The purpose of this study is to examine how teachers in the subject of social studies are working with and argue for their assessment of oral student performance. The questions of this study are: How do the social study teachers use assessment of oral student performance? Which work areas consists of assessment of oral student performance? What knowledge is measured during assessment of oral student performance? What arguments have teachers to assess oral student performance? Qualitative methodology was considered appropriate to answer the study's purpose and issues by using semi-structured interviews. A targeted selection was used and the criterion for participation in the study was that the teachers taught in social studies in high school. Differences as gender, age, and schools are also part of the selection process.The results show that all the teacher´s assessments of oral student performance are both summative and formative. They are also both formal and informal. Informal assessments of oral student performance are summative while the formal assessments also occurs formative. The results also show that the most common knowledge is factual knowledge and conceptual knowledge during these assessments of oral student performance. The most common cognitive process is understanding and remembering. All the teachers in the study describe assessments of oral student performance as time consuming. Assessment of oral student performance is more common in non-academic high school programs.The final part of this study shows that the assessment of oral student performance is summative, formative, formal and informal. There are no working areas that fits better for oral assessments, but when the teachers in this study describes how they are using assessments of oral student performance some working areas recur. The teachers in this study describe several arguments for the use of oral assessments. The most common argument is that assessments of oral student performance are part of the variety of examinations. Other arguments are that it will make it easier for students, especially students in non-academic programs or to reveal those students who cheat on essays or big writing assignments.

M.Ed. / The focus of this practitioner's research inquiry is primary educators’ perceptions and conceptions, and thus their self-evaluation on the impact of the introduction of computers on their educational practice. Its main aim was to explore and capture the way primary school educators in Gauteng, South Africa, who participated in the study perceived the impact of the introduction of computers on their educational practice. The case study was conducted within the parameters of the relevant literature review to determine the impact of the introduction of computers on educational practice of educators worldwide. It looked at the way in which educators utilise both current and emerging computer technologies and how they express their perceptions and conceptions of the impact of the introduction of computers on their educational practice. A further aim was to identify trends in educational technologies in developing countries; to identify the benefits and limitations of computer technology in education around the world and to position this study within the South African context. This research also looked into educators as facilitators and creators of the learner and educator support material (LESM), producing a product of high quality. Educators through their personal research into technology could express, create and discover which in turn informed and impacted on their didactics and pedagogies which indirectly has a positive effect on the learners. Based on this research, the paper concludes that computer technology enables educators to find new ways of unlocking reality for learners to attribute meaning to it in a more comprehensive manner. / Dr. G.V. Lautenbach

Este trabalho tem como objetivo analisar e compreender a fala de alunos do sexto ano do ensino fundamental de uma escola particular de São Paulo sobre suas idéias e noções a respeito de leitura em contexto escolar. A partir de leituras de obras literárias feitas ao longo de um ano, realizou-se um questionário para investigar a noção de leitura e literatura que o leitor tem e em que medida tal noção está condicionada às práticas escolares de leitura. O conhecimento das idéias de Calkins (1989) que explicitam o papel da sala de aula, planejada para o trabalho com a leitura, nos auxiliou na busca pelo leitor e não pelo livro. Este trabalho relata também a fala de uma criança no momento em que lê um livro e estabelece um diálogo com ele, na tentativa de escrever a sua leitura, como afirma Barthes (1987). Para compreendermos essas falas, foi feita a análise de uma prática pedagógica em relação à leitura de livros de literatura. Focalizou-se o lado de dentro da sala de aula, levando em consideração a necessidade de se elaborar um programa de leitura voltado para a formação do aluno enquanto leitor de textos literários capaz de reconhecer o livro enquanto objeto estético. A análise das falas das crianças e do programa de leitura proposto para esses alunos visa contribuir para a revisão das atuais práticas de leitura em sala de aula, compreendendo a leitura como ruptura ao já lido e como uma ação que instiga o pensamento. / This dissertation aims at analyzing and understanding the voices of sixth graders in a private junior high school in São Paulo, Brazil, when they speak about their ideas and notions concerning reading within the school context. Based on the readings of literary works carried out within a school year, a questionnaire was developed to investigate two main aspects: the notions of reading and literature that these readers have and to what extent these notions are conditioned by school reading practices. The ideas of Calkins (1989) on the role of the reading class, specifically planned for this purpose, helped us in the search for the reader and not the book. This dissertation also reports the voice of a child during reading when a dialogue is established as an attempt to write the reading, as Barthes puts it (1987). To understand these voices, the analysis of the pedagogical reading practice involving literary books is also developed. This analysis focuses on the inside of the classroom, taking into account the implementation of a reading program that aims at the education of the student as a literature reader who is able to recognize the book as an aesthetics object. The analyses of both the voices of the children and the reading program makes it possible to revise contemporary reading practices within the classroom, based on the understanding of reading as a cleavage between what is being read and what has been read before and as a thought provoking activity.

The objectives of this study were to (1) characterize the nature of biochemistry faculty members' "instructor thinking" with regard to teaching upper-level, large-lecture biochemistry courses, (2) identify factors associated with changes in instructor thinking, and (3) investigate the relationship between instructor thinking and teaching practice. For the purposes of this study, "instructor thinking" was defined as an instructor's thoughts about (1) teaching, including the role of instructors, student engagement, instructional strategies, and assessment and (2) students and learning, including personal experiences with learning, student roles and capabilities, and student learning. Instructor thinking of three university faculty members was investigated over the course of two semesters. Semi-structured in-depth interviews, faculty members' reflective journals, e-mail, course documents and investigator observations and field notes served as qualitative data sources. Descriptive and interpretive data coding methods were applied to the data and emergent themes were reported in three individual case studies depicting instructor thinking. A cross-case analysis of the three cases was conducted and revealed factors associated with changes in instructor thinking: pedagogical dissatisfaction, creation of productive spaces for reflection by a knowledgeable other, and experimentation with assessment strategies. These factors opened the door for new lines of instructor self-inquiry and introspection about teaching and, in some cases, created new prospects for change in teaching practice.

In this thesis I claim that dominant realist, interpretive and postmodern research methodologies, taken together, provide necessary but not sufficient tools for use within educational research. Understandings of material, social and linguistic worlds do not, in themselves, cater for teachers' pragmatic needs to consider (a) the social consequences of educational practices, both their own and those of the institutions within which they work, and (b) the complexity of teaching in a postmodern world. I draw on ideas from pragmatism, post-structuralism, critical pedagogy, complexity theory, reflective practice, and personal experience in order to invite the emergence (or social construction) of new phenomena: these I hope, may enable teachers and other educationalists to take a vibrant part in ongoing debates and actions concerning educational policy and practice. I argue that the assumption that educational theory can be applied in practice is flawed and needs to be replaced by theory which recognises the dynamic nature of theory-in-practice: all theory is data within practice. This is a late-career thesis written by a practitioner with an unusually broad experience of the New Zealand educational system. I argue that the purpose of theory is to guide practice, that practice must drive theory, and that theory and practice need to join together to focus on the consequences of planned actions. This is neo-pragmatism, but, as stated thus far, it is not enough for my purposes because it does not include a commitment to social justice. Praxis is a term which ties emancipatory political goals to theory-and-practice. I invite the construction of the understandings of praxitioner activities where collective praxis and individual praxis might co-emerge in the interests of social justice. I promote the expansion of fresh discourses through research into collective praxis within teaching and teacher education.

Submitted by RAQUEL DE OLIVEIRA ARRUDA PIMENTA null (raqueloarruda@gmail.com) on 2016-04-12T21:16:04Z No. of bitstreams: 1 Dissertação- pronta.pdf: 4143991 bytes, checksum: acab2d21a223ab8c47760ae036880f94 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-04-15T18:10:44Z (GMT) No. of bitstreams: 1 arruda_ro_me_fran.pdf: 4143991 bytes, checksum: acab2d21a223ab8c47760ae036880f94 (MD5) / Made available in DSpace on 2016-04-15T18:10:44Z (GMT). No. of bitstreams: 1 arruda_ro_me_fran.pdf: 4143991 bytes, checksum: acab2d21a223ab8c47760ae036880f94 (MD5) Previous issue date: 2016-02-26 / Outra / A presente pesquisa tem por objetivo analisar o impacto do curso de formação continuada ―Melhor Gestão, Melhor Ensino‖ na modalidade semipresencial; oferecido aos professores pela Secretaria da Educação do Estado de São Paulo junto à EFAP – Escola de Formação e Aperfeiçoamento. Para promover a discussão acerca do significado de tal formação, o presente estudo propõe-se a analisar o modelo do curso de formação continuada oferecido pela Secretaria da Educação do Estado de São Paulo, no âmbito da Diretoria de Ensino de Ribeirão Preto no ano 2013, bem como o seu reflexo na profissionalização docente. Tal análise dar-se-á por intermédio de discussão da legislação referente ao assunto, da revisão dos estudos teóricos concernentes à formação continuada de professores e, ainda, do tratamento dos dados coletados junto à EFAP dos professores inscritos e concluintes e de questionários com professores de quatro escolas da cidade de Batatais que realizaram cursos de formação continuada na modalidade EAD. Dessa forma, procura-se apreender a relevância da formação continuada no contexto da educação básica pública e do uso das TICs nessa formação. Remover / This research aims to analyze the impact of the continued education formation course Better Management, Better Education in semipresential mode; offered by the State Department of Education of São Paulo together with EFAP – School for Training and Improvement; for teachers and for their practice. To promote discussion about the meaning of this formation, this study aims to analyze the continued education course model offered by the State Department of Education of São Paulo, as part of the Education Directorship of RibeirãoPreto in 2013, as well as the reflection of this in teaching professionalization. Such analysis will take place through discussion of legislation on the subject, the review of theoretical studies concerning the continued education of teachers and also the processing of data collected from EFAP – School for Training and Improvement of teachers enrolled and graduating and questionnaires with teachers from four schools of Batatais city who held continued education courses in Distance Education mode. This way, it‘s looked to understand the importance of continued education in the context of public basic education and the use of ICTs in this formation.

Made available in DSpace on 2014-06-11T19:28:20Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-03-11Bitstream added on 2014-06-13T20:37:07Z : No. of bitstreams: 1 martins_kcc_me_prud.pdf: 1299411 bytes, checksum: 7f18a0e8c23f798f2d725d586ca71438 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Esta pesquisa está vinculada à linha de pesquisa “Infância e Educação” e discute o trabalho de uma professora do quinto ano do Ensino fundamental com texto literário em sala de aula. Para alcançar os objetivos propostos fizemos a priori um estudo bibliográfico que serviu como embasamento teórico e permitiu maior conhecimento do objeto proposto. Para a pesquisa de campo fizemos um estudo de caso do tipo etnográfico utilizando como instrumentos de coleta de dados: entrevista estruturada com a professora, observação em sala e filmagens das aulas de leitura com narrativa literária. Dos dados coletados compomos dois capítulos de análise desse material, um com ênfase na prática da professora e outro com as ações de letramento literário presentes em sala de aula. Os dados obtidos nos permitem enxergar, quão complexo é nosso objeto de estudo. Assim, dentro dos limites desta pesquisa podemos afirmar que as práticas criadas pela docente como a sacola da leitura, a caixa mágica de leitura, oficina de arte e poesia, fazem emergir uma prática leitora para além das atividades meramente escolares, como técnicas, regras e enrijecimento do aprendizado do aluno. A sacola da leitura é um recurso que favorece não só o letramento e a experiência literária das crianças, mas de toda a família, pois todos participam deste momento em casa. A caixa mágica dá vivacidade ao ato de ler. Ao se caracterizar antes da leitura do texto a professora cria um ambiente e gera expectativa nos alunos. A leitura se insere em um contexto preparado, personificado, em momento destinado a ela. A oficina de arte e poesia promovida pela docente mostra seu desejo de levar os alunos ao contato, ainda que limitado, às várias formas de textos e alguns artistas... / This research is linked to the research line Children and Education and discusses the work of a fifth grade teacher of Elementary with literary texts in the classroom. To achieve the objectives we have proposed a priori a bibliographical study that served as the theoretical basis and enabled greater knowledge of the object proposed. For the field research we did a case study using ethnographic tools as data collection, structured interview with the teacher, classroom observation and filming of the reading classes with literary narrative. Data collected compose two chapters of analysis of this material, with an emphasis on practice of the teacher and other actions with literary gifts of literacy in the classroom. The data obtained allow us to see, how complex it is our object of study. Thus, within the limits of this research we can say that the practice created by the teacher as the bag of reading, the magic box reading, poetry and art workshop, they emerge from a reading practice beyond the purely educational activities, such as techniques, rules and stiffening of student learning. The bag of reading is a feature that not only promotes literacy and literary experience for children but for the whole family, for everyone participating in this evening at home. The magic box gives vivacity to the act of reading. To be characterized before reading the text the teacher creates an environment and generates expectations on students. The reading is part of a prepared context, personified in time for her. The workshop of art and poetry promoted by the teacher shows his desire to lead students to connect ... (Complete abstract click electronic access below)

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No. of bitstreams: 1 amaral_kf_me_rcla.pdf: 5265107 bytes, checksum: a43eb2c8f903ce697e86d28de9a85328 (MD5) Previous issue date: 2017-10-06 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / O objetivo principal desta pesquisa foi investigar e contribuir com os professores da Educação Básica com relação às suas práticas de ensino-aprendizagem em Geografia e, especificamente, para o ensino do conceito Lugar, visando ampliar as possibilidades de prática para que os alunos compreendam o referido conceito de modo mais efetivo. Para isso, analisamos três realidades escolares do município de Uberaba-MG: Escola Municipal Boa Vista, Escola Municipal Uberaba e Colégio Tiradentes da Polícia Militar. Desenvolvemos uma pesquisa qualitativa de natureza bibliográfica e de campo. Nosso referencial teórico quanto aos saberes e práticas docentes foi: André (2003), Ibiapina (2008), Libâneo (1994), Magalhães (2011), Mizukami (2003), Pontuschka (2009), Straforini (2008), entre outros. Para aprofundar o conceito de Lugar recorremos principalmente a: Almeida (2000); Callai (2014); Tuan (1983); Castellar (2009); Cavalcanti (2002); Kaercher (2002); Gonçalves (2006); Carlos (2007), Castrogiovani (2002), Rodrigues (2016), Santos (1997). A pesquisa qualitativa nos possibilitou fazer uma análise dos sujeitos envolvidos. De acordo com o embasamento teórico, foi realizada a pesquisa de campo utilizando-se o diário de campo para fazer anotações das aulas, a aplicação de questionários, visando conhecer os sujeitos envolvidos na pesquisa, a observação de aulas de Geografia, para verificar a prática dos docentes das três escolas, registros fotográficos e entrevista semi-estruturada, para a realização de um documentário sobre o Bairro Boa Vista (Uberaba-MG). Na Escola Municipal Boa Vista realizou-se atividades referentes ao Lugar Boa Vista. Na Escola Municipal Uberaba desenvolveu-se atividades referentes ao Lugar Brasil. No Colégio Tiradentes da Polícia Militar produziu-se atividades referentes ao Lugar Uberaba. Diante das diversas demandas apresentadas pelas unidades escolares, acreditamos que as atividades desenvolvidas de forma distinta provocaram reflexões e mudanças nas práticas dos professores da rede pública de ensino, incentivando-os a buscar caminhos inovadores e dinâmicos que contribuirão para o aprimoramento do conhecimento científico quanto ao ensino do conceito Lugar. / The main objective of this research was to investigate and contribute with teachers of Basic Education, in relation to their teaching-learning practices in geography, and specifically to the teaching of concept Place, aiming to expand the possibilities for practice so that students understand this concept more effectively. For that, we analyze three school realities of the municipality of Uberaba-MG: Escola Municipal Boa Vista, Escola Municipal Uberaba e Colégio Tiradentes de Polícia Militar. We developed a qualitative research of bibliographic and field nature. Our theoretical knowledge and practice regarding teachers was: André (2003), Ibiapina (2008), Libâneo (1994), Magalhães (2011), Mizukami (2003), Pontuschka (2009), Straforini (2008), among others. To deepen the concept Place we use mainly to: Almeida (2000); Callai (2014); Tuan (1983); Castellar (2009); Cavalcanti (2002); Kaercher (2002); Gonçalves (2006); Carlos (2007), Castrogiovani (2002), Rodrigues (2016), Santos (1997). The qualitative research has enabled us to do an analysis of the subjects of the research. According to the theoretical basis, the field research, using the field journal to take notes of classes, the application of questionnaires, aiming to meet the subjects involved in research, observation of lessons in geography, to check the practice of teachers from the three schools, photographic records and a semi-structured interview for a documentary on the Boa Vista neighborhood (Uberaba-MG). At Escola Municipal Boa Vista held activities related to Place Boa Vista. At Escola Municipal Uberaba developed activities related to Place Brazil. At ColégioTiradentes da Polícia Militar occured activities related to Place Uberaba. On the various demands made by the school units, we believe that the activities of different ways provoked reflections and changes in the practices of teachers of public schools, encouraging them to seek innovative and dynamic ways that will contribute to the improvement of scientific knowledge about the teaching of the concept of Place. / CNPq: 134467/2015-9.

Orientador: Renata Junqueira de Souza / Banca: Renilton José Menegassi / Banca: Ana Luzia Videira Parisotto / Resumo: Este trabalho apresenta uma pesquisa desenvolvida no Mestrado em Educação - na Faculdade de Ciência e Tecnologia/UNESP da cidade de Presidente Prudente-SP. Este estudo tem como objetivo investigar como o professor que atua na 4ª série do ensino fundamental trabalha em sala de aula a produção de textos de forma a levar os alunos as práticas sociais da língua escrita, bem como, analisar a mediação do uso da leitura e da escrita no âmbito escolar e social. Esta pesquisa surgiu em razão a pesquisas nacionais e internacionais que afirmam que hoje não basta o professor ensinar o aluno a escrever, mas, deve-se ensiná-lo a fazer uso da escrita nos meios sociais. Assim, o presente trabalho investigativo insere-se no campo da pesquisa qualitativa em educação e a estratégia de ação utilizada durante a pesquisa foi o estudo de caso do tipo etnográfico. A pesquisa buscou observar a prática docente de uma professora que atua na 4ª série do Ensino Fundamental de uma escola municipal de Presidente Prudente - SP. Realizamos dois meses de observação diária e uma entrevista, a fim de, analisarmos as atividades de produção de textos realizadas em sala de aula. Desta forma, o estudo bibliográfico feito, as análises da entrevista e das observações realizadas nos apontaram que trazer as vivências culturais da leitura e da escrita para a sala de aula através das atividades de produção de textos são fatores importantes para compreender a forma como os professores desenvolvem o seu papel de mediar e de tornar essas ações significativas para a vida de seus alunos. Pois, os dados obtidos na pesquisa nos fizeram... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This work presents a research developed in a master of education - In UNESP/ university of science and technology in the Presidente Prudente city SP state. This study aims to investigate how the teacher who works in the 4th grade of elementary school work in the classroom the writing of texts in order to bring students the social practices of written language, and to evaluate the mediation of the use of reading and writing in schools and society . This research arose due to national and international studies which say that today is not just the teacher teaching the student to write, but the teacher must teach them to make use of writing in social media. Thus, the present research work is within the field of qualitative research in education and the strategy of action in this research was the study of ethnographic cases. The study sought to observe the teacher's teaching practice who works in the 4th grade of elementary school in a Presidente Prudent's public school in SP state. We conducted two months of daily observation and interview, so, we analyzed the activities, text writing, held in the classroom. Thus, the bibliographical study done, the analysis of interviews and observations showed that in bringing the cultural experiences of reading and writing to the classroom activities through the text writing are important to understand ... (Complete abstract click electronic access below) / Mestre

nÃo hà / O objetivo deste trabalho foi analisar os usos que os professores de 1Â. e 2Â. anos do Ensino Fundamental de escolas pÃblicas municipais em Fortaleza fazem dos jogos didÃticos do Pacto Nacional Pela AlfabetizaÃÃo na Idade Certa (PNAIC), considerando as interpretaÃÃes e adaptaÃÃes feitas a esses jogos na dinÃmica da sala de aula e seus respectivos significados. Para dar conta desse objetivo, apoiamo-nos teoricamente nos conceitos de autores que versam sobre a funÃÃo social e significado do brinquedo, da brincadeira e do jogo (BROUGÃRE, 1998; 2002; 2004; KISHIMOTO, 1999; 2003), bem como de pesquisadores que tratam da autonomia, da experiÃncia e da prÃtica docentes (TARDIF, 2014; THERRIEN, 2003; 2007). Como percurso metodolÃgico, optamos por pesquisa qualitativa. O trabalho constou de pesquisa de campo com entrevistas em profundidade, a construÃÃo e as anÃlises dos dados foram realizadas à luz de Bardin (2009), baseando-nos na tÃcnica de anÃlise de conteÃdo, utilizando para isso os textos das entrevistas por meio de sistemas de codificaÃÃo e identificaÃÃo de unidades de registro e unidades de contexto. A anÃlise dos dados nos permitiu perceber que, acerca das orientaÃÃes pedagÃgicas recebidas, a maioria das professoras responderam que nÃo foram orientadas para o trabalho com os jogos. AlÃm disso, as adaptaÃÃes feitas pelas alfabetizadoras na atividade com os jogos pedagÃgicos do PNAIC aconteceram nas modalidades de apoio na realizaÃÃo de ditado de palavras, mescla de jogo e atividades, suplemento para outras necessidades didÃticas, adaptaÃÃes por mudanÃa de regras, mero passatempo, rodÃzio com e a partir dos jogos. Portanto, podemos concluir que existe uma lacuna a ser preenchida quanto à formaÃÃo continuada que deveria orientar as alfabetizadoras para o trabalho com este tipo de jogos e tambÃm que as professoras fazem o trabalho docente levando em conta seus saberes experienciais, entre outros saberes destacados por nÃs nesta pesquisa. Dessa maneira, percebemos um interesse por parte das docentes em desempenhar um trabalho produtivo, dinamizar as aulas, e alcanÃar as crianÃas em diferentes nÃveis de escrita, sob o intuito de alfabetizÃ-las. / The aim of this study was to analyze the uses that the 1st and 2nd grade teachers of public schools in Fortaleza do from the didactic games on the National Pact for Literacy on the Correct Age (PNAIC in Portuguese), considering the interpretations and adaptations made to these games in the classroom dynamics and their meanings. To reach this objective, we relied theoretically on the concepts of authors who deal with the social function and meaning of the toy, joke and game (BROUGÃRE, 1998; 2002; 2004; KISHIMOTO, 1999; 2003), as well as researchers that deal with the autonomy, experience and teachersâ practice (TARDIF, 2014; THERRIEN, 2003; 2007). As a methodological approach, we chose qualitative research. The work consisted of field research with a series of interviews, construction and analysis of data were carried out in light of Bardin (2009), based on the content analysis technique, making use of the texts of the interviews through systems coding and identification of reporting units and context units. Data analysis allowed us to realize that, on the pedagogical guidance received, most teachers said they were not oriented to work with games. In addition, the adjustments made by literacy teachers in the activity with educational games by PNAIC happened in terms of support in the realization of words dictation, mix of activities and games, supplement for other educational needs, adaptations by rule changing, mere hobby, rotation with and from the games. Therefore, we can conclude that there is a gap to be filled about the continuing education that should guide the literacy teachers to work with this type of game and also that the teachers do the work taking into account their experiential knowledge, among other knowledges highlighted by us on this research. Thus, we see an interest on the part of teachers to perform productive work, boost classes, and reach children at different levels of writing, in order to literate them.