The aim of this diploma thesis is to describe the problem of children´s presence in traffic, to explore the state of traffic education on basic schools and to show children´s knowledge. The introductory part of my thesis shows, that the accidents statistics are getting better, but there is still a place for their improvement. My surveys on basic schools also show that. Some basic schools even don´t have traffic education at all or only in a limited range. The thesis describes the state of traffic education from the Framework Education Programme for Elementary Education view. Traffic education doesn´t have big integration there these days. It´s only on the teachers, how they interpret the meaning of the requirements in individual subjects. So schools don´t have to take a big care about traffic education. Fortunately there will be a change in Framework Education Programme in the future. The traffic education will have more important role there. On the basis of the Framework Education Programme I have suggested some possibilities, how to integrate the traffic education in current school subjects. The survey among selected students of Teacher Training for Primary Schools also takes part. I wanted to explore, what is the students´ opinion about traffic education and show their preparedness for its teaching.

Made available in DSpace on 2014-06-11T19:24:56Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-07-06Bitstream added on 2014-06-13T20:32:35Z : No. of bitstreams: 1 silva_lh_me_mar.pdf: 400995 bytes, checksum: c4f64d32edbeae138db6faa438920817 (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Segundo estatística do Ministério da Educação e Cultura (BRASIL, 2006), de 1998 a 2005, foram registradas 218.320 novas matrículas inclusivas nas escolas regulares, sendo 65,4% somente no Ensino Fundamental. Considerando que o mesmo quadro estatístico aponta que 43,4% destas matrículas são de alunos com deficiência intelectual, propomos a análise da dinâmica estabelecida no interior das escolas regulares, particularmente nas aulas de História, a partir do momento em que esses alunos começam a fazer parte do contexto escolar. O estudo teve como objetivo específico a busca em compreendermos qual seria a concepção de êxito no ensino de História para esses alunos. Frente ao objetivo, realizamos entrevistas com todos os 14 (quatorze) alunos com deficiência intelectual matriculados entre 5ª e 8ª série do Ensino Fundamental de uma Diretoria Regional de Ensino no interior do Estado de São Paulo, bem como seus respectivos professores de História. O resultado da coleta e análise de dados, estudados quantitativa e qualitativamente através da Análise Social Discursiva, demonstrou que a dinâmica do ensino não apresenta mudanças quando da presença desses alunos, mas promove uma constante busca por ferramentas capazes de adequá-los às características de uma educação que demonstrou-se essencialmente bancária (FREIRE, 2005). Reconhecendo a inexistência de tais ferramentas de controle e sujeição, percebemos finalmente que a inclusão escolar destes apresenta dois grandes potenciais: a inauguração de uma nova forma de exclusão social em que alunos estarão inseridos em espaços que sutilmente desconsiderarão a sua presença, ou a provocação de uma completa revisão dos objetivos da escola. / According to statistics of the Ministry of Education and Culture (BRASIL, 2006), from 1998 to 2005, there has been registered 218,320 new inclusive school registrations in the regular schools, being 65.4% only in Basic School. Considering that the same statistical picture points that 43.4% of these school registrations are of pupils with intellectual deficiency, we consider the analysis of the dynamics established in the interior of the regular schools, particularly in the lessons of History, from the moment when these pupils start to be part of the school context. The study had as specific goal the search in understanding what would be the conception of success in the education of History for these pupils. Front to the objective, we carried through interviews with all the 14 (fourteen) pupils with intellectual deficiency registered between 5ª and 8ª grades of Basic School of a Regional Direction of Education in the countryside of the State of São Paulo, as well as their respective History teachers. The result of the collection and analysis of data, studied quantitatively and qualitatively through the Discursive Social Analysis, demonstrated that the dynamics of education does not present changes when of the presence of these pupils, but promotes a constant search for tools capable to adjust them to the characteristics of an education that demonstrated essentially bankwise (FREIRE, 2005). Recognizing the inexistence of such tools of control and subjection, we realize finally that the school inclusion presents two great potentials: inauguration of a new form of social exclusion, where pupils will be inserted in spaces that will subtly not consider their presence, or the provocation of a complete revision of the objectives of the school.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work is the result of a master's research, developed in the course of Postgraduate in Education in the Federal University of Santa Maria, in the years 2013-2015, registered on Education, Knowledge and Professional Development line. This research is a qualitative approach and sets up as a case study, conducted from observations, conversations and semi-structured dialogue with four cooperating teachers who work at the Municipal School of Early Childhood Education Borges de Medeiros of Santa Maria, Rio Grande do Sul. To support this study on teacher‟s education I use authors as Nóvoa (2009) Ferry (2004), more specifically on continuing education Moreira (2002) and Imbernon (2010). Regarding the Social Imaginary field I bring Castoriadis (1982) and Oliveira (1997, 2006, 2010, 2012), other authors that help to explore this theory. The discussions I create in this dissertation are under the Social Imaginary view, which brings the idea that man is imaginary and imagination, so he has the ability to create new forms, in addition to the already established. In this case, this framework helps us to understand that the education model that currently prevails, may have another configuration and take other directions for the subjects involved. In this study I had as main objective: to understand what are the imaginary meanings of the teachers on continuing education that they organize. In summary, during the research, there was the expansion of the concept of continuing education because the collaborators consider the weekly pedagogical meetings and dialogues about school planning involvement with the university, mediators of education devices. The school performs an establishing movement in the continuing education by organizing their own training, showing that this is the best place for the continuing education of teachers to take place, because to the participants it is important to discuss issues and share knowledge that arise in the work context. / Este trabalho é resultado de uma pesquisa de mestrado, desenvolvida no curso de Pós Graduação em Educação da Universidade Federal de Santa Maria, nos anos de 2013 a 2015, inscrito na linha de Formação, Saberes e Desenvolvimento Profissional. Esta pesquisa é de abordagem qualitativa e configura-se como um estudo de caso, realizado a partir de observações, conversas e um diálogo semiestruturado com quatro professoras colaboradoras que atuam na Escola Municipal de Educação Infantil Borges de Medeiros de Santa Maria, Rio Grande do Sul. Utilizo para embasar este estudo acerca da formação docente autores como Nóvoa (2009) Ferry (2004), mais especificamente sobre formação continuada Moreira (2002) e Imbernón (2010). Já no que tange ao campo do Imaginário Social trago Castoriadis (1982) e Oliveira (1997, 2006, 2010, 2012), outros autores que auxiliam a explorar essa teoria. Essas discussões que faço na dissertação são sob o olhar do Imaginário Social, que traz a concepção de que o homem é imaginário e imaginação, por isso tem a capacidade de criar novas formas, além das já instituídas. Neste caso, esse referencial nos ajuda a compreender que o modelo de formação que predomina atualmente pode ter outra configuração e assumir outros sentidos para os sujeitos implicados. Na realização deste estudo tive como principal objetivo: compreender quais as significações imaginárias dos professores sobre a formação continuada que organizam. Em síntese, no decorrer da pesquisa, constatou-se a ampliação do conceito de formação continuada, pois as colaboradoras consideram as reuniões pedagógicas semanais e os diálogos acerca do planejamento escolar envolvimento com a universidade, dispositivos mediadores da formação. A escola realiza um movimento instituinte na formação continuada ao organizar sua própria formação, mostrando que esse é o melhor lugar para ocorrer a formação continuada de professores, uma vez que, para as colaboradoras, é importante discutir temáticas e compartilhar saberes que surgem no contexto de trabalho.

The theme of the diploma work is the education to media literacy. It concerns the common project linking to diploma work which theme is education to communication competency. Basic principles the work is based on are pragmatic pedagogy and project education. First part of the work is focusing on theory. The content of this work is dealing with the problem of media education. Second part of the diploma work is dealing with education to media literacy. Game and cooperation activities are emphasized which serve to train the interactive forms of communication. The endeavour is to develop the skills such as looking up, gaining, processing, evaluation and using of information which comes from media (newspapers, radio, television and internet). The component of this part is proposal of structure of practical projects for 6. up to 9. grade of the basic school.

Aggression and bullying currently represent a threat that is present in children´s lives from the early years of school attendance and can aggravate with their age. The problem does not concern the children alone but also the adults and the whole society. The aim of this thesis titled Behaviour disorders {--} bullying was to find out what the experience with bullying was among the 9th graders of cooperating basic schools in Tábor, as well as to describe how these problems are dealt with by the teachers at the schools in question. Dealing with these problems and stopping vexation at the level of the entire society is a complicated, long-term process. It is necessary to start the education early and familiarise the children with moral and social rules. The inevitable precondition is the cooperation of all subjects involved in this process. They have to be informed on the causes, forms, prevention methods and consequences related to the problem.

This dissertation looks at crime and juvenile delinquency in basic schools in the Klatovy District. The theoretical section gives a concise appraisal of Act No. 218/2003 Coll., on Juvenile Justice, as well as the internal and external factors potentially influencing the socially pathological behaviour of young people. The study examines current patterns of youth criminality in the Czech Republic and developing trends connected with the issue over recent years, which it then briefly compares to the wider EU experience. The possibilities for intervention work by government departments dealing with education, the police and the justice system with young people at risk is studied in the subsequent chapter. The overall aim of the dissertation is to map the occurrence of predominantly minor offences and juvenile delinquency at basic schools in the Klatovy District in terms of gender, as I suspect that this indicator will feature strongly in the structure of socially pathological youth behaviour. Research was used to determine young people{\crq}s awareness regarding liability for their actions, and what kinds of offences or delinquent activities they most frequently perpetrate. An anonymous questionnaire with 32 closed, half-open and open format questions was used to collect data, and was presented to 303 respondents in years 7, 8 and 9 at five different basic schools. Of the total number of students, 49% were female and 51% male. Schools were deliberately chosen to fulfil the task set by the dissertation, i.e. the question of gender was a primary concern. The aim of the questionnaire was to find out what kinds of socially pathological activities are perpetrated by youths at basic school, and based on the subsequent findings, to decide whether current intervention work with young people at risk in the Klatovy District is sufficient. The research itself corresponds in several areas with data available from the Youth Crime Prevention Officer. In particular, it confirms that delinquency often involves driving motor vehicles without driving licences and the consumption of alcohol. The survey investigation demonstrated young people{\crq}s ignorance of the various age thresholds of criminal liability for their actions, the ascendancy of petty theft, aggression towards classmates and the consumption of illegal drugs. The research points to the conclusion that intervention and work with these groups of young people at risk in the Klatovy District, in terms of preventing illegal drug use and therapy, is insufficient, which similarly applies to the prevention of petty theft, consumption of alcohol, bullying and driving without a valid licence. The elimination of such pathological behaviour will only be successful provided that closer contact is established between school students and prevention workers (school psychologists, counsellors, etc.), as well as other potential organisations, such as the Czech Police, anti-drug co-ordinators and social workers.

My graduation theses are comparing the drama education at basic and art schools in different towns and regions. The first part is dealing with different approaches to drama education from the aspect of different authors. The second part is about comparing drama education at basic schools and art schools. A questioner that reveals different approaches at different schools for both children and teachers and is added.

Esta pesquisa teve por objetivo identificar e analisar as iniciativas do Estado de São Paulo na difusão do Cinema Educativo nas escolas públicas primárias no período de 1933 a 1944. Considerou as finalidades apresentadas para a adoção desta tecnologia de ensino, a infraestrutura para a sua utilização e a divulgação de filmes; buscou constatar a circulação de saberes e indicações pedagógicas para o uso desse recurso de ensino tentando, assim, perceber as práticas escolares. Em meio às transformações ocorridas no período marcado pela modernização do ensino este estudo pretende, ainda, entender a forma pela qual o Cinema Educativo contribuiu para a configuração da cultura escolar paulista. Nesse sentido, procuro atentar para os estudos sobre a história da escola primária dando ênfase à relação entre a cultura escolar, a inovação educacional e a circulação de modelos pedagógicos. O surgimento do Cinema Educativo no Brasil ocorreu nas décadas de 1920 e 1930 durante o movimento em prol da utilização do bom cinema , consolidando-se em 1937, com a criação, em âmbito federal, do Instituto Nacional de Cinema Educativo (I.N.C.E.) que tinha por incumbência coordenar e divulgar as aquisições de caráter técnico , além de fornecer sugestões e viabilizar o funcionamento do Cinema Educativo de forma eficiente e produtiva . Quatro anos depois, em São Paulo, era realizada a Exposição Preparatória do Cinema Educativo no Instituto Pedagógico, por iniciativa da Diretoria Geral de Ensino do Estado de São Paulo, na administração de Lourenço Filho. Ao assumir a Direção do Ensino em São Paulo, em 1933, Fernando de Azevedo retomou as preocupações presentes no Código de Ensino e determinou a utilização do Cinema Educativo nas escolas paulistas. Em 1934, era publicada a Circular n° 24: instrucções sobre o Serviço de Radio e Cinema Educativo, veiculando normas para criação e funcionamento de um serviço especializado. Como contraponto às normas disseminadas pela Diretoria de Ensino, os relatórios elaborados por professores e delegados regionais de ensino do Estado de São Paulo (1933-1944) apontavam problemas enfrentados pelas escolas para incorporação da nova tecnologia, trazendo pistas sobre o uso desta inovação no cotidiano das escolas primárias. Foram muitos os obstáculos encontrados, durante a implementação e manutenção do Cinema Educativo nos Grupos Escolares do interior do Estado de São Paulo. Nos 67 relatórios lidos, ressaltam-se dificuldades na aquisição de filmes e recursos para a compra de equipamentos; problemas com a organização de programas atraentes ; falta de salas e equipamentos apropriados, dentre outros fatores. Os custos dos aparelhos eram sanados geralmente pelo recurso às Caixas Escolares ou a doações de particulares. No entanto a necessidade de autorização da Diretoria para efetivação da compra por vezes retardava o processo. A introdução das novas tecnologias demandava também uma revisão dos métodos pedagógicos e uma reestruturação dos espaços e tempos escolares. / This search has as objective to identify and to analyse initiatives of São Paulo state in the diffusion of Educational Cinema at public basic schools from 1933 to 1944. It was taking in consideration presented purposes in order to adopt such teaching technology, facility to its use and divulgation of films, aiming at ascertaining circulation of knowledge and pedagogical indications to learning source practice, trying in this way realize basic school practices. Within transformations occurred during specific period by teaching modernization, this study intend also to understand the way for which Educational Cinema has contributed to the configuration of paulista scholar culture. In this sense, studies about basic school history were observed, detaching the relation among scholar culture, educational innovation as well as circulation of pedagogical model. The appearance of Educational Cinema in Brazil happened in the 1920s and 1930s, during the movement in favour of good cinema usage, consolidated in 1937 with the creation of Instituto Nacional de Cinema Educativo (INCE), which incumbency was to co-ordinate and to divulge technical character acquisition as well as to suggest and to put into practice Educational Cinema in an efficient and productive way. Four years later, in São Paulo, the Exposição Preparatória do Cinema Educativo was accomplished in Pedagogical Institute, under initiative of General Teaching Administration from São Paulo State, in Lourenço Filho s administration. When Fernando de Azevedo has assumed Teaching Direction in São Paulo, in 1993, he retook the concern presented in Teaching Code, and determined the use of Educational Cinema in paulistas schools. In 1934 Circular n° 24: instrucções sobre o Serviço de Radio e Cinema Educativo was published, divulgating rules to creation and operation of specialized service. As counterpoint to rules that Teaching Administration divulged, teachers and regional education advisers reports from São Paulo state (1933-1944) showed problems occurred in schools in new technology incorporation, indicating clues about use of this implement in basic school routines. Several troubles have happened during the implantation and maintenance of Educational Cinema in Scholar Groups inside São Paulo state. In the 67 read reports, problems related to film acquisition, resources to equipment buying, organization problems related to the creation of attractive programs, lack of appropriate rooms and equipments, among other troubles were presented. Equipment costs were solved by using Scholar Cash Box or by personal donation. Nevertheless, it was necessary an Administration s authorization in order to buy the necessary material, delaying the process. New technologies also demanded a review of pedagogical methodologies as well as a re-structure about scholar space and time.

Submitted by Maria Bernadete Dos Santos (mariabpds@id.uff.br) on 2017-10-11T17:43:35Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Kátia.pdf: 3729871 bytes, checksum: aa79ba5b6a179333828a3021b478e146 (MD5) Produto Kátia.pdf: 497822 bytes, checksum: b23648bbadb638db0b1bb974e27412f7 (MD5) / Approved for entry into archive by Biblioteca Central do Valonguinho Biblioteca Central do Valonguinho (bcv@ndc.uff.br) on 2017-11-01T21:20:35Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Kátia.pdf: 3729871 bytes, checksum: aa79ba5b6a179333828a3021b478e146 (MD5) Produto Kátia.pdf: 497822 bytes, checksum: b23648bbadb638db0b1bb974e27412f7 (MD5) / Made available in DSpace on 2017-11-01T21:20:35Z (GMT). No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Kátia.pdf: 3729871 bytes, checksum: aa79ba5b6a179333828a3021b478e146 (MD5) Produto Kátia.pdf: 497822 bytes, checksum: b23648bbadb638db0b1bb974e27412f7 (MD5) / Um dos maiores obstáculos encontrados no processo de ensino/aprendizagem da Isomeria na Escola Básica é o entendimento dos alunos acerca da transposição de estruturas planas para estruturas tridimensionais de moléculas. Esta transposição é imprescindível para o entendimento deste conteúdo, o que provocou na professora, mediadora deste processo e autora desta Dissertação, a necessidade de buscar estratégias que possam facilitar a aquisição deste conhecimento. Assim, este trabalho objetiva apresentar a elaboração, a aplicação e a validação de uma Unidade de Ensino Potencialmente Significativa (UEPS) criada para promover a aprendizagem da isomeria em uma escola da rede federal de ensino no Rio de Janeiro. O desenvolvimento da UEPS foi composto por quatro etapas. Na primeira etapa, buscou-se conhecer os conhecimentos prévios dos discentes sobre isomeria, essas informações contribuíram para a elaboração de uma sequência didática; a segunda etapa visou despertar o interesse do aluno, melhorar a motivação através da interação com o cotidiano discente e a buscar remover obstáculos para a aprendizagem. Na terceira etapa, a metodologia foi avaliada e na quarta etapa, a elaboração e avaliação da UEPS. A sequência didática trabalhada na UEPS desenvolvida, além de facilitar a aprendizagem da isomeria permitiu a construção de um saber coerente, significativo e aplicado ao cotidiano, o que pode ser demonstrado nas avaliações realizadas e em uma Feira de Ciências (EXPOTEC/2014), a qual integrou a professora e os alunos envolvidos nesta pesquisa e a comunidade escolar com o conteúdo químico de forma prazerosa e eficiente. / One of the biggest obstacles encountered in the teaching/learning process of Isomerism in Schools is the transposition of planar structures for three-dimensional structures of molecules. This transposition is essential for the understanding of this content, which causes the teacher, mediator of this process, the need to seek strategies that can facilitate the acquisition of this knowledge. Thus, this study aims to present the development, implementation and validation of a Potentially Meaningful Teaching Unit (PMTU) designed to promote the learning of isomerism at a school federal school system in Rio de Janeiro. This search Teaching was composed of four steps. At first, we tried to meet the prior knowledge of students about isomerism, this information contributed to the preparation of a didactic sequence, the second step, aimed at awakening the interest of the student, improve motivation through interaction with the student daily and seek to remove obstacles to learning. In the third stage, the methodology was evaluated and in the fourth stage, we have the development and evaluation of PMTU. The didactic sequence crafted in developed PMTU, besides facilitating the learning of isomerism allowed the construction of a knowledge coherent, meaningful and applied to daily life, which can be demonstrated in the evaluations carried out and in a Science Fair (Expotec/2014), which integrated the teacher and students involved in this research and the school community with chemical content in a pleasant and efficient manner.

Made available in DSpace on 2015-04-11T13:54:48Z (GMT). No. of bitstreams: 1 Dissertacao Ana Paula.pdf: 2208535 bytes, checksum: 2ada29f44ff9772de94ddfe8e48f0c55 (MD5) Previous issue date: 2009-06-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Laws, directives, programs and proposals for environmental education are on the agenda of the federal government, at environmental ministry, education and culture ministry level and others, however it is essential that more attention and support should be given to follow up how it is applied in schools, at classroom space. There is where education really take place, whether small or big actions, they are extremely important. By starting with these actions, it is to believe that there is a chance to change behaviours and prepare people that, by disseminating their certainties, will work toward a new relationship with the world and the other. In face of this, the present study) aims the comprehension of environmental education concepts arising from educational practices at basic school by aplication of ProNEA National Program for Environmental Education. The research is based on systemic and dialectic approach, where the first is substantiated on aegis of the systems theory of Morin and the second and the second is focused on the things and its conceptual images in its conecctions, in its chain, in its dynamics, in its process of genesis and its aging. The methodological procedures carried out na in this research where: participating observation with quantitative analysis and, qualitative predominance. The study turned possible qualitative predominance. The study made possible an analysis of the environmental education model at schools, the concepts of educators concerning education and environment and involvement of schools in public policies concerning to the constructed theoretical reference. It became clear that the environmental education thematic is sparely diffused at schools, the theoretical methodological strength of educators is superficial, superficial, they dont participate in professional training in environmental education, there is no specialized technical pedagogical follow up and the people involved in the inquiry do not met the national policy for environmental education. In spite of all identified problems, managers and educators showed high level of preoccupation with com the environmental issues, approaching environmental education in different ways. / Leis, diretrizes, programas e propostas para a Educação Ambiental estão nas pautas do Governo Federal, no âmbito do Ministério do Meio Ambiente, Ministério da Educação e Cultura e outros, no entanto é imprescindível que haja mais acompanhamento e maior apoio ao que acontece dentro das escolas, no espaço das salas de aula. É lá que a educação realmente acontece e, quer sejam grandes ou pequenas ações, elas são extremamente necessárias. A partir delas acredita-se existir a possibilidade de mudar condutas e formar pessoas que, disseminando suas convicções, trabalharão por uma nova maneira de relacionarse com o mundo e com os outros. Diante do exposto, o presente estudo objetiva-se compreender as concepções de Educação Ambiental a partir da prática de educadores do Ensino Fundamental na aplicação do ProNEA - Programa Nacional de Educação Ambiental. A pesquisa está alicerçada nas abordagens sistêmica e dialética, onde a primeira se firma sob a égide da teoria dos sistemas de Morin e a segunda focaliza as coisas e suas imagens conceituais em suas conexões, em seu encadeamento, em sua dinâmica, em seu processo de gênese e envelhecimento. Os procedimentos metodológicos adotados na realização da pesquisa foram: pesquisa e observação participante, com análise quantitativa e, predominantemente, qualitativa. O estudo possibilitou analisar o modelo de educação ambiental das escolas, as concepções dos educadores sobre o binômio educação e ambiente e o envolvimento das escolas nas políticas públicas a partir dos aportes do referencial teórico construído. Constatou-se então, que a temática educação e ambiente é pouco difundida nas escolas, a base teórico-metodológica dos educadores é superficial, os mesmos não participam de formação profissional em educação ambiental, não há um acompanhamento técnicopedagógico especializado na área e que os sujeitos da pesquisa desconhecem a Política Nacional de Educação Ambiental. Apesar de todos os problemas encontrados, os gestores e educadores demonstraram muita preocupação com a problemática ambiental, abordando a educação ambiental de diferentes formas