Dissertations / Theses on the topic 'Writing Process Theory'

In an attempt to better understand writing as process, this thesis blends textual genetics with observations from the holograph manuscripts of J.R.R. Tolkien’s first chapter of The Lord of the Rings. Tracking his revisions demonstrates complex revision techniques that can inform composition theory—especially revision studies. Discussed are revision terms and their applications, several of Tolkien’s revisions and their significance, and textual genetics as a lens to better understand an author’s motivations and influences. Some largely uncharted territory for composition studies is explored through examining Tolkien’s unique and multifaceted use of visual images to aid his writing process. In addition, Tolkien’s novels were part of an ecosystem which influenced his view of the fantasy genre and vice versa. All of these observations have profound implications for understanding the development of a text and for teaching writing.

The main purpose of this study is to take a closer look at how teachers work with writing and to examine some theories on the teaching of writing. Five teachers in two schools are included in order to get an insight in teachers’ practical work with EFL writing. This has been done through classroom observations and interviews. The results show that all teachers seem to use aspects from several theories. The results also show that the teachers’ level of awareness of theories on teaching writing varies

English
Ph.D.
The Making of an Avant-Garde Composition: Intersections of Composition Theory and Innovative Poetics, explores how current discussions in the field of Composition and Rhetoric intersect with the theories and practices of select members of the avant-garde poetry community, focusing on the issues of genre, identity, and language. It examines each of these issues by juxtaposing discussions of leading Composition and Rhetoric scholars with creative and critical work of avant-garde poets, identifying common concerns, and describing diverse approaches to creating innovative writing practices. It demonstrates the connections between Theresa Hak Kyung Cha's multilingual text, DICTEE, and recent scholarship by Min-Zhan Lu and A. Suresh Canagarajah on multilingual student writers in order to argue for more discussion of language politics and linguistic awareness in the composition classroom. It also outlines the connections between Harryette Mullen's creative and critical work and scholarship by Donna LeCourt and Roz Ivanic on writer identity to explore new approaches to interpreting and responding to student texts. Finally, it reads Susan Howe's The Midnight in conversation with leading genre theorists such as Amy Devitt and compositionists such as Robert Davis and Mark Shadle who argue for assigning multigenre papers.
Temple University--Theses

This dissertation is an a/r/tographic inquiry (Irwin & Springgay, 2008) that explores postmodern picturebooks and writing theory. Postmodern picturebooks have been described as texts that blur traditional literary boundaries and text-image relationships, while employing devices like metafiction and playfulness (Goldstone, 2002; Sipe, 2008). As meaning becomes more ambiguous, readers are positioned as co-constructors of meaning (Serafini, 2005). Research has shown students enjoy reading postmodern picturebooks and constructing meaningful transactions despite the complex nature of these texts (McGuire, Belfatti, & Ghiso, 2008; Pantaleo, 2004, 2007, 2008), but few have begun to explore how these texts are written. Therefore, I used a/r/tography (Irwin & Springgay, 2008) to theorize about the relationship between these texts and what it means to write. As a method of inquiry, a/r/tography is an arts-based approach to research that is interested in how artistic practices produce meaning and a/r/tographers use art to “construct the very ‘thing’ [they] are attempting to make sense of” (Springgay, 2008, p. 159). In this study, I wrote and illustrated a postmodern picturebook and interpreted how this experience generated understandings about what it means to write. In response to the process model of writing (Flower & Hayes, 1981), the data led to representations that offer new perspectives on contemporary writing theory, in particular, the interpretive, public, and situated nature of writing (Kent, 1999). As a result, I use theories of metaphor (Lakoff & Johnson, 1980/2003; Lakoff & Turner, 1989) to critique writing process theory (Elbow, 1973, 1981; Flower & Hayes, 1981) and propose that a/r/tographic inquiry creates openings for new possibilities within the post-process movement (Kent, 1999) by demonstrating how a writer’s evolving questions (Irwin & Springgay, 2008) relate to writing pedagogy.

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Bachelors
Arts and Humanities
Theatre

It is usually said that "A picture is worth a thousand words". It is then interesting to look into how students perceive their own writing process when they use drawing as an pre-writing strategy. Previous research have shown that drawings help young pupils in the beginning of their writing development. The study is a phenomenographic study and are built on interviews and observation as method. The aim of this study is to investigate pupils perception of using drawings as a pre-writing strategy for writing. The following questions where formulated: • How do the students experience the drawing as a preparation for writing their narrative text? • How do the students perceive their own writing process? • What is the students perception of the drawing as a possible support during the      writing process? • How do the students perceive the drawing as support during their own writing process? This study is based on interviews with four pre-school students in second grade. The result in the study shows that the students are positive to use drawing as preparation for writing. It also shows that the students had different perceptions about how the drawing was as a support for writing. The drawing was perceived as a support for the working memory, a support to describe details form the drawing in the text and make structure in the text. The result also shows that the student´s perception of the drawing as a support of writing are connected to the student's perception of their own writing process.

Collaborative work in pairs or groups is a common practice in the workplace, in content courses, and in classrooms across languages, settings, and geopolitical boundaries. However, research on collaborative writing—working with a partner to jointly produce a text, including both planning and writing phases—is limited. In addition, it has resulted in contradictory findings, especially in terms of whether learners deliberate about language and how the composition process affects the written texts produced learners produce. The present study, carried out in a fifth-semester university Spanish Writing course, examines the process (i.e., interaction) and product (i.e., written document) of a collaborative writing module that focused on the creation of narratives. The analysis of learners’ collaborative dialogue produced during the planning and writing phases of the interaction focuses on: (1) at a macro level, how learners apportion their time while collaboratively planning and producing a written narrative (e.g., planning, formulating, revising); and (2) at a micro level, the types (e.g., discourse, grammatical, lexical, mechanical), frequency, and resolution (e.g., resolved, unresolved, resolved incorrectly) of their language-related episodes (i.e., the instances where they talk about the language they are producing and question their language use). Learners’ jointly produced texts were examined analytically in terms of complexity, fluency, and accuracy measures, as well as holistically using a rubric. Additionally, a microdiscourse analytic approach was used to examine the means by which members of a collaborative pair position themselves as partners in a collaborative writing activity. Results indicate that a fully collaborative writing event is a productive site for co- constructed learning as students pool their knowledge to solve language-use problems, particularly those related to word choice and grammatical structures. Additionally, the texts composed collaboratively are of higher quality, based on several of the measures utilized, than texts composed individually by members of the collaborative pair. Finally, implications for implementing collaborative writing tasks in L2 classrooms are discussed.

Language enables communication among human beings and according to Vygotskian theory it performs two important functions. First, it performs an interpersonal function. Subsequently, when language is internalized, besides promoting interaction, it guides people in the construction of their thoughts and becomes the basis for the emergence of conscience, having an intrapersonal function. In this context, mastering a considerable amount of words in a target language may contribute to a clear communication among the interlocutors and may be one of the resources to acquire the ability of writing good texts. In this sense, we have done a research with students of the course of Languages Portuguese/Spanish in order to verify to what extent a framework approach, among which we have opted for process-writing, has contributed for lexical acquisition of Spanish as a foreign language through textual productions. The main theoretical base was the Holistic Theory of Activity (RICHTER, 2004, 2005, 2006, 2008), so all the theoretical and methodological foundation adopted to analyze the corpus proceeded from this base. The corpus is composed by answers to a questionnaire and by texts produced by the students through process-writing, by White & Arndt (1991). The results obtained through the corpus analysis led us to conclude that there was an expansion of lexical items in the students texts and that they related this expansion to process-writing. During all this process, we observed that the students were at the same time expanding their vocabulary and then improving their writing as they noticed what was happening to them in each stage, i.e., the difficulties they had, the resources they sought and the strategies they used made them reflect on what may occur with their future students and then help these in their Zone of Proximal Development. In this view, the students not only wrote texts but also obtained grants to become mediators of this process.
A linguagem possibilita a comunicação entre os seres humanos e, segundo a teoria Vygotskyana, ela exerce duas funções importantes. Em um primeiro momento, ela exerce uma função interpessoal. Posteriormente, quando a linguagem é internalizada, além de promover a interação humana, ela passa a guiar as pessoas na construção de seus próprios pensamentos, torna-se a base para o surgimento da consciência, tendo uma função intrapessoal. Nesse contexto, dominar um número considerável do léxico de uma língua-alvo pode contribuir para uma comunicação clara entre interlocutores, bem como ser um dos recursos para adquirir a capacidade de escrever bons textos. Nesse sentido, realizamos uma pesquisa com acadêmicos do curso de Letras Português/Espanhol com o intuito de verificar em que medida uma metodologia de enquadramento, dentre as quais, optamos pelo Process Writing, contribuiu para a aquisição do léxico do Espanhol como Língua Estrangeira em produções textuais de acadêmicos. A principal base teórica foi a Teoria Holística da Atividade (RICHTER, 2004, 2005, 2006, 2008), por isso todo o referencial teórico e a metodologia adotada para a análise do corpus partiram desse princípio. O corpus é composto pelas respostas a questionários e pelos textos produzidos pelos acadêmicos, gerados por meio da escrita-processo, o Process Writing de White & Arndt (1991). Os resultados obtidos através da análise do corpus nos levaram à conclusão de que houve um aumento em ítens lexicais nos textos dos acadêmicos e que estes estavam relacionando esse aumento na aquisição do léxico à escrita-processo. Desse modo, no decorrer de todo esse processo, verificamos que os acadêmicos, ao mesmo tempo em que estavam ampliando o léxico e melhorando, portanto, a escrita, percebiam o que acontecia com eles em cada etapa, ou seja, as dificuldades que sentiam, os recursos que buscavam e as estratégias utilizadas. Assim, essa consciência por parte dos acadêmicos, fê-los refletir, na prática, o que posteriormente pode ocorrer com seus futuros alunos e assim ajudá-los na Zona de Desenvolvimento Proximal. Nessa concepção, os acadêmicos não apenas produziram textos, mas obtiveram subsídios para tornarem-se mediadores desse processo.

I have been working with family treatment since 1970. This essay in practical knowledge takes its examples from a family treatment commisson 1996, an Assignment from the social wellfare system. I keept a journal from these days. The examples come from those notes. In the broad sense I make my starting - point from systemic thinking and stand whith one foot in social work and the other in family therapy. Sometimes I describe my way of working as a movement from social enegineering to anthropology. Writing this essay has made me consider that this is not always the truth. Sometimes I get directive and normative, instead of not knowing. Sometimes I act more like a missionary than as an antropologist. Like missionaries I sometimes get involved in colonizing the families everyday life. To investigate this I have used reflection through the writing process. Which means that the narrative has transformed into four steps during this essay. This process developed with the questions from my superviser and from collegues. By that the understanding of myself in the narrative has transformed as well. The first step is the linear, dramatic story. The second is the reflecting, circular step. The third is the problemazing, strategic step. The fourth is the extended story which summarizes the storys before plus new discoveries about myself. Families exist whithin a cultural context. Familylife is structured through a set of normative assumptions about how to organize and develop, how to solve problems and communicate. Salvador Minuchin who developed the structural family therapy, worked in countries like Israel, Argentina and the USA, was convinced that these norms existed in every culture. At the same time these values embodies the imperative goals to be striven for as the patterns of a ”normal”,traditional core family, in terms of offering the most valuabel nurturance for children. Structural familly therapy shares the existentialists interest of growing and the strategists interest for the threatening. My first question is whether my way of working whith family treatment, make their structure more transparent so they reveal themselves more than they need or want to. By working whith this essay I have detected that I mixed the meaning of deceiving as a criminal act, whith selfdeception which is an existential invitation. This made me stress the confrontation of the deceiving. Today I would probably make other decisions and work with the pattern of selfdeception more on a long-term. The other question is about the creativity, spontaneity and play as essential ingredients in my way of confronting patterns of communicating and organazing that troubles the family. Change sometimes comes around when playfull activities take place and reflexions over it leed to insights and new patterns.
Jag har arbetat som familjebehandlare sedan 1970. Uppsatsen i praktisk kunskap utgår från exempel i en familj som jag arbetade med 1996, på uppdrag av socialtjänsten. Jag förde dagbok över mitt arbete. Exemplen grundar sig på de anteckningarna. Mitt arbete utgår i vid bemärkelse från ett systemiskt tänkande och står med ena benet i socialt arbete och det andra i familjeterapi. Mitt förhållningssätt brukar jag beskriva som en rörelse från social ingenjörskonst till antropologiskt sökande. Arbetet med denna uppsats har fått mig att förstå att denna beskrivning bara delvis är sann. Jag blir ibland direktiv och normativ i stället för icke-vetande. Jag blir ibland mer som missionär än som antropolog. Just som missionärerna gjorde, blir jag delaktig i systemkrafternas kolonisering av familjens vardagsliv. För att undersöka detta har jag använt mig av reflektion genom skrivandets process. Det innebär att berättelsen genom uppsatsskrivandet har transformerats i fyra steg. Handledarens och kollegers frågor har hjälpt mig att föra berättelsen vidare. Därigenom har också förståelsen av mig själv i berättelsen ändrats. Första steget är den linjära dramatiska berättelsen. Andra steget är den reflekterande berättelsen, som är mer cirkulär och betonar mig i sammanhanget. Tredje steget är den strategiska och problematiserande berättelsen. Fjärde steget är den utvidgade berättelsen, som innehåller aspekter från de tidigare berättelserna samt nya upptäckter om mig själv. Familjer lever i ett kulturellt sammanhang. Familjelivet struktureras genom en uppsättning normativa antaganden om hur familjer ska organisera sig, utvecklas, lösa problem och kommunicera. Salvador Minuchin som var tongivande i att utveckla strukturell familjeterapi, ansåg att dessa värderingar fanns i de flesta kulturer. Han verkade bland annat i USA, Argentina och Israel som familjeterapeut och psykiater. Samtidigt är dessa värderingar en uppfordrande strävan till den ”normala”, traditionella kärnfamiljens struktur. Med den goda avsikten att garantera barn omsorg och trygghet. Strukturell familjeterapi delar existentialistens intresse för växandet och strategens intresse för det hotande. Den första frågan handlar om huruvida mitt sätt att arbeta med familjebehandling gör deras familjeliv transparent och därmed avslöjar mer än de vill eller behöver göra. Genom arbetet med uppsatsen inser jag bland annat att jag blandade ihop bedrägeri som brottslig handling och självbedrägeri som existentiell utmaning. Därför drev jag på för att konfrontera den bedrägliga handlingen. I dag skulle jag inte fatta sådana beslut utan mer långsiktigt arbetat med deras självbedrägliga mönster. Den andra frågeställningen rör kreativitetens, spontanitetens och lekens betydelse i mitt arbete. Slutsatsen blir att för en aktivitetsinriktad terapeut som jag, blir dessa begrepp centrala för att hitta vägar att bryta organisering och kommunikation som hindrar nödvändiga problemlösningar. Man säger ibland att förändring i familjearbetet åstadkoms genom strukturella åtgärder (familjen får en lägenhet, eller någon placeras) genom insikt eller genom handling. Jag använder kreativitet för att hitta handlingar som senare i reflektion kan leda till insikt eller förändring.

This research explores the affective responses of five upper-secondary English ESL/EFL students using computer-mediated peer feedback (CMPF), in a writing assignment. The pragmatic approach to the research makes use of a thematic analysis using, motivation, anxiety, attitude, and self-confidence. These themes were extrapolated from Krashen’s Affective filter theory because they are hypothesized to affect second language acquisition. Additionally, the four themes offer a pragmatic framework for exploring student’s affective experiences. The primary data was collected through a series of semi-structured interviews. The interviews were recorded and transcribed to create the primary data. The participants reveal that their learning environment was characterized by distinctly, positive affective responses, low affective filters and favorable conditions for second language acquisition. It is noteworthy that the lack of real time communication alleviated communication apprehension, but also contributed to test anxiety and fear of negative evaluation. The minor negative affective responses documented in the study were offset by consistent and constant use of both the computer mediated learning platform, and peer feedback. The results of this study are worth consideration for academics and professionals who are interested in how affective responses impact second language acquisition.

This study concerns school reform in Malta. Under the policy framework ‘For All Children to Succeed’ (Ministry of Education, Youth & Employment, 2005) [henceforth referred to as FACT], Maltese state schools embarked on the process of being organized into networks called ‘colleges’. These consisted of primary and secondary schools according to geographical location, under the leadership of the Principal – a newly-designated role hierarchically above that of the individual Heads of School. The purpose of my research is to explore relations of power in a Maltese college. My study gives prominence to both theory and methodology. The theoretical research question investigates how networking unfolds among the various leadership hierarchies in school governance in a Maltese college. This is explored through the performance of policy-mandated collegiality; the circulating relations of power; and leadership distribution. My study is framed within a postmodern paradigm and adopts a Foucauldian theoretical framework, more specifically his concepts of power, discipline, governmentality, discourse, and subjectification. Data for my case study are collected through semi-structured, in-depth interviews; observation of a Council of Heads meeting; and a documentary analysis of FACT. Narrative is not only the phenomenon under exploration, but also the method of analysis, and mode of representation. Thus, I attempt to answer my methodological research question that investigates the ways a researcher negotiates the methodological tensions and contradictions in the conduct of qualitative inquiry in order to construct knowledge differently. The Maltese college is viewed as a surveillance mechanism by both the Principal and the Heads, with collegiality being regarded as a straitjacket imposed by the State through a policy mandate. However, there is unanimous agreement on conscription being the only way forward for Maltese state schools. Different degrees of ‘support’ and empowerment exist, according to the directives of the Principal and the State. College setup is problematized on geographical clustering and college streaming, due to which it may end up defying the primary aim of networking by clustering students from particular areas in isolation, resulting in social injustice and educational inequality. This study exposes a strong sense of sectoral isolation among the Heads – a situation being mirrored at macro-level with very few opportunities for inter-networking among colleges. There is an asymmetrical power flow among the college schools, both within the same level and across different levels. Despite the policy FACT mandating distributed leadership, hierarchical forms of accountability are still inherent within the system, bringing out a tension between autonomy and centralization.

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The subject of non acquisition of reading and writing is a recurring and significant problem in the Brazilian public school and requests more investigation. The focus of the research was the situation of non reading acquisition by children in literacy process. It is related to children that don't present any kind of alteration or jeopardize of organic nature or special educational needs and, however they don't acquire reading during the literacy process, although they learn how to "draw the letters". These children are found in groups where most of them achieve literacy. The theory of the developmental teaching establishes that, to enter in real learning activity, it is necessary the presence of an appropriate reason (motive) to this activity. Based in this and in other assumptions of this theory, it was formulated the following research subjects: How does teaching of reading process happen at school? What events contribute to keep students without acquisition of the reading process? How is non acquisition of reading related to the student's motive in learning activity? How can the teacher interfere to change the child's motive in order to result in learning of reading and writing process? Would an organization of teaching with focus in the motive promote the acquisition of reading for those students? What would be the result of a reading learning process by developmental teaching with emphasis in the student's motives? A bibliographical revision was made and it didn't point any study under the theoretical focus approach proposed in that research, that is, under the theory of the developmental teaching. Therefore, the general objective of the research was to investigate how the teacher can interfere in the student's motive to learn to read during the literacy process at school. The specific objectives were: - to describe the process of teaching of reading and writing in the school; - to analyze the teacher's actions in relation to the non readers students; - to analyze how can the acquisition of reading process be influenced by the organized teaching, based in the theory of the developmental teaching and with focus in the student's motive. The research was accomplished at a municipal school of Rio Verde (GO) city, having a qualitative approach, under historical-cultural focus, being characterized as formative didactic experiment, based on the theory of the developmental teaching of Davydov. The instruments of data collection were direct non participating observation, semistructured interviews and documental analysis. The subjects were the teacher and the students of a literacy group and, in elapsing of the research, the focus of the formative didactic experiment relapsed on a student that kept in a not learning situation. The main results of the research appear to be that developmental teaching has promoted the acquisition of reading process by the child which has failed the literacy both in regular group as in a special group.
A questão da não-aquisição da leitura e da escrita é um problema reincidente e significativo na escola pública brasileira e requer mais investigação. O foco desta pesquisa foi a situação de não-aquisição de leitura por crianças em processo de alfabetização. Trata-se de crianças que não apresentam nenhum tipo de alteração ou comprometimento de natureza orgânica ou necessidades educativas especiais e, no entanto, não adquirem a leitura durante o processo de alfabetização, embora aprendam a desenhar as letras . Estas crianças se encontram em turmas nas quais a maioria torna-se alfabetizada. A teoria do ensino desenvolvimental estabelece que para entrar em atividade real de aprendizagem é necessária a presença de um motivo adequado a esta atividade. Com base neste e em outros pressupostos desta teoria, formularam-se as seguintes questões de pesquisa: Como se dá o processo de ensino da leitura na escola? Que fatores contribuem para que o aluno permaneça sem adquirir a leitura? De que forma a não-aquisição da leitura está relacionada com o motivo do aluno na atividade de aprendizagem? De que forma o professor pode interferir para alterar o motivo da criança para que resulte na aprendizagem da leitura e da escrita? Uma organização do ensino com foco no motivo promoveria a aquisição da leitura por esses alunos? Que resultado de aprendizagem de leitura pode ocorrer por meio do ensino desenvolvimental com ênfase nos motivos do aluno? A revisão bibliográfica não apontou qualquer estudo que abordasse o problema sob o enfoque teórico proposto nesta pesquisa, o da teoria do ensino desenvolvimental. Assim, o objetivo geral da pesquisa foi investigar como o professor pode interferir no motivo do aluno para aprender a ler durante o processo de alfabetização na escola. Os objetivos específicos foram: - descrever o processo de ensino da leitura e da escrita na escola; - analisar as ações da professora em relação aos alunos não-leitores; - analisar de que modo a aquisição da leitura pode ser influenciada pelo ensino organizado com base na teoria do ensino desenvolvimental e com foco no motivo do aluno. A pesquisa realizada em uma escola da rede municipal da cidade de Rio Verde (GO) foi de abordagem qualitativa, com enfoque histórico-cultural, caracterizando-se como experimento didático formativo baseado na teoria do ensino desenvolvimental de Davydov. Os instrumentos de coleta de dados foram os seguintes: observação direta não-participante, entrevistas semi-estruturadas e análise documental. Os sujeitos foram a professora e os alunos de uma turma de alfabetização, sendo que no decorrer da pesquisa o foco do experimento didático formativo recaiu sobre uma aluna que permaneceu em situação de não-aprendizagem. Os principais resultados da pesquisa apontam que o ensino desenvolvimental promoveu a aquisição da leitura pela criança que havia repetido, sem sucesso, a alfabetização em turma regular e em turma especial.

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In this research, we aim at describing and understanding negotiation in collaborative writing process in order to produce a blog for a Spanish as a foreign language hybrid course. Theoretically, this study is based on Morin (2004, 2005 e 2010) and Moraes (2008) complexity, and on Santa-Cecilia (1996) and Donnino, Platero and Weigel (2013) mainly in teaching Spanish in Brazil, on among others, Zamel (1992) and Lerner (2002), who describe writing and collaborative writing and others. It is also based on Moraes (2008) and Valentini and Fagundes (2005) concept of negotiation. 9th grade students from a private school inland São Paulo state took part of this study. Besides their regular Spanish classes, they took a hybrid (on line and face-to-face) course which is the object of this study. The texts analyzed here were produced during this extra course. Students had to choose films as subject for the blog to be created by them, so discussions on those texts took place on Moodle and WhatsApp and reflections were written on Moddle s diary. Concerning methodology, we used Ricoeur (1986/2002), van Manen (1990) and Freire (2010/2012a) hermeneutic phenomenology approach. Our investigation showed that the focused phenomenon is built from the topics in the Forum: call, organization and teasing; in WhatsApp: agreement, trick, organization, teasing and complaining; and in the Diary: finding, expectation, anger and prudence. Each tool had its own progress and ramifications
Nesta pesquisa, objetivo descrever e interpretar, o fenômeno negociação no processo de escrita colaborativa para a produção de um blog em um curso semipresencial de Espanhol LE. Teoricamente, este estudo se fundamenta na complexidade pano de fundo para esta tese, a partir de Morin (2004, 2005 e 2010) e Moraes (2008), principalmente; no ensino de Espanhol no Brasil, com base em Santa-Cecilia (1996) e Donnino, Platero e Weigel (2013), entre outros; nos conceitos de escrita e escrita colaborativa, apoiada em Zamel (1992) e Lerner (2002), entre outros e na noção de negociação, a partir de Moraes (2008) e Valentini e Fagundes (2005). Participam do estudo alunos do nono ano do Ensino Fundamental II de uma escola particular do interior do estado de São Paulo que, além das aulas de Espanhol LE da matriz curricular, fizeram o curso semipresencial, objeto do presente estudo. Os textos que interpreto foram gerados no curso semipresencial que, para a escolha de filmes como assunto do blog a ser criado e elaborado pelos participantes, centralizou discussões no Fórum da plataforma Moodle e no WhatsApp, além de reflexões feitas no Diário, na referida plataforma. Metodologicamente, este estudo se orienta pela abordagem hermenêutico-fenomenológica, com base em Ricoeur (1986/2002), van Manen (1990) e Freire (2010/2012a). A investigação realizada revela que o fenômeno em foco se constitui, no Fórum a partir dos temas: chamado, organização e provocação; no WhatsApp a partir dos temas: acordo, artimanha, organização, provocação e reclamação e no Diário a partir dos temas constatação, expectativa, irritação e prudência, cada um dos instrumentos com seus desdobramentos

This thesis brings together a fascination with the city and a keen interest in the knowledge process. The point of departure is the bodily, sensory and emotional experience. That the author uses her own perceptions and experiences and is preoccupied with her own knowledge process means that she writes herself into an autoethnographic context. She also experiments with the writing and allows it to take on a more literary form as she writes about her own sensory impressions and feelings. The term rhythmanalysis is employed as a way of assessing, exploring, interpreting and understanding the world that embraces the embodied experience. Human beings are embodied beings, a claim we can make by referring to our own experiences as well as how we perceive, communicate and interact. The study delves into two aspects of rhythmanalysis, first as a way of describing the knowledge process as rhythm-analytical, which implies that bodily experiences are equally important as intellectual ones, and secondly as a way of talking about the city as polyrhythmic. It follows upon the latter that embodied rhythmanalysis of the city is possible. The rhythmanalysis may ultimately be seen as a project aimed at overthrowing the Cartesian dualism between body and mind. That we are embodied has a methodological consequence that is as simple as it is essential: the scholar exists in the world she studies. The researcher is not a neutral observer. She is a co-creator. She is a body, placed in time, space and history. She is situated, which means that her knowledge is also situated. Thus, the rhythmanalysis encompasses the body, the senses and feelings, and can be described with one key word: movement. It finds support in theories that acknowledge the fluid, the becoming, the situated, the performative, the relational, the dynamic, the material. It seeks methods that experiment, that focus on practices rather than discourses, that are preoccupied with a movable world rather than a static one.