The central theme of the diploma thesis is incorporation of media education at the first stage of primary school. The theoretical part of the thesis briefly defines the basic concepts related to media education, offers an insight into historcal background and gradual integration of media education into the Czech educational system and, last but not least, introduces current state of this cross-curricular topic at Czech schools. The practical part is devoted to a research survey aimed at finding out which didactic topics of media education are mostly reflected in educational materials intended for the first stage of primary school and at the same time at ascertaining how the pupils are mostly involved in media education in terms of task assignments contained in teaching materials. The results of the research show that the most frequently reflected topics of media education that appear in educational materials are advertising, its regulation and influence and characteristics and function of traditional media. In case of the method of pupils involvement in media education, the research findings show that pupils are mostly called upon to receptive activities. To obtain the results of the research survey, qualitative content analysis of selected teaching materials was used.

BRAGA, Carla Sousa. Uso do material didático hipermidiático pelo aluno: análise de uma experiência em educação semipresencial na Universidade Aberta do Brasil e Universidade Federal do Ceará. 2012. 178f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2012. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-02-20T14:11:12Z No. of bitstreams: 1 2012-DIS-CSBRAGA.pdf: 3170419 bytes, checksum: 1ce55e7563ade22de60d1ee6c37a4dc7 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-02-20T14:19:17Z (GMT) No. of bitstreams: 1 2012-DIS-CSBRAGA.pdf: 3170419 bytes, checksum: 1ce55e7563ade22de60d1ee6c37a4dc7 (MD5) / Made available in DSpace on 2014-02-20T14:19:17Z (GMT). No. of bitstreams: 1 2012-DIS-CSBRAGA.pdf: 3170419 bytes, checksum: 1ce55e7563ade22de60d1ee6c37a4dc7 (MD5) Previous issue date: 2012 / This study aimed to investigate how hypermedia features used in semi attending distance education may be related to the learning process of the students of the graduation in Letras Inglês of the Universidade Aberta do Brasil. For this, it was done a bibliographic study that understood the elements that characterize the hypermedia resources and a new theoretical proposal for learning in the digital age, developed by George Siemens, which is called Connectivism. It was concluded by a historical review in the instructional materials and resources used for teaching of a second language. Concerning to the methodology, it was taken with the qualitative study of ethnographic feature and it was counted with the voluntary participation of thirteen students of both sexes enrolled in the course selected and tied to the poles. During the fieldwork, semi-structured interviews were conducted and navigations in the didactic materials of the specific disciplines of the course, as the focus was to observe how the hypermedia resources were available and used by the students. The results showed that the students visualize the strong and the weak points of the didactic materials that they used during the course. Moreover, they also realized what are the purposes and functions of the hypermedia resources available and made suggestions to improve them. However, factors such as skill level, time and necessity may be decisive during their study practices. Finally, it is possible to reach the following conclusions concerning to the hypermedia didactic materials: first, the reason for them to be constructed from the combination of different languages and media and they also foment a non-linear navigation, which enable the students through their needs and style to assume a role of co-author of his or her material and to define which paths will be included / excluded during the study. Second, the hypermedia resources that were analyzed help to the learning when it brings real life contexts to the content which allows associations between prior knowledge and new information and providing practical applications of topics. And third, by incorporating elements that are available in cyberspace, which benefit in the development of the networks of the students learning and adding new nodes. For the education, this can be useful for making known the views of the students about resources and how this relates to the ways of use of the didactic materials during the study and learning. / O presente trabalho teve por objetivo investigar de que forma os recursos hipermidiáticos utilizados na educação a distância podem estar relacionados com a aquisição de aprendizagem de alunos do curso de Licenciatura em Letras Inglês da Universidade Aberta do Brasil, em parceria com a Universidade Federal do Ceará. Para isso, realizou-se um levantamento bibliográfico que compreendeu os elementos que caracterizam os recursos hipermidiáticos e uma nova proposta teórica para a aprendizagem na era digital, desenvolvida por George Siemens, chamada de conectivismo. Finalizou-se com uma revisão histórica nos materiais didáticos e recursos utilizados para o ensino de uma segunda língua. Com relação à metodologia, trabalhou-se com a pesquisa qualitativa de caráter etnográfico e contou-se com a participação voluntária de treze alunos, de ambos os sexos, regularmente matriculados no curso e vinculados aos polos selecionados. Durante o trabalho de campo, foram realizadas entrevistas semiestruturadas e navegações nos materiais didáticos das disciplinas analisadas do curso, já que se buscava observar como os recursos hipermidiáticos eram disponibilizados e utilizados pelos alunos. Os resultados mostram que os alunos visualizam os pontos fortes e fracos dos materiais didáticos que utilizavam durante o curso. Além disso, perceberam quais são as finalidades e as funções dos recursos hipermidiáticos disponibilizados e apresentaram sugestões para melhorá-los. Entretanto, fatores como nível de proficiência, tempo e necessidade podem ser determinantes durante as suas práticas de estudo. Por fim, pode-se chegar às seguintes conclusões com relação aos materiais didáticos hipermidiáticos: primeiro, por serem construídos a partir da combinação de diferentes linguagens e mídias, e fomentarem uma navegação não linear, possibilitam que o aluno, por meio de suas necessidades e estilo, assuma um papel de coautor do seu material, ao definir quais caminhos serão incluídos/excluídos durante o estudo. Segundo, os recursos hipermidiáticos, analisados, contribuem para a aprendizagem ao trazerem para o conteúdo contextos reais, possibilitando associações entre os conhecimentos prévios e as novas informações e proporcionando aplicações práticas das temáticas. E terceiro, por incorporarem elementos que estão disponíveis no ciberespaço, beneficiam no desenvolvido das redes de aprendizagens dos alunos e na agregação de novos nós. Para a educação, este trabalho pode ser útil por tornar conhecidas as percepções dos alunos sobre os recursos e como isso está relacionado às formas de utilização dos materiais didáticos durante o estudo e a aprendizagem.

The central theme of the diploma thesis is incorporation of media education at the first stage of primary school. The theoretical part of the thesis briefly defines the basic concepts related to media education, offers an insight into historcal background and gradual integration of media education into the Czech educational system and, last but not least, introduces current state of this cross-curricular topic at Czech schools. The practical part is devoted to a research survey aimed at finding out which didactic topics of media education are mostly reflected in educational materials intended for the first stage of primary school and at the same time at ascertaining how the pupils are mostly involved in media education in terms of task assignments contained in teaching materials. The results of the research show that the most frequently reflected topics of media education that appear in educational materials are advertising, its regulation and influence and characteristics and function of traditional media. In case of the method of pupils involvement in media education, the research findings show that pupils are mostly called upon to receptive activities. To obtain the results of the research survey, qualitative content analysis of selected teaching materials was used.

In the present research, creative experiences of the Arte Povera (literally Poor Art) are analysed as keys to experiment the material, its elements and its procedures. Their reflection and study allow us to design a didactic proposal aimed to train artists in the higher education of Fine Arts. Different creation and production practices are carried out, based in the creative processes of Arte Povera, developing four cases of study for the elaboration of didactic material. The didactic proposal is linked to the thinking of John Dewey, Edgar Morin, Paulo Freire and Maria Angélica Oliva, re-framing the educational gesture and its democratic space with proposals and critical devices that arise from both socio-political and cultural contexts that affect to the way of thinking and knowledge production in the contemporary education. A methodological path has been developed with different techniques: documentary analysis, qualitative observation and creative irradiation technique; the value of the practices, reveals the development and research of knowledge through the direct observation, relevant to the purposes of the object of study. The results are the product of the experience acquired in the practices, crystallizing in a didactic material to include in subjects in the frame of creation and production, for artists in formation. / En la presente investigación se analizan las experiencias creativas del Arte Povera como claves para experimentación del material, sus elementos y procedimientos. Su reflexión y estudio permiten diseñar una propuesta didáctica dirigida a la formación de artistas en la educación superior de Bellas Artes. Se realizan diversas prácticas de creación y producción, fundadas en los procesos creativos del Arte Povera, desarrollando cuatro casos de estudio para la construcción de material didáctico. La propuesta didáctica se enlaza al pensamiento de John Dewey, Edgar Morin, Paulo Freire y María Angélica Oliva resignificando el gesto educativo y su espacio democrático con propuestas y dispositivos críticos que surgen de los contextos socio, político y culturales que afectan las formas de pensar y producir conocimiento en la educación contemporánea. Se ha desarrollado un camino metodológico con las técnicas: análisis documental, observación cualitativa y técnica de irradiación creativa, el valor de las prácticas, revela el desarrollo y búsqueda de conocimientos por medio de la experiencia y observación directa, pertinentes con los propósitos del objeto de estudio. Los resultados son producto de la experiencia adquirida en las prácticas, cristalizándose en un material didáctico para incluir en asignaturas de línea de creación y producción, para artistas en formación. / En la present recerca s'analitzen les experiències creatives de l'Art Povera com a claus per a l'experimentar el material, els seus elements i procediments. La seua reflexió i estudi permeten dissenyar una proposta didàctica dirigida a la formació d'artistes en l'educació superior de Belles Arts. Es realitzen diverses pràctiques de creació i producció, fundades en els processos creatius de l'Art Povera, desenvolupant quatre casos d'estudi per a la construcció de material didàctic. La proposta didàctica s'enllaça al pensament de John Dewey, Edgar Morin, Paulo Freire i María Angélica Oliva resignificant el gest educatiu i el seu espai democràtic amb propostes i dispositius crítics que sorgeixen dels contextos soci, polític i culturals que afecten les formes de pensar i produir coneixement en l'educació contemporània. S'ha desenvolupat un camí metodològic amb les tècniques: anàlisi documental, observació qualitativa i tècnica d'irradiació creativa, el valor de les pràctiques, revela el desenvolupament i cerca de coneixements per mitjà de l'experiència i observació directa, pertinents amb els propòsits de l'objecte d'estudi. Els resultats són producte de l'experiència adquirida en les pràctiques, cristal¿litzant-se en un material didàctic per a incloure en assignatures de línia de creació i producció, per a artistes en formació. / García-Huidobro Tagle, MDP. (2017). EXPERIMENTAR EL MATERIAL: ELEMENTOS Y PROCEDIMIENTOS. Experiencia creativa del Arte Povera como propuesta didáctica [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/90585

Submitted by Fabiano Vassallo (fabianovassallo2127@gmail.com) on 2017-05-17T19:08:57Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Renata Valente dos Santos.pdf: 1455505 bytes, checksum: 81eebf4936c09e70bcba7f903b9b7d50 (MD5) / Approved for entry into archive by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-05-17T20:45:02Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Renata Valente dos Santos.pdf: 1455505 bytes, checksum: 81eebf4936c09e70bcba7f903b9b7d50 (MD5) / Made available in DSpace on 2017-05-17T20:45:02Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Renata Valente dos Santos.pdf: 1455505 bytes, checksum: 81eebf4936c09e70bcba7f903b9b7d50 (MD5) / Com a expansão, nas duas últimas décadas, das políticas e ações voltadas para a internacionalização da língua portuguesa, cresceu também a produção de materiais didáticos destinados ao ensino de Português do Brasil a estrangeiros (PBE). Contudo, nos textos desses materiais, as amostras da variedade brasileira oferecidas aos aprendizes nem sempre são representativas de nossa fala e escrita. Nesta pesquisa, analisamos - em diálogos impressos em livro didático de PBE contemporâneo e de ampla circulação, que declara enfatizar a comunicação no português como é falado no Brasil - se o uso dos pronomes pessoais, demonstrativos, possessivos e relativos é consistente com essa proposta. Analisamos as ocorrências de pronomes desses tipos nos diálogos da obra selecionada, à luz de descrições presentes em gramáticas e estudos recentes sobre o português brasileiro, que contemplam a fala, e também de descrições contidas em gramáticas com base na tradição escrita. Concluímos que, nos diálogos do livro didático analisado, no que se refere ao uso desses pronomes, sobretudo os pessoais e demonstrativos, ainda são frequentes as representações da fala inadequadas, ou seja, distanciadas das descrições contemporâneas do português do Brasil falado e influenciadas pela descrição com base na tradição gramatical escrita / As a result of an development of politics and activities regarding the internationalization of the Portuguese language, an increase on the production of didactic material has happened with the purpose of teaching foreigners the Portuguese of Brazil (PBE). Nevertheless in the set texts of these materials, the examples that are presented to the learners in order to demonstrate the wide scope of the Brazilian linguistic diversity, not always represent the way we speak and write. In this research we analyse the consistancy of the usage of Personal Pronoun, Demonstrative Pronoun, Possessive Pronoun, and Relative Pronoun according to this proposal by means of examining written dialogues on contemporary book for the Teaching of Brazilian Portuguese For Foreigners (PBE) with broad circulation and that it emphasizes communication in the Portuguese language as people speak it in Brazil. We analysed these pronouns as they appeared in the set texts, bearing in mind up to date grammatical studies on Brazilian Portuguese which deal with the Brazilian Portuguese speach as well as structures and rules on grammars based on written tradition. We come to the conclusion that the dialogues on the analysed book in reference to these pronouns, mainly Demonstrative and Personal Pronoun, are to some extent inadequate concerning the speach, meaning that, they are rather distant from the contemporary structures of the Brazilian Portuguese the way it is spoken and as they are influenced by the description based on the written grammatical tradition

The diploma thesis "Individualization in Preschool and Elementary Education" deals with an individualized education of preschoolers and children at the primary school stage. It is a case study with direct observation, interviews and studying the relevant documents qualitatively examines in detail the individualization in a particular educational institution in order to gain insight into its real individualized learning using representative sample to clarify its meaning. The thesis has both theoretical and practical forms and is aimed at studying the possibility of the individualized learning. It analyzes a specific way of teachers' pedagogical work with preschool children and school children in primary education. The first chapter of the theoretical part is based on knowledge drawn from several information sources about the individualization as an organizational form of education and also on synthesis of findings from several pedagogical and psychological disciplines influencing individualized learning; the second chapter describes the basic terms, principles, types, systems and special organizations of individualized educational work. The first chapter of the practical part is based on the direct observation and exploration of individualization in the selected educational institution in order to...