social da UFTM. O processo de apreensão de dados deu-se por meio da realização da aplicação de roteiro de perguntas e entrevistas aplicados aos sujeitos selecionados nessa investigação. Fundamenta-se este est... (Resumo completo, clicar acesso eletrônico abaixo)
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Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-05-11T18:19:01Z No. of bitstreams: 1 PauloRibeiro.pdf: 1230100 bytes, checksum: 26a17492c9bab64fa9b26fb0eae9aa6c (MD5)
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Production of a glossary which presents the names for prostitute in the Brazilian State of Maranhão, considering the linguistic taboos and the word formation. For the construction of this glossary, it is discussed the propost of linguistic taboos presented by por Guérios (1956), Leach (1964), Grimes (1978) and Ulmann (1987). It is also considered some previous studies developed in Maranhão and Brazil about the linguistic taboos in the names used to prostitute, as Pereira (2010), Guedelha (2011) and Ribeiro (2012, 2013) – the results presented in Ribeiro´s studies are used as basis to the composition of the data to this study. Considering the substitution strategies of the linguistic taboos presented in Guérios (1956) and Ullmann (1987), it is defended that the processes to formation of words are also a relevant and productive process, since the speakers, intending do not to pronounce the words related to taboos, tend to create or resignify them. So, it is impossible do not mention the neological typology and the processes presented by Guilbert (1975), Alves (1994), Biderman (2001) eCorreia e Almeida (2012), as well the process focused by Basílio (1991), Sandmann (1997) and Nascimento (2013). Aiming to show a synthesis which organizes the words to prostitute in the Brazilian State of Maranhão, it is presented a glossary. For its elaboration, it was necessary: to develop bibliographic searches, delimitate the corpus, filling of lexicographic files, analysis of data and the writing of 46 entries, that follows the structure: Word + Morphological classification + Word formation +/- etymology + variant + Motivation+/- remissive.
Produção de glossário que apresenta as denominações para prostituta no estado do Maranhão, tendo como base a tabuização e levando em conta os processos de formação de palavras. Para a construção desse glossário, discute-se a proposta de tabus linguísticos defendida por Guérios (1956), Leach (1964), Grimes (1978) e Ulmann (1987), além de estudos previamente realizados no Maranhão e no Brasil sobre os tabus linguísticos presentes nas denominações para prostituta, como em Pereira (2010), Guedelha (2011) e Ribeiro (2012, 2013) – os resultados apresentados nos estudos de Ribeiro serão utilizados como base para a composição dos dados para este estudo. Considerando as estratégias de substituição de vocábulos tabus propostas por Guérios (1956) e Ulmann (1987), defende-se que os processos de formação de palavras também constituem um mecanismo de fuga relevante e produtivo, uma vez que os falantes, com a intenção de não pronunciar itens lexicais considerados inadequados, tendem a criar outros ou a ressignificá-los. Assim, não se pode deixar de mencionar as tipologias neológicas e os processos presentes nos estudos de Guilbert (1975), Alves (1994), Biderman (2001) e Correia e Almeida (2012), bem como os processos de formação de palavras focalizados em Basílio (1991), Sandmann (1997) e Nascimento (2013). Com o intuito de organizar os itens lexicais para prostituta no estado do Maranhão, considerando a relação existente entre os tabus e os processos de formação de palavras, é apresentado um glossário que foi elaborado seguindo as seguintes etapas: pesquisas bibliográficas, delimitação e seleção do corpus, preenchimento de fichas lexicográficas, análise dos dados e a redação dos 46 verbetes do glossário, que seguem a estrutura: Item lexical + Classificação morfológica +/- Processo(s) de formação de palavras +/- Etimologia +Variante + Motivação +/- Remissiva

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The present study performs a description and analysis of the formative experience collaboratively developed between Coordinator and teachers. It is a qualitative research conducted in public school and, in addition, unveiling the formation of collaborative group in tessitura. Focused on stories about the experience lived by those involved in the formative experience, the study describes strategies for construction of educational projects with shared teaching, highlighting the following: talk and narrative autobiographical wheel of teachers. The study indicates the limits, possibilities of building collaborative training process as well as the deployment of strategies that provide shared decencies such as the development of collaborative projects. Expected significant contributions to teaching and construction of the training process at school, with the recognition of the word of the professionals involved whose professional experience provides advances to your pedagogical practice
O presente estudo realiza uma descrição e análise de uma experiência formativa colaborativa desenvolvida entre coordenador e professores. Trata-se de uma pesquisa qualitativa efetuada em uma escola pública e busca, além disso, desvelar o processo de constituição de grupo colaborativo na tessitura da formação. Focado nas narrativas sobre a experiência vivida pelos envolvidos na experiência formativa, o estudo descreve as estratégias de construção de projetos didáticos com docência compartilhada, evidenciando os procedimentos: roda da conversa e narrativas dos professores. O estudo indica ainda os limites e as possibilidades da construção de um processo formativo colaborativo. Espera-se que, com desenvolvimento desta pesquisa, possa contribuir para que outros coordenadores possam empreender a construção do processo de formação na escola, com o reconhecimento dos profissionais envolvidos na experiência profissional e com maior possibilidade de produzir avanços em sua prática pedagógica respaldados em uma prática narrativa e dialógica

In both the chemical and mechanical pulping process, the logs are cut into wood chips by a disc chipper before fibre separation. To make the wood chipping process more efficient, one have to investigate in detail the coupling between process parameters and the quality of the chips. One objective of this thesis was to obtain an understanding of the fundamental mechanisms behind the creation of wood chips. Another objective with the thesis was to investigate whether it was possible to, in a way tailor the chipping process so as to reduce the energy consumption in a following mechanical refining process. Both experimental and analytical/numerical approaches have been taken in this work. The first part of the experimental investigations, were performed with an in-house developed chipping device and a digital speckle photography equipment. The results from the experimental investigation showed that the friction between the log and chipping tool is probably one crucial factor for the chip formation. Further more it was found that the indentation process is approximately self-similar, and that the stress field over the entire crack-plane is critical for chip creation. The developed analytical model predicts the normal and shear strain distribution and to be more specific, the model can predict the compressive stresses parallel to the fibre direction for an assumed linear elastic and orthotropic material. The analytical distributions were found to be in reasonable agreement with the corresponding distributions obtained from a finite element analysis. To be able to study the chipping process under realistic conditions, which for example means to use chipping rates representative for a real wood chipper, a laboratory chipper was developed. Details regarding the chipper and how to evaluate the force measurements are given together with an example of how the force on the cutting tool (the knife) varies with time during cutting. To investigate the influence of a certain chipping process parameter, the chips were after production in the laboratory chipper, refined in a pilot refiner during conditions optimized for TMP (thermomechanical pulp) and CTMP (chemithermomechanical pulp) processes. It was concluded that the details concerning the chip process had a large impact on e.g. the energy consumption in both first stage and second stage refining. Results showing this are given in this thesis.
För både kemisk och mekanisk pappersmassa så tillverkas flis av trädstockar med hjälp av en skivhugg innan fibrerna separeras. För att göra flisningsprocessen mer effektiv, måste kopplingen mellan processparametrar och fliskvalitet studeras. Ett mål med denna avhandling är att ge fundamental kunskap om mekanismerna bakom bildandet av träflis. Både experimentella och analytiska/numeriska metoder har använts i detta arbete. De experimentella undersökningarna har gjorts med hjälp av egen utvecklad utrustning. Resultaten från den experimentella undersökningen visar att friktionen mellan stammen och flisningsverktyget har betydelse vid flisning. Vidare observerades det att inträngnings processen är approximativt självlik (self similar) och att det är spänningsfältet över hela sprickplanet som är kritiskt för bildandet av en flis. Den utvecklade analytiska modellen förutsäger normal- och skjuvspänningsfördelningen över sprickplanet och kan mer specifikt förutsäga den kompressiva belastning som verkar parallellt fiberriktningen i ett linjärt elastiskt och ortotropt material (trä). De analytiskt bestämda fördelningarna stämmer relativt väl överens med motsvarande fördelningar beräknad med finit element analys. För att kunna studera flisningsprocessen under realistiska förhållanden, vilket bl.a. betyder att skärhastigheter som är representativa för en verklig process skall användas, så utvecklades inom ramen för avhandlingsarbetet, en laboratoriesflishugg. Detaljer rörande flishuggen samt hur uppmätta lastsignaler skall utvärderas ges tillsammans med ett exmpel på hur kraften på skärverktyget (kniven) varierar under ett skärförlopp. Inverkan av en viss flisningsprocessparameter undersöktes genom att flis tillverkades i laboratorieflishuggen varefter de raffinerades i en pilotraffinör under förhållanden som var optimerade för TMP (termomekanisk massa) och CTMP (kemitermomekanisk massa) processerna. Det konstaterades att detaljer i flisningsprocessen hade stor inverkan på t.ex. energiåtgången i både första stegs – och andrastegsraffinering. Resultat som verifierar detta ges i avhandlingen.

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 3: Submitted. Paper 4: Submitted. Paper 5: Submitted.

Temat för denna essä är bildningsresor. Fallstudierna utgörs av en rapport om Cirkuspedagogik och intervjuer av en tidigare lärarkollega. Texterna har använts som impulstexter för essän och rör sig kring nyckelorden ovan. Turings idéer om robotmänniskan och Turkles forskning om sociala robotar och virtuella världar berörs och jag funderar om pedagogik behöver vara grundad i en idé, eller om det mer handlar om olika tekniker man kan tillskansa sig och kontrollera.

This research has as central theme the representations of teachers about the task of teaching young learners how to write. Within a process of continued teaching formation, the teacher elaborates representations of his work, which can or cannot interfere in his actions in the classroom. Starting from this assumption, this academic paperwork aims to identify and analyze the representations of the teaching of writing skills, configured in a text produced by a Fundamental Education teacher, after being part of a process of teaching formation. This research was developed based on the Sociodiscursive Interactionism conception (ISD) and contributions of the Clinic of the Activity (the lookalikes instruction procedure). An oral text, from a Fundamental Education teacher, of a public group of schools, in a city in the state of São Paulo, was analyzed, qualitatively, after being part of a ten hour teaching formation about methodologies of writing skill teaching for children from six to eleven years old. A brief view of the results of this research leads us to the conclusion that the teacher representations of his métier, specially the task of teaching how to write, reconfigured in his text, reveals the writing skill as a complex content of teaching, whose responsible is the teacher himself, an agent with intentions, motives and goes. The teaching of writing skills, for its complexity, is represented by the teacher as a sequence of activities and as a process of learning which presumes the realization of many teaching stages until the children can write a text themselves. These representations about writing skill teaching come from a long process of appropriation and (re)appropriation of this task, from a series of social preexisting acting models the activity genre, the actions of the teachers teachers in the encounters of teaching formation and the acting of other professional colleagues social representations of the educational profession and also representations from texts about, from and for this professional. This academic paperwork can be a contribution to the professionals who teach the teachers, for them to consider the representations teachers have about the task to teach writing skills, as a way to have a better understanding of the educational professionals and the process which they are involved to appropriate and (re)appropriate this task, for as long as his career can accomplish and not just a process of repeating other actions, but developing his own. To the scientific community, especially to the research groups which take de conception of the Sociodiscursive Interactionism and the Clinic of the Activity as basis for their research, this paperwork can contribute to a deeper understanding of the teachers work, from the analyses of his own text. The methodology of collecting data, the lookalikes instruction procedure, is also a contribution from this research as an indirect form of data collection which makes the teacher talks about others work, not knowing that he is talking about the representations of his own actions.
Esta pesquisa de mestrado tem como tema central as representações de professores sobre a tarefa de ensinar a escrever. Inserido em um processo de formação continuada, esse profissional constrói representações sobre seu trabalho, que podem ou não interferir em seu agir em sala de aula. Partindo-se dessa premissa, esse trabalho visa a identificar e analisar as representações do ensino da escrita, configuradas em um texto produzido por uma professora do Ensino Fundamental I, após um percurso de formação continuada. Essa pesquisa desenvolveu-se com base nos aportes teóricos do Interacionismo Sociodiscursivo (ISD) e contribuições da Clínica da Atividade (metodologia da Instrução ao Sósia). Foi analisado, qualitativamente, o texto oral de uma professora de Anos Iniciais, de uma Rede Municipal de Ensino no interior do Estado de São Paulo, que participou de dez horas de oficinas dedicadas ao estudo de práticas metodológicas de ensino da produção textual para crianças de seis a onze anos de idade. Sintetizando-se os resultados obtidos pode-se concluir que as representações da professora sobre seu métier, especialmente sobre a tarefa de ensinar a escrever, reconfiguradas em seu texto, revelam a escrita como um conteúdo complexo de ensinar, cuja responsabilidade recai sobre o professor, agente dotado de intenções, motivos e finalidades. O ensino da escrita, pela complexidade que se apresenta, é representado pela professora na forma de uma sequência didática, por ser tratar de um processo de construção de conhecimento que requer a realização de diversas etapas de ensino até se chegar à escrita dos alunos, propriamente dita. Essas representações sobre o ensino da escrita são oriundas de um longo processo de apropriação e reapropriação dessa tarefa, tanto a partir dos modelos do agir existentes na sociedade o gênero de atividade, o agir dos formadores no processo de formação continuada e de outros professores − quanto das representações sociais do trabalho do professor e aquelas expressas em textos sobre, por e para o profissional da educação. Esse trabalho pode contribuir aos formadores de professores para que, a partir dessas representações sobre o ensino da escrita, compreendam melhor suas ações na formação docente e o processo de apropriação e reapropriação pelo qual passa o professor, ao longo de toda a sua carreira profissional, não reproduzindo aquilo que vivencia, mas modificando seu agir enquanto agente de sua própria prática pedagógica. À comunidade científica, especialmente os grupos de pesquisa, cujo embasamento teórico é o Interacionismo Sociodiscursivo e a Clínica da Atividade, esta pesquisa contribui com uma melhor compreensão do trabalho do professor, em especial o ensino da escrita, a partir da análise de um texto produzido pelo próprio profissional. Em relação à metodologia de coleta de dados, a Instrução ao Sósia, essa pesquisa também traz a sua contribuição no sentido de servir ao ISD como forma de coleta indireta de dados, fazendo com que o professor, ao falar do trabalho do outro, revele representações de seu próprio agir.

La professionnalisation par la démarche de recherche est de plus en plus utilisée par les organismes de formation professionnelle, aussi bien initiale que continue. La présente étude tente d’analyser les composantes et les conditions d’existence d’une telle recherche. En quoi la recherche est-elle professionnalisante et quelles seraient les conditions pour qu’elle le soit. Plusieurs dimensions sont à l’œuvre. La pluralité des formateurs et le déroulement d’un tutorat, la production de savoirs académiques qui ne sont ni théoriques ni d’action, mais en relation avec des représentations nouvelles. Des possibilités offertes par la pratique et, enfin, le passage par une obligation d’écriture scientifique dont les caractéristiques se nichent dans le métissage théorie/pratique des modèles théoriques de santé et du processus d’apprentissage de ceux-ci. L’étude prend comme exemple, l’enseignement des modèles théoriques/pratiques et du processus d’Apprentissage pour la mise en place d’une écriture scientifique en formation initiale des Agents Socio-Sanitaires. La formation professionnelle initiale présentant des caractéristiques plus fragiles face à ce genre de formation compte tenu de sa qualité
The professionalization by the approach of research is increasingly used by vocational, as well original a organization that continues. This study attempts to analyze the components and the conditions of the existence of such a search. What is research professional and what would be the conditions for it to be. Several dimensions are at work. The plurality of the trainers and the conduct of a tutoring, academic knowledge which are neither theoretical production of action, not in relation to new representations. Opportunities offered by the practice and, finally, passing through an obligation to scientific writing whose characteristics Nestle in the interbreeding theory/practice of theoretical models of health and learning of these processes.The study takes as an example, the teaching of theoretical/practical models and learning process for the establishment of scientific writing in initial training of health staff. Initial vocational training with more fragile characteristics to this sort of training in view of its quality

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Our research is inserted in the initial and continuous formation to teaching actuvity. Our goal was to analize the supports and contributions that the teacher who already teaches Mathematics and the future teacher receive when they take part of a colaborative project among University-School and also to show their learning about the teaching work due to this colaborative experience. The subjects of this research were Education and Mathematics students of UFSCar campus Sorocaba and teachers of primary and elementary degrees of schools from the city of Sorocaba. Data was collected through field observations and group interviews. Tardif, Machado, Amigues, Bueno and Clot's studies were used related to the questions about teaching work and Day, Foerste and Hargreaves's about colaborative groups. In the data analisys process we adopted two categories: Formation of teachers in colaborative context and Constitutive elements of teaching work. In the first category we could appoint the colaboration, support, experience exchange and contributions resulted from a University-School colaborative project that the subjects of our research receive, maximizing the reflection and development of different meanings about teaching work. In the second category the work was analized beyond the visible, it means to assumdornas the real work involves the thought, desired, not possible and possible works. The results show that all activity that for some reason couldn't be done are part of the job and has an importance to its comprehension in which are taken into account during the analisys of work conditions aiming to understand the relation between prescriptions and teachers' stress. The conflicts and decisive moments are part of formative process and teacher work that informa what is the prescriptions work, the work done and the real work and the colaborative action allowed, through group discutions and individual reflection, apropriation and development of critical elements, providing in this way the constitution of the teaching identity of the participants
Nossa pesquisa insere-se no contexto da formação inicial e contínua para a atividade da docência. O objetivo do estudo foi o de analisar os apoios e contribuições que o professor que ensina Matemática e o futuro professor recebem quando participam de um projeto de colaboração Universidade Escola e pontuar aprendizagens em relação ao trabalho docente que sejam decorrentes deste trabalho colaborativo. Os sujeitos da pesquisa foram alunos de Pedagogia e de Matemática da UFSCar campus Sorocaba e professores polivalentes e de Matemática de ensino fundamental da rede pública estadual e municipal da região de Sorocaba. Os dados foram coletados por meio de observação de campo e entrevistas coletivas. Os estudos de Tardif, Machado, Amigues, Bueno e Clot foram utilizados para as questões do trabalho docente e os de Day, Foerste e Hargreaves sobre grupos colaborativos. No processo de análise dos dados, adotamos duas categorias: Formação de Professores em Contextos Colaborativos e Elementos Constitutivos do Trabalho Docente. Na primeira categoria, pudemos pontuar as colaborações, os apoios, as trocas de experiências e as contribuições oriundas de um projeto de colaboração Universidade Escola, que os sujeitos de nossa pesquisa recebem, potencializando desta maneira a reflexão e o desenvolvimento de diferentes olhares e significações sobre o trabalho e a vida docente. Na segunda categoria, o trabalho foi analisado ultrapassando aquilo que é visível, observável, ou seja, assume-se que o trabalho real envolve também o trabalho pensado, desejado, impedido e possível. Os resultados do estudo mostram que todas as atividades que, por algum motivo, não puderam ser realizadas fazem parte do trabalho docente e tem uma importância para a sua compreensão, na qual são levadas em conta a análise das situações de trabalho com a finalidade de compreender a relação entre as prescrições e o estresse dos professores. Os conflitos e momentos de decisão fazem parte dos processos formativos e do trabalho docente, delineando o que está prescrito, o que é realizado e o que é real, e os contextos colaborativos puderam permitir, pelas discussões coletivas e reflexão pessoal, apropriações e desenvolvimento de elementos críticos, propiciando, assim, a constituição da identidade docente dos participantes

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To know the aspects of the process of formation of the history teachers egresses of the UCG of 1986, the different conceptions on his formation and the continued formation had been the 2006 searched. The dialectic method in this study makes possible the deepening of the contradictions in the education, the formation of professors and the continued formation to reveal the ideological interests that involve the qualification and preparation of the force of work (understood as a merchandise) in the logic of functioning of the capitalism. It criticizes the marketing interests that establish new requirements to the teaching profession. To evaluate the theoretical aspects we shortly look for to deal with the main matrices the knowledge: the empirism\positivism, idealism\racionalism and the dialectic, in order to understand the importance of the theoretical formation for the construction of the práxis of the professor and to facilitate the agreement of the evolution of the revealed historical thought in the historiographer boardings (traditional cultural historical positivista\materialismo and dialético\história history) that certainly it constitutes an excellent aspect in the formation of professores\historiadores. Still on the theoretical formation, we also analyze the Project Pedagogical Politician of the course of History, of all the proposals of occured curricular reformularizations since the end of the decade of 80 until the year of 2006, we relate the summaries of you discipline them offered in the course with the epistemológica theoretical formation that involves the historiográfico thought, identifying the related boardings. Already the didático\metodológicos aspects, had been analyzed from the conceptions of the searched ones on education, evaluation, history, didactics and predominant practical its. It was possible also to identify to aspects of the professional profile of the professors egresses of the UCG that reflects the conjuncture imposed for the current moment (3ª Industrial Revolution) that it demands adaptation of the work force (as merchandise) the reality of the contradictory market that also imposes precarious conditions of work. We raise the quarrel on the construction of the práxis of the educador\historiador front to the challenges placed for the current reality. Therefore, our work is based cientificamente for the dialético method that analyzes the contradictions of the reality and considers the internal dynamics of the elements denied for its the opposite leading its overcoming. That is demonstrated when we formulate criticamente the analysis of the contradictions in the formation of professors and the continued formation, also in our agreement of that the education is a fertile field to be sown the autonomy, the freedom and the fight politics. In this way, the present study it is important to foment the debate around the relation between the education, the society, the economy and the ideology, a time that supplies to a critical vision on the formation of professors and the relation between theory and the practical one of the professor of History, as also, presents given significant to those interested parties for the thematic one and for a possible evaluation of the course of formation of professors of history of the UCG, as well as its redimensionamento.
Para se conhecer os aspectos do processo de formação dos professores de história egressos da UCG de 1986 a 2006, foram pesquisadas as diferentes concepções sobre a formação de professores e a formação continuada. O método dialético neste estudo possibilita o aprofundamento das contradições na educação, na formação de professores e na formação continuada para desvelar os interesses ideológicos que envolvem a qualificação e preparação da força de trabalho (entendida como uma mercadoria) na lógica de funcionamento do capitalismo. Critica os interesses mercadológicos que estabelecem novas exigências à profissão docente. Para avaliar os aspectos teóricos procuramos resumidamente tratar as principais matrizes do conhecimento: o empirismo\positivismo, idealismo\racionalismo\formalismo e a dialética, a fim de entender a importância da formação teórica para a construção da práxis do professor e para facilitar o entendimento da evolução do pensamento histórico manifestado nas abordagens historiográficas (história tradicional positivista\materialismo histórico e dialético\história cultural) que, certamente, constitui um aspecto relevante na formação de professores\historiadores. Ainda sobre a formação teórica, analisamos também o Projeto Político Pedagógico do curso de História, de todas as propostas de reformulações curriculares ocorridas desde o final da década de 80 até o ano de 2006. Relacionamos as ementas das disciplinas oferecidas no curso com a formação teórica epistemológica, que envolve o pensamento historiográfico, identificando as referidas abordagens. Já os aspectos didático\metodológicos, foram analisados a partir das concepções dos pesquisados sobre educação, avaliação, história, didática e sua prática predominante. Foi possível também identificar aspectos do perfil profissional dos professores egressos da UCG que reflete a conjuntura imposta pelo momento atual (3ª Revolução Industrial) que exige adaptação da força de trabalho (como mercadoria), a realidade do contraditório mercado que também impõe condições precárias de trabalho. Levantamos a discussão sobre a construção da práxis do educador\historiador frente aos desafios colocados pela realidade atual. Por isso, nosso trabalho fundamenta-se cientificamente pelo método dialético que analisa as contradições da realidade e considera a dinâmica interna dos elementos negados pelo seu contrário levando a sua superação. Isto é demonstrado quando formulamos criticamente a análise das contradições na formação de professores e na formação continuada, também em nosso entendimento de que a educação é um campo fértil para ser semeada a autonomia, a liberdade e a luta política. Desta maneira, o presente estudo é importante para fomentar o debate em torno da relação entre a educação, a sociedade, a economia e a ideologia, uma vez que fornece uma visão crítica sobre a formação de professores e sobre a relação entre teoria e a prática do professor de História, como também, apresenta dados significativos a aqueles interessados pela temática e para uma possível avaliação do curso de formação de professores de história da UCG, bem como seu redimensionamento.

Dans le contexte actuel d'évolution et de transformation du travail, notre recherche s'attache à comprendre et à expliquer de quelle manière des acteurs professionnels (individuels et collectifs), engagés dans la définition des politiques et des pratiques de formations professionnelles aéronautiques, parviennent, collectivement, à se mettre d'accord sur des normes et des contenus de programmes de formation. Cette recherche compare des activités de délibérations collectives de deux groupes professionnels (l'un à dimension nationale et l'autre à dimension locale) qui ont en charge la définition de nouveaux programmes et normes de formations techniques qualifiantes. Les membres de ces groupes (27 et 20 sujets) représentent des entreprises, des formateurs, responsables de lycées techniques, des Ministères compétents, des figures individuelles reconnues du secteur aéronautique au plan national. Au niveau méthodologique, dans une approche exploratoire compréhensive, nous avons observé et enregistré systématiquement les réunions de ces deux groupes durant une année. Nous avons aussi analysé les discours qui en découlent ainsi qu'effectué et examiné des entretiens semi-directifs et des questionnaires que nous avons construits. Dans une perspective systémique, active et plurielle de la socialisation, le modèle de l'interstructuration du sujet et des institutions (Baubion-Broye & Hajjar, 1998) auquel nous nous référons considère que les activités du sujet sont construites et signifiées par lui, tout au long de sa vie, et en interaction avec autrui. Nos résultats montrent, notamment, que les décideurs prennent majoritairement des décisions collectives par " consensus apparent " et qu'il y a un lien entre l'expression manifeste d'alliances et le degré de consensus. Les relations interpersonnelles évoluent au cours du temps.

Este trabalho apresenta um estudo sobre relações entre a teoria e a prática em um contexto de reforma curricular, a partir da investigação sobre como professoras das séries iniciais do Ensino Fundamental reelaboram seus saberes docentes com base na proposta de trabalho com a Teoria dos Campos Conceituais apresentada no Programa Orientações Curriculares: Expectativas de Aprendizagem e Orientações Didáticas, instituído na Rede Municipal de Ensino da Cidade de São Paulo pela Portaria n° 4.507, de 30 de agosto de 2007. Pela interlocução de autores como Fiorentini, Libâneo, Nóvoa, Pimenta, Pires, Tardif e Lessard, mostramos como as reformas educativas das últimas décadas influenciaram os movimentos de profissionalização do professor e a discussão sobre os saberes docentes. A seguir, apresentamos o Programa Orientações Curriculares: Expectativas de Aprendizagem e Orientações Didáticas e algumas teorias da Didática Francesa da Matemática nele presentes, com destaque para a Teoria dos Campos Conceituais, citada em vários materiais curriculares deste Programa. A análise das entrevistas nos mostrou o enredamento dos relatos das professoras em uma trama de relações interativas, constitutivas da construção dos saberes docentes: a história de vida do professor, as diversas fontes de sua formação pessoal e profissional e suas práticas pedagógicas. As professoras entrevistadas destacaram a interação entre os pares, na escola e em cursos de formação continuada como forma privilegiada de desenvolvimento profissional e revelaram desafios e dilemas enfrentados no processo de implementação curricular. Também mostraram, pelo contraponto entre suas constituições pessoais e profissionais antes e depois da adesão às propostas teórico-metodológicas dadas por este Programa, uma reformulação de seus próprios sistemas conceituais.
This paper presents a study of relations between theory and practice in a context of curriculum reform, from the research about how school teachers of elementary school reconstruct their knowledge based on the work proposal with the Theory of Conceptual Fields presented in the Program \"Curriculum Guidelines: Expectations for Learning and Didactic Guidelines, established in the Municipal School Network of São Paulo City by Ordinance No. 4507 of August 30th, 2007. Through the dialogue with authors such as Fiorentini, Libâneo, Nóvoa, Pimenta, Pires, Tardif and Lessard, we demonstrate how the educational reforms of recent decades have influenced the movements of professionalization of the teacher and discussion about the docents knowledge. Then we present the Program based on the work proposal with the Theory of Conceptual Fields presented in the Program \"Curriculum Guidelines: Expectations for Learning and Didactic Guidelines\", and theories of French Didactics of Mathematics present within it, especially the Theory of Conceptual Fields, cited in several curricular materials of this Program. The analysis of the interviews showed us the entanglement of the teachers report in a web of interactive relationships, constitutives of the construction of docent knowledge: the life story of the teacher, the various sources of his personal and professional formation and his pedagogical practices. The teachers interviewed emphasized the interaction among peers, in school and in continued education courses as a privileged form of professional development and revealed challenges and dilemmas faced in the process of curriculum implementation. They also showed, by their counterpoint between their personal and professional constitutions before and after accession to the theoretical and methodological proposals given by this Program, a reformulation of their own conceptual systems.

Cette thèse s’inscrit dans le système complexe de la formation par alternance des adultes avec une initiation à l’autoévaluation. Quels sont les éléments qui participeraient aux changements initiés par la loi de Refondation pour pallier les inégalités scolaires constatées ? Notre objet d’étude se situe hors de l’école en REP, avec un dispositif d’accompagnement à la scolarité qui prend en charge des enfants de 7 ans en difficulté scolaire : le CELEM (Club Lecture Ecriture Mathématiques). Bien que des études s’intéressent à l’impact de différents facteurs sur la réussite des enfants, les recherches qui permettent la validation des modèles d’évaluation formatrice sont rares. Nous proposons une initiation à l’autorégulation lors de la formation des intervenants des clubs afin de favoriser le développement cognitif et l’autonomie des adultes et par la suite des enfants. Notre méthodologie a pour objectif de tester une relation causale entre la formation des intervenants et la progression des enfants pour des disciplines scolaires et dans le comportement. Notre méthode est quasi expérimentale, comparative, prospective en quasi double aveugle. Deux groupes d’intervenants ont été constitués par randomisation. Les cartes associatives réalisées ont permis de suivre l’évolution des représentations que les intervenants se font de leur mission. Les résultats obtenus sont positifs et ont été corroborés par les résultats des enfants. On a constaté des modifications statistiquement significatives qui permettent d’affirmer que l’initiation à l’autorégulation des intervenants a entraîné des modifications de leurs représentations et l’amélioration des résultats des enfants
This thesis falls within the complex system of the work/study training program of adults with an introduction to self-regulation. Which elements would participate to the changes initiated by the law of Reorganization to compensate the existing educational inequalities? Our subject is set outside school in the high-priority education network, within a plan of educational support for seven-year-olds with learning difficulties : the Reading Writing Mathematics Club. Though several studies take interest in the impact of various factors on the children’s success, little research has been done to validate the models of formative evaluation. We propose to improve the training of the Club’s staff members with an introduction to self-regulation, to stimulate the cognitive development and independence of both adults and children. Our methodology aimed to test a cause and effect relation between the staff's training and the children’s progress in both school subjects and behaviour. Our method was almost experimental, comparative, prospective, practically double blinded. Two staff groups were randomly formed. We observed how the representations they had of their own mission evolved, before and after their training; the obtained results were corroborated by the children’s results. We observed statistically significant differences which allow us to affirm that the training in self-regulation of the staff members changed their representations and led to better results for the children

O presente estudo se insere na Linha de Pesquisa ‘Trabalho, Movimentos Sociais e Educação’, e no Núcleo TRAMSE, do Programa de Pós Graduação em Educação da Universidade Federal do Rio Grande do Sul (PPGEDU/UFRGS). Tem como foco de interesse ‘A formação de educadores do campo’. O objetivo geral da pesquisa foi analisar o desenvolvimento do currículo do curso de Pedagogia da Terra, realizado pela Via Campesina Brasil, no Instituto Técnico de Capacitação e Pesquisa da Reforma Agrária (ITERRA)/Instituto Josué de Castro (IEJC) no período de 2003 a 2007, em Veranópolis, Rio Grande do Sul, Brasil. Com isso, pretendemos contribuir com a elaboração teórica acerca da teoria pedagógica, especificamente na formação dos educadores, a luz do projeto histórico socialista que vem sendo desenvolvido e defendido pelo Movimento dos Trabalhadores Rurais Sem Terra (MST), e incorporado pela Via Campesina Brasil, através do curso de Pedagogia da Terra realizado pelo ITERRA/IEJC. A tese principal apresentada é: os cursos de formação de Pedagogia da Terra, realizados pela Via Campesina Brasil no ITERRA/IEJC, vêm desenvolvendo uma proposta de formação de educadores do campo apoiados em projeto histórico e projeto político-pedagógico revolucionários, numa pedagogia centrada no coletivo, que realiza o vínculo orgânico entre educação escolar e trabalho produtivo e está articulada a um movimento mais amplo de transformação social, com vínculo internacional. Nosso estudo se sustenta na necessidade vital apresentada como demandas próprias do MST. O trabalho se insere na agenda de pesquisa do Movimento, na área de concentração educação e formação, sob a linha de pesquisa educação básica do campo e eixo temático “formação de educadores do campo”; e também na necessidade de estudos aprofundados acerca sobre a temática como demandas impostas a todos os movimentos sociais campesinos ligados à Via Campesina Brasil e, extrapola estes movimentos sociais. Realizamos a discussão do contexto conjuntural brasileiro sob o qual se inserem as políticas públicas para a educação do campo e para a formação de educadores frente a um histórico e acirrado confronto de projetos de classes antagônicas, no qual vivemos. Apresentamos as diretrizes pedagógicas de formação do MST que concebem o curso de Pedagogia da Terra analisado. Debatemos as principais categorias que serviram de apoio ao estudo: a formação humana onilateral, alienação, projeto histórico, teoria pedagógica e pedagogia socialista. Após, desenvolvemos a caracterização geral do fenômeno material estudado a partir dos elementos que o constituem aprofundando a análise do trabalho pedagógico do curso de Pedagogia da Terra realizado no ITERRA/IEJC. Nas conclusões identificamos que o trabalho que vem sendo desenvolvido nesta experiência, apesar de sofrer as determinações da forma como o trabalho se estrutura sob o capital, tem apontado possibilidades de alteração do trato com o conhecimento e com a organização do trabalho pedagógico. Permite identificar a necessária alteração do processo de trabalho pedagógico abordando o conhecimento na sua totalidade, a organização curricular a partir da prática, os complexos temáticos, tendo o trabalho enquanto atividade específica do ser humano. Podemos confirmar a tese principal deste estudo na qual defendemos que vêm sendo materializadas, através destes sujeitos coletivos do campo, de caráter revolucionário, novas possibilidades de organização do trabalho pedagógico que permitem um direcionamento da formação numa perspectiva onilateral, solidificando bases para a construção de princípios que orientam uma teoria pedagógica articulada a um projeto de formação de educadores e um projeto histórico superador das relações de produção do conhecimento e da vida imposta pelo capitalismo.
The present study is part of the Researche´s Line namely ‘Work, Social Movements and Education’ and ‘Nucleus TRAMSE’ of the Post Graduation in Education Degree of the Universidade Federal do Rio Grande do Sul (PPGEDU/UFRGS). It focuses in the formation of country educators. The overall objective of this research was to analyze the development of the curriculum used by the Pedagogia da Terra Course developed by Via Campesina Brazil in the Instituto Técnico de Capacitação e Pesquisa da Reforma Agrária (ITERRA)/Instituto Josué de Castro (IEJC) from 2003 to 2007, in Veranópolis, Rio Grande do Sul, Brazil. Using this research, we aim to contribute to the development of the pedagogical theory; in particular in what relates to the formation of the educators which is the driving force of this historical socialist project being developed by the Rural Workers without Land Movement (MST) and incorporated into the Pedagogia da Terra Course by Via Campesina Brazil-ITERRA/IEJC. The main theses presented is that the Pedagogia da Terra Course (organized by Via Campesina Brazil in the ITERRA/IEJC) has been developing a proposition for the formation of country educators. This pedagogy has a more collective nature, joining school education with productive work; it is also connected to a larger movement of social transformation with links to an international network. Our study is sustained by the vital necessities demanded by the Landless Movement (MST). Labour is inserted in the research program of this movement, in the field of Education (under the line of research in Basic Education in the Country and Formation of the Rural Educators); also in the necessity of a detailed study concerning Literary workload imposed on all rural social movements connected to Via Campesina Brazil. Within the Brazilian context we debated on the social politics related to Rural Education and for the formation of Teachers/Educators facing a historical and inflamed confrontation of opposing projects, in which we live. We present MST’s pedagogical lines of direction from the Pedagogia da Terra Course. We discuss the main categories of this study which are: an unilateral human conditioning, alienation, historical project, pedagogical theory and socialist pedagogy. After we develop the general characterization of the studied material from the elements that constitute it deepening the analysis of the pedagogical work from the course of Pedagogy of the Land carried through in the ITERRA/IEJC. In the conclusions we identify that the work that is being developed in this experiment, although its structure is pre-determined, there are possibilities of alteration of the treaty using the knowledge and the organization of the pedagogical work. It allows to identify the necessary alteration of the process of pedagogical work approaching the knowledge in its totality, the curricular organization from the practical one, the thematic complexes, having the work while specific activity of the human being. We can confirm the main thesis of this study in which we present, through these rural groups of a revolutionary character, new possibilities of organization of the pedagogical work that allow a redirecting of the education towards a more ‘onilateral’ perspective, making solid bases for the construction of principles that guide a pedagogical theory articulated to a project of formation of educators; and a superador historical project of the relations of production of the knowledge and the life imposed by capitalism.

L'objet de cette thèse est d'étudier la construction de la culture émergente dans les espaces virtuels numériques ainsi que les processus de formation des enseignants. Les discussions ont été orientées de manière à comprendre comment les êtres humains coexistent dans la nature numérique virtuelle, quels aspects de la nature numérique virtuelle contribuent à construire une «nouvelle culture» et quels sont les éléments du processus de formation et de pratique pédagogique impliqués dans la construction de la culture émergente dans les espaces numériques virtuels.Pour la compréhension du problème, nous nous sommes appuyés sur les théories de la biologie de la cognition de Maturana et Varela, de la biologie de l'Amour de Maturana et de la Biologie-culturelle de Maturana et Yáñez. Ces théories ont été complétées par des théories contemporaines qui traitent de questions liées à la technologie numérique virtuelle, notamment des mondes numériques virtuels en 3D et des processus d'enseignement et d'apprentissage dans les espaces de la nature numérique virtuelle.Les processus de formation propres à cette recherche ont été développés dans des espaces hybrides, configurés par plusieurs technologies numériques, dans un contexte commun au Brésil et à la France, afin d'établir un dialogue entre la théorie et la façon de vivre des étudiants.La recherche s'est développée à partir des méthodes scientifiques proposées par Maturana et Varela, sur la base des données recueillies dans l'étude des processus d'interactions, processus identifiés pendant la formation des enseignants. L'analyse des données est une analyse de contenu de natures qualitative et quantitative. Ces données ont ensuite été analysées en trois étapes. La première est une analyse qualitative qui consiste à identifier les facteurs significatifs, la seconde est l'analyse quantitative des ces facteurs à travers une analyse statistiques implicative (software CHIC), et la troisième consiste à reprendre l'analyse qualitative avec l'éclairage apporté par les résultats de l'analyse statistique. Cette analyse complexe des données a permis l'identification des processus d'interaction dans des couplages structurels de trois ordres : couplage structurel, couplage structurel technologique et couplage structurel de la nature numérique virtuelle.Les espaces numériques virtuels sont configurés par l'autonomie des acteurs, leur statut d'auteur et la congruence avec la technologie numérique virtuelle. La coexistence dans la nature numérique virtuelle trouve sa source dans l'émotion, la perturbation et la récurrence des différentes actions. La dialectique entre cette configuration et cette coexistence permet la construction, par les étudiants en processus de formation, de la culture émergente, dans le respect mutuel, la légitimité et la notion de culture dans l'éducation.La formation des étudiants contribue à renforcer la construction de la culture émergente lorsqu'on utilise une pratique pédagogique qui problématise et contextualise les connaissances, dans laquelle les relations se font par le dialogue et où tous sont co-enseignants et co-apprenants. Dans ce contexte, les êtres humains sont conscients de leurs actions et auteurs de leurs choix
The object of this thesis research is the study of culture that emerges from virtual digital spaces during teacher educational processes. The considerations about that intend to understand how the co-living based on virtual digital nature is constituted, to identify aspects of this digital virtual nature of co-living that may contribute to build a “new culture” and to apprehend elements from the educational process and pedagogical practice that imply emergent culture from digital virtual spaces. The comprehension of this problematic is built on a theoretical basis, which includes: Biology of Knowledge, by Maturana and Varela; Biology of Love, by Maturana; Cultural-Biology, by Maturana and Yáñez. This basis is complemented by contemporary theorists who approach questions related to digital virtual technology, especially about digital virtual worlds in 3D (MDV3D), and teaching and learning processes in spaces of digital virtual nature.The data results from the development of educational processes, in spaces designed by digital technological hybridism, on a Brazil – France context, in order to establish a dialog among theories and living and co-living of students from these countries. The research is developed using a scientific method, proposed by Maturana and Varela, and the collected data from the interaction processes during teaching education. The data analysis is from a qualitative and quantitative nature, submitted to a content analysis. This analysis occurs in three moments. The first moment is based on qualitative analysis of data, by the identification of the units of the analysis. In the sequence, on a second moment, the data that were analyzed qualitatively are submitted to CHIC software to do an implicative statistical analysis and, at the end, it is done a qualitative analysis again, designing the third moment of the data analysis process. This complex data analysis makes possible to identify, in interactional processes, structural couplings that are from three orders: structural coupling, structural technological coupling and structural coupling of digital virtual nature. It is also possible to identify dialectical characteristics between the design of co-living digital virtual space (through autonomy, authorship and congruence TDV) and co-living form virtual digital nature (by feeling emotions throughout perturbation and recursion), to build an emergent culture (with mutual respect, legitimacy of the other self and elements from culture in education) from the students during educational process.Considering the dialectical aspect on an emergent culture building, it is possible to conclude that the educational process needs to be done using pedagogical practices that takes into perspective the proposition of problems and contextualization of knowledge using dialogical relationships, where everybody is co-teacher and co-learner
O objeto de investigação desta tese consiste no estudo da cultura que emerge nos espaços digitais virtuais em processos de formação do educador. As reflexões abordadas intencionam compreender como se constitui a convivência de natureza digital virtual, identificar os aspectos dessa convivência de natureza digital virtual que podem contribuir para construir uma “nova cultura” e apreender os elementos do processo formativo e da prática pedagógica que implicam na cultura emergente nos espaços digitais virtuais.A compreensão dessa problemática é construída a partir de uma fundamentação teórica que inclui: a Biologia do Conhecer, de Maturana e Varela; a Biologia do Amor, de Maturana; e a Biologia-Cultural, de Maturana e Yáñez. Esta fundamentação é complementada por teóricos contemporâneos que abordam questões referentes à tecnologia digital virtual, sobretudo a de mundos digitais virtuais em 3D (MDV3D), e processos de ensinar e aprender em espaços de natureza digital virtual. A empiria resulta do desenvolvimento de processos formativos, em espaços configurados pelo hibridismo tecnológico digital, no contexto Brasil e França, a fim de estabelecer o diálogo entre as teorias e o viver e conviver de estudantes desses dois países.A pesquisa se desenvolve por meio do método científico, proposto por Maturana e Varela, e a partir dos dados coletados nos processos de interação durante a formação dos educadores. A análise desses dados é de natureza qualitativa e quantitativa, submetida a uma análise de conteúdo. Esta análise ocorre em três momentos. O primeiro momento configura-se na análise qualitativa dos dados, por meio da identificação das unidades de análise. Na sequência, num segundo momento, os dados analisados qualitativamente são submetidos ao software CHIC para a análise estatística implicativa e, por fim, realiza-se novamente uma análise qualitativa, configurando o terceiro momento do processo de análise de dados.Esta análise complexa dos dados possibilita identificar, nos processos de interação, acoplamentos estruturais de três ordens: acoplamento estrutural, acoplamento estrutural tecnológico e acoplamento estrutural de natureza digital virtual. Também é possível identificar a dialeticidade entre a configuração do espaço digital virtual de convivência (por meio da autonomia, autoria e congruência TDV) e a convivência de natureza digital virtual (no emocionar, por meio da perturbação e recursão), para a construção da cultura emergente (no respeito mútuo, legitimidade do outro e com elementos da cultura na educação) dos estudantes em processo formativo. Considerando-se o aspecto dialético na construção da cultura emergente, concluímos que o processo formativo precisa se efetivar em práticas pedagógicas que contemplem a problematização e contextualização dos conhecimentos por meio de relações dialógicas, onde todos são co-ensinantes e co-aprendentes. Nesse processo formativo, os seres humanos, e-habitantes, são conscientes de suas ações e autores de suas escolhas

La finalité de ce travail exploratoire, inscrit dans le cadre d’une didactique professionnelle du design naissante, est de comprendre l’incidence de l’alternance sur les apprentissages d’étudiants en design. Dans ce but, les connaissances ou savoirs impliqués et les représentations que les prescriptions proposent sont extraits puis mis en regard des représentations que les étudiants construisent de l’activité de conception en tant qu’objet social ou en jeu dans les activités d’apprentissage. Pour aborder ces représentations décrites ou construites, puis leur incidence sur l’activité de conception et sur les apprentissages, il est fait appel à un champ théorique multidisciplinaire et à un cadre méthodologique dialectique s’appuyant sur une analyse curriculaire et sur une analyse de l’activité des étudiants-apprentis. Les résultats mettent en lumière des représentations, parfois antagonistes, de l’activité de conception et de la profession de designer. Ils montrent que l’alternance des temps et des lieux d’apprentissage est un révélateur, pour les étudiants, des spécificités de l’activité de conception au sein de chacun des environnements. Ainsi, les environnements « organisants » et « capacitants » du curriculum réel, impensés dans le prescrit, modifient et régulent l’activité et le développement des compétences. Enfin, la production de connaissances, prescrite par le curriculum dans la cadre d’un « mémoire de recherche », permet aux apprentis-designers-chercheurs de développer des formes d’expertises qui interrogent sur les interactions entre savoirs pour agir et métaconnaissances pour concevoir et semblent redéfinir la représentation de la compétence de conception
The purpose of this exploratory work, grounded on an emerging professional pedagogy of design, is to understand the impact of work-linked training in design on the learning of the design activity by students. To that end, the knowledge involved is extracted, juxtaposed with the representations that the requirement offers, and then set against the representations that students build of design activity as a social object as well as those involved in learning activities. Therefore, the theoretical field which is used is multidisciplinary. It induces a dialectical methodologic framework based both on a curricular analysis, necessary to understand the observed teaching situations, and on an analysis of the students’ activities. The outcomes shed light on these (sometimes conflicting) representations of creative design activity and of the designer’s profession. Outcomes also show the alternating times and places of learning situations reveal to the students the specificity of both designing situation. Thus, the “organizing environments” of the real curriculum and untaught within the required one, modify and regulate the system of interactions and the development of the students’ design skills. Moreover, the exchange device induces a timeline and “enabling” working and learning environments. Finally, the production of knowledge, required by the curriculum through the “research thesis”, allows the “apprentices-designers-researchers” to develop forms of expertise that question the interactions between knowledge to act and meta-knowledge to design and seems to redefine the representation of the design skill

Verb-noun compounds in Italian and in Portuguese. Verb-noun compounding represents from the synchronic aspect a very productive word-formation process. The research in corpus La Repubblica and CETEMPúblico revealed that according to the number of created lemmas in both languages the most efficient type is porta+N. In Italian follow types as salva+N, mangia+N, acchiappa+N and ammazza+N, in Portuguese caça+N, guarda+N a papa+N. Compound V-N is clasified as subordinate and exocentric. Subject, to which Italian and Portuguese compound V-N is referring to, is the most often an instrument. In Portuguese a referent category of plants and animals is also present very frequently. The compound elements in Italian are usually amalgamated, in contrast to Portuguese where forms with hyphen are the most common. The output category of V-N formation is a substantive which is mostly in unmarked gender and in invariable plural form. In syntax the compound can perform both function of a substantive and an adjective. Compounds as noun-modifiers occur mostly at very productive types.

"October 2004."
Thesis (Ph.D.)--Chinese University of Hong Kong, 2004.
Includes bibliographical references (p. 270-288)
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Abstracts in English and Chinese.

This Diploma Thesis (=DT) deals with processes of word-formation which bring about surnames in the English and Czech languages. On the basis of the analysis of the particular amount of surnames it aims to assess, which word-formation processes come into the creation of surnames. The DT is divided in two parts {--} theoretical and practical - and it is completed by the conclusion. The theoretical part investigates and compiles the subjects of word-formation and processes of word-formation in both languages, describes the origin of English and Czech surnames and evokes the subject of the processes of word-formation that come into the creation of surnames in English and Czech. The practical part is based on the analysis of the surnames that were chosen from the Prague and London telephone book by arrangement with the tutor of the DT. In the final part the author presents the conclusions of the research.

The presented study focuses on the processes involved in the formation of words in contemporary English slang. The aim of the study is to determine which patterns of word building are the most frequent, also compared to the general word stock of contemporary English, based on the analysis of a representative sample of contemporary slang expressions. In addition, the study attempts to determine if there are any phenomena that have been given little or no attention so far. The study consists of two parts. The theoretical part describes the phenomena that are relevant to the scope of the research and the study in general. The first section of the theoretical part includes a description of slang, also pointing out the differences in the treatment of slang between the English-speaking and Czech linguistic tradition. The second section contains a description of the source of the data used in the research, namely, the open Internet repository of slang expressions Urban Dictionary, which is one of the most widely used slang dictionaries on the Internet. The third section provides an overview of word- formation processes that are productive in contemporary English and relevant to the source material of slang lexemes. They include affixation, compounding, conversion, shortening, semantic change, borrowing or...

The U.S. Army has undergone extreme transformation to meet new national security needs of the nation due to the Global War on Terror (GWOT). In order to meet the needs of Soldiers and families exposed to increased stressors, the Army behavioral health system has undergone much transformation as well. The Army Social Work Care Manger Program (CMP) is one program recently developed to enhance Army behavioral health services to this population. It provides care for Soldiers and their families who experience psychological or interpersonal difficulties throughout the deployment cycle. This study investigates the ability of this new program to create effective services throughout several locations across the Army. More specifically, the study evaluates the extent to which the CMP has been implemented as intended, reaches the target population and accomplishes the intended tasks. Soldier survey data, multiple Care Manager (CM) activity reports, interviews and focus groups were analyzed in a triangulated methodology. CMPs studied were found to reach the target population and address target issues across installations; however, senior enlisted as well as white male Soldiers appeared to be exposed to trauma at higher rates than they received treatment. Burnout, lowered health benefits, overtasking, and recommendations for program formalization through manuals were identified as areas of program development.

Shantytown formation in Peru has widely been understood as a simple informal housing formation by the urban poor in Peru. Most studies have tried to determine the cause of shantytown formation and concluded that it is caused by extreme rural poverty and expanding inequalities between the rural and urban areas resulting in the migration of the impoverished to the cities. Yet, they did not provide more comprehensive and historical analysis in terms of how such social process begun and evolved. The purpose of this research is to offer a comprehensive interpretation by identifying a long-durée historical trajectory that led shantytown formation in Lima. By tracing back to the time when Lima was established as the capital city of Peru in 1532, this research situates this process in the longer and larger context of Peruvian social transformation beyond the twentieth century and the Peruvian society. Using the method of historical sociology, this study pays attention to crucial historical events and transformation by proposing five different time periods starting from 1532 to the present. This study found out that there are the underlying historical processes and structures of the capitalist world-system which led to the shantytown formation in Lima, and it is possible to interpret that shantytown formation is a part of a long-durée anti-systemic process against the exploitive capitalist world-system. Moreover, the shantytowns have served crucial social functions in contemporary Peru and the inhabitants have become crucial agents of social change by providing a new path for Peruvian social transformation.

The thesis presents a comparison of the neologisms found in selected works of two fantasy series, namely those from the books Last Continent and Jingo (both by Terry Pratchett, they belong to the Discworld series) and A Game of Thrones (by George R. R. Martin, an installment of the A Song of Ice and Fire series). The neologisms gathered from the three books are firstly dealt with separately and subcategorized according to the word-formation processes that were employed in their creation. Subsequently, the data from respective categories in each series are compared with attention paid equally to possible disparities on one hand as well as to significant similarities on the other hand. An attempt at interpreting thus obtained results has been made, mostly with respect to the subgenres of the books and the roles they might have played in the creation of the acquired neologisms. The comparison reveals both differences and similarities, some of them quite striking. The word-formation processes that demonstrate the most intriguing results are compounding and miscellaneous processes, which are utilized to vastly different degrees in each of the series. The other processes display mostly similarity of use or just slight differences. Key words: word-formation process, neologism, comparison

Word forming process of clipping and its presentation and comprehension in French textbooks at B1 level This diploma thesis focuses on the word formation process of clipping and its presentation and seizing in French textbooks at the B1 level. The theoretical part of the work aims to describe the clipping in the context of other word forming processes and to provide basic information about this process based on the study of professional publications. This part of the work defines clipping and presents the basic typology (apocope and apheresis). Based on specific examples, the thesis describes the morphological and phonetic attributes of clipping, and also mentions specific forms of words associated with this process, such as lexical amalgams. In addition, the theoretical part mentions the words classes usually affected by clipping, the question of grammatical categories or the concept of clipping in the Czech language. The aim of the practical part is to analyse the occurence of the process of clipping in teaching at high schools, using three contemporary French textbooks at the B1 level according to CEFR. The presence or absence of the clipping process in the teaching is also analysed via questionnaire research in selected years of high school. The thesis is based on the assumption that the...

There is an absence of research on the process of identity formation and the related sense of social belonging for adolescent social orphans, that is, those youth who live outside parental care despite the presence of at least one living biological parent. In addition, scant attention has been paid to how culture norms influence the experience of ambiguous loss. Yet this population of children is vast; UNICEF (2012) estimates a total of 151 million orphans worldwide of which at least 8 million languish in institutions (RELAF, 2010). Due to complex social conditions, approximately 40,000 children over the age of seven are under the protection of the Colombian government and of this number, 25,000 reside in institutions (RELAF, 2010). Informed by ambiguous loss and attachment theories, this qualitative study's primary aims were to: (1) understand how parental loss influences the social orphan's social construction of biological as well as psychological family; (2) make explicit the role of adult identity agents who participate in the process of the youth's identity formation; and (3) identify how these youth transitioning to adulthood perceive their futures. The data are derived from two in-depth interviews conducted in Spanish with thirty social orphans aged 14 and 19 residing in two Colombian institutions. Results revealed that, despite having histories of abuse, neglect and/or extreme hardship, the absent birth family is psychologically present for the majority of these youth and their future goals include reunification as well as economic support for biological family members. Findings also suggested that those youth who are able to identify available adults who possess the attributes of an identity agent, and can draw upon the emotional and instrumental resources they offer, are better able to navigate the process of identity formation and imagine futures that are replete with hope and success. From a practice perspective, the study's findings offer insights into strategies for the development of culturally informed models of clinical engagement with adolescent social orphans to improve post-institutional outcomes for those youth for whom the world, without the benefit of parental support, is fraught with challenges and increased risk for social disconnection.

W niniejszej rozprawie doktorskiej dokonano opisu i systematyzacji zasobu leksyki politycznej współczesnego języka rosyjskiego. Materiał badawczy został wyekscerpowany ze słowników opisowych. W pierwszym rozdziale przedstawiono tło historyczne i charakter zmian, jakie zachodziły w języku rosyjskim w monetach kluczowych XX wieku (po Rewolucji Październikowej 1917 r. i po pierestrojce lat 1985 – 1991). Rozważania w rozdziale drugim poświęcono językowi polityki i klasyfikacji leksyki politycznej. Zweryfikowano jego miejsce wśród socjolektów i odmian funkcjonalnych języka, zawarto tu także przegląd definicji języka polityki, możliwych kierunków badań w tej dziedzinie, usystematyzowano terminy leksyka polityczna oraz leksyka społeczno-polityczna. Rozdział trzeci skupia się wokół zagadnienia teorii nominacji i sposobów nominacji w zakresie leksyki politycznej. Zaprezentowano zmiany w obrębie znaczenia (polityzacja, depolityzacja, deideologizacja i deaktualizacja, dearchaizacja), omówiono powstawanie leksemów jako rezultatu procesów słowotwórczych (prefiksacja, sufiksacja, skrótowce, złożenia) i pokazano rolę i znaczenie zapożyczeń jako źródła nowych słów i znaczeń. W Podsumowaniu zawarto wnioski z przeprowadzonych badań. Analiza tematyczna pokazała, że podział na dwie grupy („Polityka wewnętrzna” i „Polityka zewnętrzna”) był celowy, co potwierdza założenie o różnorodności semantycznej zasobu leksyki politycznej współczesnego języka rosyjskiego. Praca zawiera wstęp, podsumowanie, część zasadniczą, wykaz literatury oraz dwa indeksy leksemów: „Indeks leksemów poddanych analizie” oraz „Indeks skrótowców”.
This doctoral thesis contains description and systematization of the political lexis of the modern Russian language. The research material was excerpted from descriptive dictionaries. The first chapter of the thesis presents the historical background and the nature of the changes which occurred in the Russian Language in important moments in the 20th century (after the October Revolution of 1917 and after perestroika 1985-91). Chapter Two contains reflections on the language of politics and classification of the political lexis. Its position among sociolects and functional variations of the language was verified. This chapter also contains a review of definitions of the language of politics. Moreover, the terms political lexis and socio-political lexis were systematized. Chapter Three concentrates on the issues of nomination theory and the ways of nomination within the political lexis. It presents changes within the meanings of lexical units (politicization, depoliticization, deideologization and deactualization, dearchaization), discusses the origins of lexemes as a result of word formation processes (prefixation, suffixation, acronyms, compound words) and demonstrates the role and significance of borrowings as a source of new words and meanings. The last part (Conclusion) contains conclusions from the research. The subjective analysis proved that the division into two groups (“internal policy” and “external policy”) was purposeful. This confirms the assumption of the semantic diversity of the political vocabulary in the modern Russian language. The thesis contains the introduction, the conclusion, the main body, the bibliography and two lexeme indices: “The Index of Lexemes under Analysis” as well as “The Index of Acronyms”.
Wydział Filologiczny. Instytut Filologii Wschodniosłowiańskiej

O objetivo deste estudo prende-se com a análise do trabalho desenvolvido por um grupo de alunos a frequentar o segundo ano, do primeiro ciclo do Ensino Básico, na área do português. Este trabalho foi desenvolvido num ambiente de trabalho cooperativo entre pares e as tarefas propostas encontram-se associadas ao processo de coavaliação, numa perspetiva formativa, em que o feedback tinha um papel de mediação entre os pares. Neste projeto procuro dar resposta à seguinte questão: será que a coavaliação entre pares contribui para a melhoria da produção escrita? Neste trabalho, recorri a uma metodologia qualitativa próxima da investigação-ação. Na recolha de dados utilizei a observação direta, documentos, e entrevistas realizadas aos alunos. Na análise dos dados utilizei a análise de conteúdo de modo a categorizar os dados disponíveis. Através da análise dos dados verifiquei que a coavaliação contribuiu para uma evolução das produções escritas em cada um dos pares estudados. Mostrou ainda que as evoluções dos grupos se ficou a dever à apropriação de diferentes tipos de feedback fornecidos.
The goal of this study is related to the analysis of the work developed by students attending primary education (7-8years old) in the portuguese language. This work was developed in a cooperative environment between pairs and the proposed tasks are associated with the process of co-assessment in a formative perspective in which feedback had a mediation role among pairs. In this project i seek to give answer to the following question: does co-assessment between pairs contributes to the enhancement of written production. In this assignment i used a qualitative methodology related to the investigation-action. In data collecting I used the direct observation, documents and student made surveys. In data analysis utilized the content analysis method to categorize the available data. Through the analysis of data I assed that the co-assessment contributed to the evolution of written productions between studied pairs. It further showed that group developments were due to the appropriation of different types of provided feedback.