Submitted by Leonardo Cavalcante (leo.ocavalcante@gmail.com) on 2018-05-14T14:14:52Z No. of bitstreams: 1 Arquivototal.pdf: 10310066 bytes, checksum: 324f8317f999865f59df3987c479100c (MD5) / Made available in DSpace on 2018-05-14T14:14:52Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 10310066 bytes, checksum: 324f8317f999865f59df3987c479100c (MD5) Previous issue date: 2017-05-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / When we dare to tread the paths of the History of Education is to think, as soon as we can, that our productions are part of this History, building their marks and temporalities. It means that our productions are immersed in the process of organization of this field, recurrently marked by times, spaces and History of Education marks instituted itself that rises from areas and specificities of the field in each historical period. The study of school disciplines is part of the study of school culture, since school’s knowledge is a specific construction of the educational practices of the school, because it has its own characteristics and, therefore, presents other forms of knowledge (CHERVEL, 1990). Thus, aware of the responsibility of conducting studies of this nature, we seek to discuss from a specific type of didactic material: the Geography textbooks, having as object of study, the exercises. In our considerations, we find that this type of book involves knowledge that comes from different instances, but they are intertwined in the production's movements and constructions of this material object (BITTENCOURT, 2003), which, historically, they're constituted from Pedagogical conceptions and knowledge of the school culture of a certain time (HÉBRARD, 1990). So, our thesis proposal sought to discuss the methodologies applied to primary education in the discipline Geography between the years of 1880 and 1930, specifically about the role of exercises in textbooks, in an attempt to understand how they arose and how they interfered or not in the way of teaching Geography. In our study, we assumed that there was indication of the exercises as a new teaching method for the school as a whole, and that their presence in Geography classes represented the search for methodological innovations in Geography textbooks for primary education. Therefore, we hold the statement that exercises had a decisive role in the attempt to replace the text marked by explicit questions and answers in the books, by a text that slowly adopts the exercises as an expression of teaching methods capable of interfering in the proposal to make teaching less decorative and mnemonic. In our analyses, we verified that in the context of primary school, the exercises were present as an indispensable complement in the composition of textbooks and, therefore, in the teaching of Geography. Also, the idea of adoption the exercises in textbooks had as main purpose the search to introduce practical exercises and of observation that could try to break with the catechism method that prevailed in the books and in the school with a whole. In our considerations, we recognize and affirm the debate in favor of the insertion of the exercises in the primary education, and that these, even if slowly, interfere in the composition of the didactic works and, consequently, in the construction of the geographical knowledge. However, we noted that the presence of the mnemonic method, which marks the primary school culture with the principles of memorization methods, was still very strong. / Ousar trilhar os caminhos da História da Educação é pensar que nossas produções fazem parte dela, construindo seus marcos e temporalidades, ou seja, nossas produções estão imersas no processo de organização do campo, marcado, recorrentemente, por tempos, espaços e marcos instituídos pela própria História da Educação, que se constrói e se ergue por meio de áreas e de especificidades do campo em cada período histórico. O estudo das disciplinas escolares se configura como parte do estudo da cultura escolar, uma vez que o conhecimento escolar é uma construção específica das práticas educativas da escola, porque tem características próprias e apresenta outras formas de conhecimento (CHERVEL, 1990). Cientes da responsabilidade de fazer estudos dessa natureza, dialogamos por meio de um tipo específico de material didático: os livros didáticos de Geografia, tendo como objeto de estudo os exercícios. Em nossas considerações, verificamos que esse tipo de impresso comporta saberes que advêm de instâncias diversas, mas que estão entrelaçados nos movimentos de produção e construção desse objeto material (BITTENCOURT, 2003) que, historicamente, é constituído de concepções pedagógicas e de saberes da cultura escolar de determinado tempo (HÉBRARD, 1990). Assim, nossa proposta de tese visou discutir sobre as metodologias aplicadas ao ensino primário da disciplina Geografia, entre os anos de 1880 e de 1930, especificamente sobre o papel dos exercícios nos livros, na tentativa de compreender como surgiram e de que forma interferem ou não na forma de ensinar Geografia. Em nosso estudo, partimos do pressuposto de que os exercícios eram indicados como um novo método de ensino para a escola como um todo e que, para a Geografia, sua presença representou a busca de inovações metodológicas nos livros didáticos dessa disciplina destinados ao ensino primário. Por isso, defendemos que os exercícios exerceram uma função determinante na tentativa de substituir nos livros o texto marcado por perguntas e respostas explícitas por um texto que, lentamente, passa a adotar os exercícios como uma expressão dos métodos de ensino que podem interferir na proposta de tornar o ensino menos decorativo e mnemônico. Em nossas análises, constatamos que, no contexto da escola primária, os exercícios estiveram presentes como um complemento indispensável à composição dos livros didáticos e, por conseguinte, ao ensino de Geografia e que o movimento de adoção dos exercícios nos livros didáticos tinha como principal finalidade tentar introduzir nos textos exercícios práticos e de observação que rompam com o método catecismo que predominava nos livros e na escola. Em nossas considerações, reconhecemos e afirmamos o debate em prol da inserção dos exercícios no ensino primário, e que, mesmo que lentamente, eles interferem na composição das obras didáticas e na construção dos saberes geográficos. No entanto, registramos que ainda é muito recorrente o emprego do método mnemônico, que marca a cultura escolar primária com as permanências dos princípios dos métodos de memorização.

Annotation Stanislava Fedrová, 2009: Natural interests in the neighbourhood of Moravské Budějovice and their usage in natural science at primary school. There were two walks ready for processing of this thesis, one of them was a field trip and the other was a chat with naturalist. The aim of this thesis is to suggest activities leading to cognition of the neighbourhood of Moravské Budějovice and to place these activities in convinient natural subjects-oriented at primary school (especially natural science and elementary teaching and national history and geography).

A presente dissertação, cuja linha de pesquisa tem como tema educação, epistemologia e linguagem, propôs as práticas pedagógicas na prática dos docentes universitários do curso de Enfermagem. O problema de pesquisa objetivou responder como ocorrem as aulas dos professores, as facilidades e dificuldades que encontram nesse contexto, como acontece a relação entre professor e aluno e se o professor universitário realiza a reflexão sobre seu processo de ensinar. Para o apoio teórico, foram utilizados os conceitos das práticas pedagógicas, assim como as habilidades e competência dos professores universitários, segundo a visão de Perrenoud. No decorrer do estudo, foram abordadas questões referentes às Diretrizes Curriculares do curso de Enfermagem e o Plano de Desenvolvimento Institucional. Justifica-se a pesquisa em virtude da demanda contemporânea da Enfermagem, a qual requer profissionais crítico-reflexivos e com uma concepção de cuidado e de saúde alinhada a uma visão integral de sujeito. A metodologia utilizada foi uma pesquisa qualitativa exploratória, utilizando-se de uma entrevista semiestruturada para alcançar os objetivos do trabalho. As análises dos conteúdos foram baseadas em Bardin. Diante da organização dos dados, surgiram algumas categorias denominadas como “Formas de ensinar dos docentes”, “Dificuldades enfrentadas pelos docentes para ensinar”, “Facilidades encontradas para ensinar”, “Relacionamento aluno-professor”, “Processo reflexivo dos docentes”. Os resultados permitiram perceber que os professores do curso de Enfermagem ensinam a partir de estratégias como estudos de casos, seminários e aulas expositivas ilustradas com gravuras, relacionadas ao tema de estudo, e consideram importante utilizar os conhecimentos prévios dos alunos como base para as decisões pedagógicas. O planejamento das aulas e as mudanças de cenários apareceram como ponto fundamental para o ensino de enfermagem. A inter-relação entre aluno e professor apareceu como fator importante no processo de aprendizagem, bem como a troca de experiências entre colegas professores. Os participantes do estudo realizam a reflexão das práticas docentes baseados em instrumentos e, para os alunos, é um momento de autoavaliação de seu desempenho e dedicação. As falas dos professores não apresentaram referenciais ao tema da integralidade, embora seja um aspecto importante, visto que os professores trabalham na formação de futuros enfermeiros, os quais prestarão cuidados às pessoas. A análise realizada permite dizer que o perfil e as características dos professores estão de acordo com as Diretrizes Curriculares do curso de Enfermagem e com o Plano de Desenvolvimento Institucional da universidade, sendo que estes são exigidos para uma boa ação docente. / This work, whose line of research is based on education, epistemology and language proposed to characterize the pedagogical practices in the praxis of academic staff of the nursing course. The research problem aimed to answer how classes take place, readiness and difficulties encountered in this context, such as the relationship between professor and student, and if professors reflect on the teaching process. For theoretical support, the concepts of teaching practices have been used, as well as the skills and expertise of university professors in the view of Perrenoud. During the study, issues related to the Curriculum Guidelines for Nursing and the Institutional Development Plan have been addressed. The research has been justified because of the demand for contemporary nursing, which requires critical and reflective practitioners and a conception of health care aligned with an integrated view of the subject. The methodology used was a qualitative exploratory research, using a semi-structured interview to achieve the objectives of the work. The analyses of the contents were based on Bardin. Given the organization of data, there were some categories referred to as ' The way Professors Teach "," Difficulties faced by Professors while teaching,” Readiness to teach, "Teacher-student relationship," "The reflexive process of professors." The results have shown that professors perceive the nursing course taught from strategies such as case studies, seminars and lectures illustrated with pictures on the theme of study and it considers important to use the prior knowledge of students as a basis for pedagogical decisions. Lesson planning and changes of scenery have come into view as a key issue for nursing education. The interrelationship between student and teacher has appeared as an important factor in the learning process and the exchange of experiences among fellow teachers. The participants of the study have reflected on teaching practices based on instruments and, for students, it is a moment of self-assessment of their performance and dedication. The discourses of the teachers do not mention the issue of integrity, although it is an important aspect, since the teachers working in the education of future nurses who will take care of people. This analysis has made it possible to say that the profile and characteristics of teachers are in line with the curricular guidelines for Nursing and the Institutional Development Plan of the university, which are required for good teaching practice.

Devido à demanda do mercado e da nova Lei das S.A´s que exigem um perfil de profissional da área de negócios com maior nível de raciocínio crítico, o objetivo geral desta tese foi conhecer, analisar e avaliar empiricamente a efetividade do modelo de raciocínio crítico de Richard Paul em alunos de disciplinas da área contábil no desenvolvimento de habilidades para pensar criticamente sobre contabilidade e atitudes de raciocínio crítico em geral. O quase-experimento piloto foi realizado em uma instituição pública durante o segundo semestre de 2010, teve uma abordagem geral (quatro intervenções de 30 min.) de aplicação do modelo e o autor da pesquisa foi monitor das classes. O segundo quase-experimento foi realizado em uma instituição particular durante o primeiro semestre de 2011, teve uma abordagem mista (aulas e atividades da turma experimento) de aplicação e o autor da pesquisa foi o professor das turmas. Em ambos os quase-experimentos os participantes preencheram três instrumentos de avaliação: dois deles aplicados no início e no final do semestre e avaliaram habilidades (Ennis Weir Critical Thinking Essay Test - EWCTET) e atitudes (California Critical Thinking Dispositions Inventory - CCTDI) de raciocínio crítico; e um deles foi uma pesquisa demográfica (aplicado no final do semestre). Além de análises descritivas das amostras, para testar as hipóteses foi aplicada a análise de covariância (ANCOVA) utilizando-se os pré-testes como covariáveis. Na instituição pública não foi constatado efeito significativo do modelo instrucional no desenvolvimento de habilidades ou atitudes de raciocínio crítico e nenhuma diferença considerando o efeito isolado das variáveis idade ou gênero. Foram confirmadas duas hipóteses na instituição particular: a turma experimento (p = 0,040 e d = 0,56) e os alunos mais velhos (p = 0,047 e d = 0,58) apresentaram maior desenvolvimento de habilidades de raciocínio crítico. Apesar de as médias das atitudes não terem sido significativamente diferentes, encontrou-se também efeito significativo do modelo instrucional no desenvolvimento da atitude curiosidade (p = 0,047 e d = 0,65). Também foram constatadas diferenças significativas nas habilidades para os efeitos isolados de idade (p = 0,002 e d = 0,77) e gênero (p = 0,016 e d = 0,60); e para as atitudes no efeito isolado do gênero (p = 0,033 e d = 0,46). Para futuras pesquisas, recomenda-se a aplicação do modelo em cursos de graduação ou pós-graduação da área de negócios e investigações mais profundas sobre formas de raciocínio, comportamento e aprendizagem, considerando idade ou gênero. / Due to market demands and the new Corporate Law\'s that require a professional profile of the business area with higher level of critical thinking, the general objective of this thesis was to recognize, analyze and evaluate empirically the effectiveness of teaching Richard Paul\'s model of critical thinking in students of accounting disciplines in the development of abilities to think critically about accounting and of critical thinking disposition\'s in general. The pilot quasi-experiment was conducted in a public institution during the second half of 2010 and had a general approach (four interventions of 30 min.) of the model\'s use and the author of the study was the monitor´s classes. The second quasi-experiment was conducted in a private institution during the first half of 2011 and had a mixed application approach (used in most classes and activities of the experimental class) and the author of the study was the teacher´s classes. In both quasi-experiments the applicants filled three evaluation instruments. Two of them were applied at the beginning and end of the semester and evaluated skills (Ennis Weir Critical Thinking Essay Test - EWCTET) and attitudes (California Critical Thinking Dispositions Inventory - CCTDI) of critical thinking and a demographic survey was applied at the end of the semester. In addition to descriptive analysis of the samples, to test the hypotheses set was applied the analysis of covariance (ANCOVA) using pretest as covariates. In the public institution was not found significant effect of instructional model in developing skills and attitudes of critical thinking and no difference for the effect of isolated variables age or gender. In the particular institution two hypotheses were confirmed, the experimental class (p = .040 and d = .56) and the older students (p = .047 and d = .58) have presented higher development of critical thinking skills. Although the mean of the attitudes were not significantly different, also met significant effect of instructional model in the development of the curiosity attitude (p = .047 and d = .65). There were also significant differences in the abilities to the isolated effects of age (p = .002 and d = .77) and gender (p = .016 and d =.60) and in the attitudes to the isolated effect of gender (p = .033 and d = .46). For future researches, it is recommended to apply the same model in undergraduate or graduate business area and further investigation on ways of thinking, behavior and learning, taking into account age or gender.

Este trabalho foi desenvolvido tendo como tema principal a metodologia de simulação chamada Jogos de Empresas. Este tema ganhou destaque no cenário empresarial e acadêmico nas últimas décadas e tem sido utilizado como ferramenta de treinamento no meio empresarial e de aprendizagem no meio acadêmico, além de ser amplamente discutido em artigos, dissertações e teses. Tendo isto em vista, destaca a relevância dos jogos de empresas como metodologia de aprendizagem no ensino de Administração. Seu enfoque está baseado no conceito de aprendizagem vivencial, no qual o aluno participa ativamente do processo de aprendizagem e também na técnica de simulação com ênfase nos jogos de negócios; apresentando sua evolução, classificação, pesquisas sobre o seu emprego, a estruturação básica e a forma geral de funcionamento, além das suas utilizações, seu desenvolvimento e suas perspectivas, tendo em vista os grandes avanços tecnológicos que permitem hoje, maiores aproximações das simulações com a realidade. Apresenta um novo modelo de jogo de empresas a ser utilizado como instrumento de apoio à formação e treinamento de administradores, enfatizando principalmente o processo decisório, dando nova dinâmica a esta metodologia, visando estabelecer melhores resultados em termos de aprendizagem e motivação aos participantes. O modelo proposto foi aplicado em seis turmas diferentes, de cursos de administração, sendo então apresentados os principais efeitos da aplicação e uso do modelo proposto, mostrando que embora não tenha sido possível mostrar que o aprendizado foi maior, a percepção dos participantes mostrou resultados muito positivos. Finalmente apresenta sugestões para futuras pesquisas. / This work was developed seeking as main theme the simulation methodology. This theme stood out in the managerial and academic scenery in the last decades and it has been used as training tool in the managerial way and of learning in the academy, besides being discussed thoroughly in papers, dissertations and theses. This way, it detaches the relevance of the business games as learning methodology in the teaching of Administration. Your focus is based on the concept of experimental learning, in which the student participates actively of the learning process and also in the simulation technique with emphasis in the business games; presenting your evolution, classification, researches on your employment, the basic structuring and the general form of operation, besides your uses, your development and your perspectives, considering the great technological progresses that allow today, larger approaches of the simulations with the reality. It presents a new model of business game to be used as support to the administrators in your formation and training, emphasizing mainly the decision process, giving new dynamics to this methodology, seeking to establish better results in learning and motivation to the participants. Finally, it presents the principal effects and results of the application and use of the proposed model, besides the recommendations for future researches.

Problemlösning inom matematikundervisning är något som har blivit mer uppmärksammat under de senaste decennierna. Även i den svenska läroplanen för grundskolan har problemlösning fått en större plats och är en av de fem matematiska förmågor som elever ska få möjlighet att utveckla i skolan. I de svenska styrdokumenten läggs också fokus på kommunikation, där elever ska få möjlighet att samtala och resonera kring matematik. Detta kan ske genom att eleverna får arbeta tillsammans med sina klasskamrater i olika gruppkonstellationer. Arbete med problemlösning i grupp kan utformas på olika sätt och påverkar elevers matematiska kunskapsutveckling. I denna systematiska litteraturstudies resultat framkommer det tre övergripande teman, om hur problemlösning i grupp kan stödja elever i deras utveckling av deras matematiska förmågor; hur problemlösningen utformas, på längre och kortare sikt, tillgång till stödstrukturer och hjälpmedel och gruppsammansättningens påverkan. / Problem solving within mathematics teaching has been more highlighted during the last decades. In the Swedish curriculum for primary school problem solving has got a bigger role, being one of five mathematical competencies that students should be given the chance to develop during school. In the Swedish curriculum there is also a focus on communication and how students should get the opportunity to engage in conversations and to reason about mathematics. This can be brought out by letting the students work together with their classmates in different kinds of group constellations. Problem solving in groups can be designed in different ways and affects the development of students’ mathematical competencies. In this systematic literature study three general themes were discovered, on how problem solving in groups can support students in developing their mathematical competencies; how problem solving can be designed, under a longer or shorter period of time, access to supporting structures and tools and the group constellation’s affect.

This is a qualitative study about how literature is used in the subject of English as a foreign language (EFL) or English as a second language (ESL) in the upper secondary school classroom. The study specifically focuses on what goals and activities are ascribed to the use of literature in the English language classroom. Literature has been used in the Swedish language classroom for decades but there is still an uncertainty as to how literature can and could be used. The aim for this thesis was to achieve an understanding of teacher’s choices when it came to goals and activities linked to the EFL/ESL classroom. This is a literature review where primary sources have been analyzed using critical literacy and cultural theory to specify the different authors stand-point about the use of literature. Background information also provides a basis for the analysis where authors dedicated to the use of literature in the language classroom discuss and describe general concepts and ideas of how literature is used and could or should be used. The study showed that depending on the teacher’s goals with literature different methods and activities are linked to the lessons. Critical literacy and cultural theoryhelped develop an understanding of the thoughts and ideas underpinning the concepts of the primary sources, whether it was about altering students’ behavior or fostering democratic and empathetic citizens. The results showed that literature is used in a variety of ways, but at times the student-oriented goals and activities are unclear. This calls for further research on the area of using literature in the EFL/ESL classroom.

This thesis contains two sections: a theoretical section, as well as a section featuring qualitative research with interviews with parents and analysis of children's speeches. The author's aim in the theoretical part, based on previously published academic papers, is to describe what bilingualism is, as well as to describe all its accompanying phenomena. The author briefly describes different types of bilingualism, the acquisition of a mother tongue, and different strategies for both raising children bilingually and bilingual education. In the second chapter the author presents the project Czech School without Borders and introduces the institution Czech School Manchester chaired by Pavla Matásková which follows the idea of the former. The third chapter contains case studies introducing individual preschool pupils' language biographies and their communicative competencies in Czech. The last chapter then sums up and evaluates what methods and materials are used in Czech School Manchester. Key words: Bilingualism, upbringing bilingual children, bilingual education, Czech School Manchester

Matematiksvårigheter är ett omdebatterat ämne i det svenska samhället. Elever som är i matematiksvårigheter kan ses som avvikande från normen och skolans förmåga att möta dessa elever minskar. När denna förmåga minskar används medicinska diagnoser i större utsträckning. Inlärningssvårigheter i matematik är en diagnos som det råder oenighet kring. Undervisningen ska anpassas till varje elevs behov vilket innebär att elever med inlärningssvårigheter i matematik ska få det stöd som behövs för att kunna utvecklas i matematikämnet. Därför är syftet att, genom en systematisk litteraturstudie, undersöka vilka undervisningsmetoder det finns som kan underlätta för elever som anses ha inlärningssvårigheter i matematik. Databasen som använts för insamling av artiklar var Web of Science. Två övergripande teman framkom från resultatet: Stöttning genom interaktion och Stöttning genom material. Utifrån dessa teman framkom flera undervisningsmetoder som fungerar i arbetet med elever som anses ha inlärningssvårigheter i matematik. / Difficulties in mathematics is a well debated topic in the Swedish society. Students in mathematical difficulties can be viewed as divergent from the norm and the school´s ability to meet the needs of these student´s decreases. The rate of students receiving a medical diagnosis increases when this ability decreases. There are uncertainties surrounding the diagnosis of learning disabilities (LD) in mathematics. The instruction should be adapted to meet the needs of every student, which means that students with learning disabilities in mathematics should receive the support that is necessary to progress in mathematics. Thus, the purpose of the study is to, through a systematic literature study, examine the availability of teaching methods that can provide aid for students who are believed to have LD in mathematics. The database that was used to collect articles was Web of Science. Two general themes were discovered: Aid through interaction and Aid through materials. Several teaching methods that are successful in the educational practice of students who are believed to possess LD in mathematics was discovered.

Master of Arts / Department of Speech Communication, Theatre, and Dance / LeAnn Brazeal / Though communication and learning theory suggest that human interaction is a key component that could enhance both processes, little has been done to incorporate these findings into the basic public speaking course. This study is an attempt to develop a dialogic approach for teaching the introductory college public speaking course. Through the incorporation of standardized analytic grading rubrics, instructor feedback prior to the public speaking performance, peer workshops, and peer evaluations of performances, a process-centered teaching approach is developed that has the potential to increase cognitive learning, improve the quality of student speeches, and increase the consistency between public speaking sections. After implementing this teaching approach for one semester, the results showed an increase in cognitive learning but no improvement in the quality of student speeches or grading consistency. However, a review of other research and the qualitative data collected in this study suggest that there might be greater impacts than could be seen here and that this approach needs to be developed and implemented over a longer period of time for its effects to be fully seen.