Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Chemistry and its relationship with the sport has been plaiyng a key role, through scientific and technological advances to the appearance of new substances and materials. Due to its great social relevance and being a matter of knowledge of students, the theme "sport" was chosen for the development of this research, a different approach being made to work out the scientific content of Organic Chemistry, third-year of high school students belonging to a public school of the city of Santa Maria, RS, Brazil. From the work with students during the school year of 2013 different issues were addressed , such as the chemistry of sporting goods, through debates and discussions on scientific and technological advances in sports, the history and evolution of sporting goods and the study of polymers, biochemistry of exercise, in which issues related to the power needed to care were addressed, the study of different nutrients in foods, cellular metabolism and bioenergetics; as well as the study of prohibited substances in sports, desired by athletes in competition effects and side effects caused by improper intake of these substances. Data from this study were collected from questionnaires, textual productions, research papers, and records of the researcher in relation to the development of interventions, and analyzed by discursive textual analysis. Among the activities of this work, we highlight the experiment of synthesis of nylon 6,6, the preparation of a glossary as paradicdatic material, entitled "A, B, C. .. Chemical and Sports," and the resolution of several cases relating to doping in the Olympics in 2012 through Case Study. We are able to see the results from this research that the use of the theme "sport" favored the understanding of scientific knowledge of chemistry and its relationship with other areas of knowledge, by developing teaching methodologies that allowed the students' active participation, promoting greater interest and involvement of them in carrying out activities in the school. / A Química e sua relação com o esporte vêm desempenhando um papel fundamental, através dos avanços científicos e tecnológicos para o surgimento de novas substâncias e materiais. Devido a sua grande relevância social e por ser um assunto de conhecimento dos estudantes, a temática esporte foi escolhida para o desenvolvimento desta pesquisa, sendo realizada uma abordagem diferenciada para trabalhar os conteúdos científicos de Química Orgânica, com estudantes da terceira série do ensino médio pertencentes a uma escola pública estadual da cidade de Santa Maria, RS, Brasil. A partir do trabalho desenvolvido com os alunos durante o ano letivo de 2013, foram abordados diferentes assuntos, tais como: a química dos materiais esportivos, através da realização de debates e discussões sobre os avanços científicos e tecnológicos nos esportes, o histórico e a evolução dos materiais esportivos e o estudo dos polímeros; a bioquímica do exercício físico, em que foram abordados assuntos relacionados aos cuidados necessários com a alimentação, ao estudo dos diferentes nutrientes presentes nos alimentos, o metabolismo celular e a bioenergética; assim como o estudo das substâncias proibidas nos esportes, os efeitos desejados pelos atletas em competições e os efeitos colaterais ocasionados pela ingestão indevida destas substâncias. Os dados desta pesquisa foram coletados a partir de questionários, produções textuais, trabalhos de pesquisa, e registros da pesquisadora com relação ao desenvolvimento das intervenções, sendo analisados através da análise textual discursiva. Dentre as atividades deste trabalho, destacamos a realização do experimento de síntese do náilon 6,6, a confecção de um glossário como material paradidático, intitulado A, B, C...da Química e do Esporte , e Estudo de caso através da resolução de diversos casos referentes ao doping nas Olimpíadas de 2012. Podemos evidenciar a partir dos resultados desta pesquisa que a utilização da temática esporte favoreceu a compreensão de conhecimentos científicos de química e sua relação com outras áreas do conhecimento, através do desenvolvimento de metodologias de ensino que permitiram a participação ativa dos estudantes, promovendo um maior interesse e envolvimento dos mesmos durante a realização das atividades no âmbito escolar.

The teaching and learning of Environmental Education as an integrated approach to education and training aims at a holistic modality. This requires a commitment by stakeholders to support formal and informal Environmental Education implementation. By means of descriptive qualitative and quantitative methods, I investigated local, national and global, past and present Environmental Education practices with a view to recommend criteria for a model for the integration of Environmental Education into the school curriculum of the Northern Province. The findings revealed that various countries have attempted to address the position and status of Environmental Education in the school curriculum. The one subject approach and a cross-curriculum approach emerge consistently as the options adopted. Neither of the two approaches are cited as completely successful. The integrated nature of Environmental Education issues are countered by country systemic constraints, for example the political climate, among other things. Other impediments to implementing Environmental Education are policy makers' lack of knowledge and negative attitudes, lack of resources, curriculum design deficiencies, inadequate pre-service and in-service teacher training and misconceptions about Environmental Education. The history, principles and the peculiarities of Environmental Education, the lessons learnt from other countries and the empirical investigation in the Northern Province give indicators that form the basis of the model recommended by this research. In view of the findings the recommendation is made that Environmental Education be integrated into the school curriculum of the Northern Province for General Education and Training and Further Education and Training for all school grades using a project approach, a discipline-specific thematic approach and as a discipline. / Educational Studies / D. Ed (Didactics)

The theoretical part of the diploma thesis lists the functions of reading books and textbooks generally, formulates the criteria of their assessment, which serves as a basis for identification of the essential dilemmas in the creation of new reading books. The practical part of the thesis develops two chapters of a secondary school reading book. These chapters are compiled thematically according to the principle of so-called "grand ideas". Two approaches to text selection were employed - a literary-historical and a literary-theoretical approach. Both approaches aim at improvement of students' reading literacy: on one hand they deliver to students the necessary field background, on the other hand they open a space for comparison of reading texts across historical periods or literary forms. These advances rely on the interlinkages between texts emergent from the present underlying "grand idea". The reading texts are supplemented by sections of questions and tasks, which ought to assist in interpretation of the reading texts. The methodical comments describe which abilities and skills of students are to be developed in the respective exercise.

The teaching and learning of Environmental Education as an integrated approach to education and training aims at a holistic modality. This requires a commitment by stakeholders to support formal and informal Environmental Education implementation. By means of descriptive qualitative and quantitative methods, I investigated local, national and global, past and present Environmental Education practices with a view to recommend criteria for a model for the integration of Environmental Education into the school curriculum of the Northern Province. The findings revealed that various countries have attempted to address the position and status of Environmental Education in the school curriculum. The one subject approach and a cross-curriculum approach emerge consistently as the options adopted. Neither of the two approaches are cited as completely successful. The integrated nature of Environmental Education issues are countered by country systemic constraints, for example the political climate, among other things. Other impediments to implementing Environmental Education are policy makers' lack of knowledge and negative attitudes, lack of resources, curriculum design deficiencies, inadequate pre-service and in-service teacher training and misconceptions about Environmental Education. The history, principles and the peculiarities of Environmental Education, the lessons learnt from other countries and the empirical investigation in the Northern Province give indicators that form the basis of the model recommended by this research. In view of the findings the recommendation is made that Environmental Education be integrated into the school curriculum of the Northern Province for General Education and Training and Further Education and Training for all school grades using a project approach, a discipline-specific thematic approach and as a discipline. / Educational Studies / D. Ed (Didactics)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research project analyses the challenges to be faced with the range of curricular interventions which aim to approach the interaction between Science, Technology and Society (CTS) through the setting down of contemporary themes, notably science and technology. Such curricular routings are marked by the approximation of the presuppositions of the Brazilian pedagogue Paulo Freire and references to the movement known as CTS. To achieve a critical reading of reality, a fundamental aspect of Freire, it is understood that a critical understanding of the interaction between CTS is becoming more and more essential, considering that the dynamics of contemporary society are becoming strongly conditioned by science and technology. In the context of such curricular interventions, is raised the problem of investigation: What are the possible challenges to be faced / investigated in the search for curricular configurations which look at the CTS approach through the laying out of socially relevant problems together with EJA? The objectives of the project are: to identify and discuss the position of EJA teachers in relation to the use, in class, of themes/problems of social relevance and to identify and discuss complications to be confronted in schools. This project is of a qualitative nature and the instruments used were: written registers in the form of diaries; questionnaires and interviews. As a synthesis of the results of the investigation, four categories are defined and discussed which constitute challenges to be faced: a) the excess of methodological reductionism, this being the teacher giving himself the role of program beater ; b) interdisciplinary work; c) the supposed student resistance to the themed approach and d) the development of polemic themes which involve local conflicts/contradictions. / Nesta pesquisa, são analisados desafios a serem enfrentados no âmbito de intervenções curriculares que buscam enfocar interações entre Ciência-Tecnologia-Sociedade, mediante a abordagem de temáticas contemporâneas, marcadas pela componente científico-tecnológica. Tais encaminhamentos curriculares estão balizados por uma aproximação entre pressupostos do educador brasileiro Paulo Freire e referenciais ligados ao denominado movimento CTS. Para ocorrer uma leitura crítica da realidade, dimensão fundamental em Freire, entende-se que é, cada vez mais, fundamental uma compreensão crítica das interações entre CTS, considerando que a dinâmica social contemporânea está fortemente condicionada pela ciência e tecnologia. No contexto de tais intervenções curriculares, surge o problema de investigação: Quais os possíveis desafios a serem enfrentados/investigados quando se buscam configurações curriculares que contemplem o enfoque CTS através da abordagem de problemas de relevância social junto a EJA? Os objetivos da pesquisa são: identificar e discutir posicionamentos de professores da EJA quanto à utilização de temas/problemas de relevância social em suas aulas e identificar e discutir estrangulamentos a serem enfrentados nas instituições escolares. Esta pesquisa é de cunho qualitativo e os instrumentos utilizados foram: registros escritos, sob a forma de Diários; questionários e entrevistas. Como síntese dos resultados da investigação, são definidas e discutidas quatro categorias, as quais constituem desafios a serem enfrentados: a) superação do reducionismo metodológico, ou seja, ao professor atribui-se o papel de vencer programas ; b) o trabalho interdisciplinar; c) suposta resistência dos alunos à abordagem temática e d) desenvolvimento de temas polêmicos que envolvem conflitos/contradições locais.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present master’s research held as base the discussion of actions paved by the curricular perspective of Thematic Approach (TA), through elements of the epistemology of Ludwik Fleck. Based on the fundaments of Freirean ideals, the proposal of thematic approach has been labeled by the field’s literature as an alternative for overcoming the problems regarding school’s curricular context. Despite such label, it was noted the inexistence of papers that approach which are the subjects who, within the field, build and disseminate knowledge regarding the curricular approach. Utilizing this realization as a prerogative, the following research problem is proposed: How is constituted the exoteric circle of researchers which, in the field of Science Education, develops actions by the Thematic Approach? Which theoretical and practical elements aid in the characterization of the Style of Thought of this collective?. With the goal to answer this questions, initially, a research for papers was made in some of the main journals of the field, such as: “Ciência & Educação”, “Ensaio: Pesquisa em Educação em Ciências”, “Investigações em Ensino de Ciências” e “Revista Brasileira de Pesquisa em Educação em Ciências”.Based on the thirteen articles selected during the bibliographical review, it was possible to make other questionings regarding how the thematic approach has been thought and worked within the field, in addition to identify the names of the main personalities who promote actions and build knowledge relative to this perspective. Past this identification, a second phase of the research was executed, constituted by interviews with five of the six main specialists who constitute the exoteric circle regarding the Thematic Approach. Afterward the analysis of the interviews, it was possible to discuss characteristics regarding these subjects, and therefore initiate the process of characterization of the style of thought of this collective. Supported by the interviews and selected works, along the first phase of the research, aided by the Discursive Textual Analysis as a method for analysis, it was possible to identify four categories: i) The development of papers: contexts and conceptions; ii) Freirean presuppositions as base (divides in other three categories); iii) Elements regarding the perspective of TA (divided in other four categories); iv) Challenges: how to overcome them?. The description and characteristics of the categories enable to characterize the style of thought of the exoteric circle, which is strongly marked by a Freirean bias and structured based on actions through formative processes and in a group context. It was also noticed that the identified exoteric circle organize its discussions and practices based on real demands which, having them as base, knowledge on the perspective of question and transform that reality can be constructed. / A presente pesquisa de mestrado teve como base a discussão das ações balizadas pela perspectiva curricular da Abordagem Temática (AT), a partir elementos da epistemologia de Ludwik Fleck. Fundamentada em ideais freireanos, a proposta da abordagem temática tem sido sinalizada pela literatura da área como uma alternativa para a superação dos problemas relacionados ao contexto curricular escolar. Apesar de tal sinalização, percebeu-se a inexistência de trabalhos que abordassem quem são os sujeitos que, dentro da área, constroem e disseminam conhecimentos relacionados à abordagem curricular. Tendo como prerrogativa essa constatação, propôs-se o seguinte problema de pesquisa: Como se constitui o círculo esotérico de pesquisadores que, na área de Educação em Ciências, desenvolve ações a partir da Abordagem Temática? Quais elementos teóricos e práticos auxiliam na caracterização do Estilo de Pensamento deste coletivo?. Objetivando responder esse problema, realizou-se, inicialmente, uma busca por trabalhos em alguns dos principais periódicos da área, sejam eles: “Ciência & Educação”, “Ensaio: Pesquisa em Educação em Ciências”, “Investigações em Ensino de Ciências” e “Revista Brasileira de Pesquisa em Educação em Ciências”. Com base nos treze artigos selecionados durante a revisão bibliográfica, foi possível realizar outros questionamentos sobre o modo como a abordagem temática vem sendo pensada e trabalhada dentro da área, além de identificar os nomes dos principais sujeitos que promovem ações e constroem conhecimento relativo a essa perspectiva. Após essa identificação, realizou-se uma segunda etapa da pesquisa, a qual consistiu na realização de entrevistas com cinco dos seis principais especialistas que compõem o círculo esotérico em relação à AT. Após a análise das entrevistas realizadas, foi possível discutir características em relação a esses sujeitos, e iniciar o processo de caracterização do estilo de pensamento do coletivo. Baseando-se nas entrevistas e nos trabalhos selecionados, durante a primeira etapa da pesquisa, com o auxílio da Análise Textual Discursiva como método de análise, foi possível identificar quatro categorias: i) O desenvolvimento dos trabalhos:contextos e concepções; ii) Pressupostos freireanos como balizadores das concepções e práticas (dividida em outras três subcategorias); iii) Elementos relacionados à perspectiva da AT (dividida em outras quatro subcategorias); iii) Desafios: como tentar superá-los?. As descrições e as características das categorias possibilitaram caracterizar o estilo de pensamento do círculo esotérico, o qual está fortemente marcado por um viés freireano e estruturado com base em ações via processos formativos e em contexto de grupo. Percebeu-se, também, que o círculo esotérico identificado organiza as suas discussões e práticas com base em demandas da realidade e que, partindo delas, constroem-se conhecimentos na perspectiva de problematizar e transformar aquela realidade.

Fundação de Apoio à Pesquisa Científica e Tecnológica do Estado de Santa Catarina / In the face of current educational problems, indicated by research, as the propedeutic education and the separation between the "world of life" and the "world of school," the conception of science and technology neutral, among others, it is necessary to "make changes" in curriculum. Moreover, it is argued that teachers should be part of the process of curriculum reconfiguration. So, in this research, it is looked for identify and critically analyze challenges and potential faced by trainees in physics in the process of reconfiguring a curriculum guided by the approach of social themes marked by the Science and Technology. More specifically, focus on the elaboration and implementation of themes under the Supervised Internship Course in Teaching of Physics. The structure of these themes is referenced by an approximation of the presuppositions of the educator Paulo Freire and the Science-Technology-Society movement (CTS). The research problem is characterized by the following questions: 1) What dimensions the school context influences the execution of curriculum reconfigurations based on themes? 2) What are the constraints that the training of future teachers, has in the process of elaboration/implementation of themes? The research, entered on the Research Line called School Practice and Public Policies (PPGE/UFSM), is developed according to the dynamics of participative research. The instruments to obtain the "data" were used the Teacher's Journal, a semi-structured interviews and analysis of reportsfiled by the student teacher. The analysis was done using content analysis. The results were organized under four thematic categories: Training Fragmented; From Rigor" to the Curricular Flexibility; Real Problems and Epistemological Curiosity, and Student Problem or Curriculum Problem?. / Frente a atuais problemas educacionais, apontados pelas pesquisas, como o ensino propedêutico, a desvinculação entre o mundo da vida e o mundo da escola , a concepção de ciência e tecnologia neutras, entre outros, considera-se necessário mexer no currículo. Além disto, defende-se que os professores devem fazer parte do processo de reconfiguração curricular. Neste sentido, busca-se, nesta pesquisa, identificar e analisar criticamente desafios e potencialidades encontradas por estagiários de Física, no processo de uma reconfiguração curricular pautada pela abordagem de temas sociais marcados pela Ciência-Tecnologia. Mais especificamente, focalizar a elaboração e implementação de temáticas no âmbito do Estágio Curricular Supervisionado em Ensino de Física. A estruturação destas temáticas é referenciada por uma aproximação entre pressupostos do educador Paulo Freire e do movimento Ciência-Tecnologia-Sociedade (CTS). O problema de investigação é caracterizado pelas seguintes questões: 1) Em que dimensões o contexto escolar influencia a efetivação de reconfigurações curriculares baseadas em temáticas? 2) Quais os condicionamentos que a formação, destes futuros professores, exerce no processo de elaboração/implementação de temáticas? A pesquisa, inserida na Linha de Pesquisa Práticas Escolares e Políticas Públicas (PPGE/UFSM), é desenvolvida segundo a dinâmica da Pesquisa Participante. Como instrumentos, para a obtenção dos dados , foram utilizados o Diário do Professor, uma entrevista semi-estruturada e a análise dos relatórios entregues pelos estagiários. Em termos de análise, fez-se uso da análise de conteúdo. Os resultados foram sistematizados sob quatro categorias temáticas: Formação Fragmentada; Do Rigor à Flexibilidade Curricular; Problemas Reais e Curiosidade Epistemológica; e Aluno Problema ou Currículo Problema?.

Multi-national military exercises have been recognised to have both military utility and political effects, however these mechanisms have been mainly studied from of major states. The purpose of the study is to determine what motivations Small states have to participate in multi-national military exercises and how they are used as a political tool, in order to further develop a analytical framework for analysing Small states behaviour in military exercise. The study was conducted via a single case study on Sweden through a deductive thematic analysis with themes developed on the basis of existing theory on a military exercise and Small state theory. Press releases and annual reports were scrutinised and relevant codes were identified. Results show that all themes outlined were represented in the material. What can be gathered from the investigation is how Small states highly value factors such as increasing military capacity and interoperability. The major find of the investigation was how Small states use multi-national military exercises is order to enhance deterrence, strengthen relationships, and to increase prestige and relevance, all in the pursuit of security. The investigation showed that Small states are indeed different from that of Great states in how they use multi-national military exercises. Recommendation were then made on further studies, such as quantitative or comparative efforts.

The thrust of this study proceeds from the presupposition that first, the Cush texts of the Old Testament which may be used as a conduit for finding `Africa' in the Bible have generally been `ignored' or not given the priority they deserve especially by traditional western biblical scholarship. Second, that when, however, they have been accorded a `token paragraph or two', the interpretations given more often than not tend to portray a negative image of the African Cush. As a result, those of African ancestry who tend to trace their identity (however that term is understood) and historical roots to the biblical Cush tend to take offence at such interpretations. They perceive them as a deliberate attempt to `de-Africanize' or `de-emphasize' the African presence in and contribution to the Bible. This thesis argues that there are serious consequences for `de-Africanizing' the Bible, especially for the African peoples. This constitutes the fundamental argument in chapter one. To highlight the problem dogging the Cush texts even more, a sample excursion into the works of the major interpreters of the Cush texts is offered. As a result of this, two groups of scholars emerge: the Eurocentric on one hand, and the Afrocentric on the other. It is observed that each of the two groups more or less interprets the texts from its own cultural perspective. This is basically the subject matter of chapter two. Against this background, the researcher is consequently obligated to return to the sources and, in so doing, attempts another re-reading of all the fifty-six Cush texts from the historical-critical perspective, as well as from other perspectives. This is carried out with the intention of developing an interpretative model which, first of all, does justice to all the Cush texts, thereby offsetting what traditional western biblical scholarship has hitherto done; and which, second, attempts to offer an interpretation of the Cush texts which tries to take into consideration both Eurocentric as well as Afrocentric perspectives and concerns. In this way, a balance of sorts is struck. This is the main focus of chapters three, four and five, which comprise the main corpus of this thesis. The approach employed in the analysis of the Cush references is a `thematic' one. In other words, texts are grouped according to their presumed `themes' and are analyzed under the subtitles of `Preliminary remarks' and `Analytical remarks'. The former generally focus on literary matters such as those pertaining to the grammar and syntax of the MT, although to a certain extent are also interpretative. The latter attempts an explanation of the given reference as the main focus, but also takes into consideration the views of other scholars. This is how all the references are treated. The MT however is the pivot around which all the analyses hinge. The procedure is `fluid', however, in that there is much overlapping of the arguments put forward. Finally, a conclusion summarizing the findings related to all the references belonging to one thematic group is provided at the end of each chapter. The last chapter, which comprises the conclusion to the whole thesis, focuses on the importance and challenges of the Cush texts for Africa. In this connection a way forward is also proposed as to how such texts may be organized and read with some sense in a context of higher learning such as that which obtains in an African University. / Biblical and Ancient studies / D. Th. (Old Testament)

The thrust of this study proceeds from the presupposition that first, the Cush texts of the Old Testament which may be used as a conduit for finding `Africa' in the Bible have generally been `ignored' or not given the priority they deserve especially by traditional western biblical scholarship. Second, that when, however, they have been accorded a `token paragraph or two', the interpretations given more often than not tend to portray a negative image of the African Cush. As a result, those of African ancestry who tend to trace their identity (however that term is understood) and historical roots to the biblical Cush tend to take offence at such interpretations. They perceive them as a deliberate attempt to `de-Africanize' or `de-emphasize' the African presence in and contribution to the Bible. This thesis argues that there are serious consequences for `de-Africanizing' the Bible, especially for the African peoples. This constitutes the fundamental argument in chapter one. To highlight the problem dogging the Cush texts even more, a sample excursion into the works of the major interpreters of the Cush texts is offered. As a result of this, two groups of scholars emerge: the Eurocentric on one hand, and the Afrocentric on the other. It is observed that each of the two groups more or less interprets the texts from its own cultural perspective. This is basically the subject matter of chapter two. Against this background, the researcher is consequently obligated to return to the sources and, in so doing, attempts another re-reading of all the fifty-six Cush texts from the historical-critical perspective, as well as from other perspectives. This is carried out with the intention of developing an interpretative model which, first of all, does justice to all the Cush texts, thereby offsetting what traditional western biblical scholarship has hitherto done; and which, second, attempts to offer an interpretation of the Cush texts which tries to take into consideration both Eurocentric as well as Afrocentric perspectives and concerns. In this way, a balance of sorts is struck. This is the main focus of chapters three, four and five, which comprise the main corpus of this thesis. The approach employed in the analysis of the Cush references is a `thematic' one. In other words, texts are grouped according to their presumed `themes' and are analyzed under the subtitles of `Preliminary remarks' and `Analytical remarks'. The former generally focus on literary matters such as those pertaining to the grammar and syntax of the MT, although to a certain extent are also interpretative. The latter attempts an explanation of the given reference as the main focus, but also takes into consideration the views of other scholars. This is how all the references are treated. The MT however is the pivot around which all the analyses hinge. The procedure is `fluid', however, in that there is much overlapping of the arguments put forward. Finally, a conclusion summarizing the findings related to all the references belonging to one thematic group is provided at the end of each chapter. The last chapter, which comprises the conclusion to the whole thesis, focuses on the importance and challenges of the Cush texts for Africa. In this connection a way forward is also proposed as to how such texts may be organized and read with some sense in a context of higher learning such as that which obtains in an African University. / Biblical and Ancient studies / D. Th. (Old Testament)