CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior / O Programa de EducaÃÃo em CÃlulas Cooperativas (PRECE) à um movimento formado predominantemente por estudantes de comunidades rurais do Cearà que, com o apoio educacional e social desse programa, conseguiram adquirir aprendizados que favoreceram o ingresso no ensino superior. O PRECE estimula que os jovens universitÃrios contribuam com a aprendizagem dos estudantes de suas localidades, gerando uma rede de solidariedade e cooperaÃÃo entre eles. Este estudo parte da observaÃÃo de uma problemÃtica em torno da construÃÃo de valores humanos dentro desse espaÃo: hà uma permanente tensÃo entre os valores vigentes na sociedade contemporÃnea onde se predomina a exaltaÃÃo individual, poder sobre as pessoas, acÃmulo material, competiÃÃo, os quais se opÃem aos valores difundidos atravÃs das prÃticas do PRECE de cooperaÃÃo, solidariedade, fortalecimento dos participantes, vinculaÃÃo entre eles e o engajamento comunitÃrio. Parte-se da pergunta: como a participaÃÃo no PRECE colabora para a construÃÃo dos valores humanos de seus participantes? A presente pesquisa tem como objetivo geral analisar as relaÃÃes existentes entre os valores do PRECE e os valores pessoais de seus participantes. Como objetivos especÃficos: identificar os valores do PRECE; identificar os valores humanos pessoais dos participantes do PRECE e analisar a constituiÃÃo de valores dos participantes do PRECE a partir da experiÃncia nesse programa. Para a compreensÃo do objeto em questÃo, tomamos como referenciais teÃricos a Teoria de Valores de Schwartz et al. (2012) e teorias psicolÃgicas e pedagÃgicas que dialogam com a Aprendizagem Cooperativa do PRECE (VYGOTSKY, 1991; FREIRE, 2005; JOHNSON; JOHNSON, 1994; LA TAILLE, 2009; ARAÃJO, 2007; LIMA, 2008). A metodologia contou com uma abordagem mista. Na etapa qualitativa, foram realizados dois grupos focais, totalizando 23 participantes e na etapa quantitativa, foi feita a aplicaÃÃo de 155 QuestionÃrios Portrait Values Questionnaire (PVQ-R) e questionÃrio sociodemogrÃfico. AtravÃs da anÃlise dos dados quantitativos (anÃlises estatÃsticas) e qualitativos (anÃlise de conteÃdo temÃtica), foi feito um comparativo entre esses dados a fim de compreender o objetivo desse estudo. Constatamos a presenÃa dos valores AutodireÃÃo de aÃÃo, BenevolÃncia cuidado, Humildade, Universalismo (Compromisso e TolerÃncia) no PRECE e a ausÃncia dos valores Poder (DomÃnio e Recurso) e TradiÃÃo. Identificamos uma alta pontuaÃÃo, na amostra dos participantes, dos valores Universalismo (Compromisso e TolerÃncia), BenevolÃncia (Cuidado e DependÃncia), SeguranÃa (Social e Pessoal), enquanto percebemos que os valores com menores pontuaÃÃes foram os trÃs valores pouco presentes no PRECE. A partir desses dados, podemos afirmar que a vivÃncia no PRECE contribuiu na construÃÃo de valores humanos dos participantes da pesquisa, embora haja algumas contradiÃÃes no processo formativo que colaboram para um afastamento dos participantes em relaÃÃo ao movimento. Identificamos tambÃm valores morais como solidariedade, amizade, respeito, empatia e autonomia forjados neste espaÃo de interaÃÃo. Observamos que o nÃvel de envolvimento com o PRECE, a vinculaÃÃo entre os participantes e o compromisso com os ideais difundidos pelo movimento delimitam perfis identitÃrios distintos: precistas atuantes dentro e fora do PRECE e precistas desvinculados. Por fim, percebe-se que o modo de atuaÃÃo do PRECE construiu uma rota alternativa ao cÃrculo perverso da pobreza ao possibilitar uma formaÃÃo acadÃmica e humana que contribui para o enfrentamento das condiÃÃes sociais de exclusÃo. / The Educational Program in Cooperative Cells (PRECE) is a movement compounded mainly by students from rural areas of CearÃ. With their social and educational support, those students could get apprenticeship to make it possible for them to go enter university. PRECE stimulates the academic youth to contribute to the learning of students from their same place generating solidarity and cooperation among them. This research observes a problem on the construction of human values in PRECE`s context: there is a permanent tension between the dominant values in contemporary society which stimulate self-exaltation, power over people, accumulation of wealth, competition, which is just the opposite of the values spread by PRECE practices of cooperation, solidarity, empowerment of the participants, linking between them and civic engagement. We start with the following question: how does PRECEÂs participation contributes to the construction of their participants Human Values? The general objective of this research is: analyze the relations between the values of PRECE and the personal values of its participants. As specific objectives: to identify the values of PRECE; identify the personal human values of the participants of PRECE and analyze the constitution of values of the participants of PRECE that had the experience in this program. We use SchwartzÂs Values Theory (2012) and psychological and pedagogical theories that dialogue with the Cooperative Learning developed by PRECE (VYGOTSKY, 1991; FREIRE, 2005; JOHNSON; JOHNSON, 1994; LA TAILLE, 2009; ARAUJO, 2007; LIMA, 2008) in order to comprehend the studyÂs object. The methodology included a mixed approach. In the qualitative stage, two focus groups were conducted, totalazing 23 participants and in the quantitative stage was the application of 155 Portrait Values Questionnaires (PVQ-R) and sociodemographic questionnaire. Through the quantitative analysis (statistical analysis) and qualitative (content analysis), a comparison between this data was done in order to understand the purpose of this study. We found the values: Self-Direction-Action, Benevolence Caring, Humility, Universalism (Concern and Tolerance) in PRECE and the absence of Power (Dominance and Resources) and Tradition. We identified a high score of values Universalism (Concern and Tolerance), Benevolence (Dependability and Caring), Security (Social and Personal) in the sample of participants, while we realized that the values with lower scores were the three missing values in PRECE. From these data, we can say that the experience in PRECE contributed to build participants Human Values, although there are some contradictions in the educational process that contribute to a disassociation of the participants. We also identified moral values as solidarity, friendship, respect, empathy and autonomy constructed in this space. We observed that the level of involvement with PRECE, the link between the participants and the commitment to the movementÂs ideals identify three identity profiles: the ones who are active inside and outside the movement and the ones that do not have link with the movement anymore. PRECE has built an alternative route to the poverty`s circle by enabling academic and human formation that contributes to deal with the social exclusion.

nÃo hà / Este estudo trata do processo de aprendizagem dos articuladores do Programa de Aprendizagem Cooperativa em CÃlulas Estudantis â PACCE da Universidade Federal do CearÃ. O Objetivo da pesquisa foi avaliar a aprendizagem de articuladores nas formaÃÃes propostas pelo Programa e sua possÃvel aplicaÃÃo em suas cÃlulas de estudo. Os conceitos propostos pelos irmÃos D. Johnson e R. Johnson (1999) fundamentam a base teÃrica para a Metodologia da Aprendizagem Cooperativa adotada pelo Programa. A pesquisa foi classificada como estudo de caso por visar à compreensÃo do comportamento de um grupo de sujeitos. à aplicada e descritiva por buscar compreender problemas identificados nas relaÃÃes sociais em um processo de formaÃÃo. Sobre a natureza dos dados à quantitativa e qualitativa ao avaliar valores atribuÃdos a critÃrios especÃficos de participaÃÃo e envolvimento e os pareceres registrados semanalmente pelos facilitadores. Adotou-se como referencial teÃrico para as anÃlises os conceitos de L. Bardin (2009), R. Yin (2010), L. Depresbiteris (2009), A. Gil (2010) e R. Richardson (2007). TrÃs instrumentos foram usados para compor a avaliaÃÃo: 1) Dados Pessoais e AcadÃmicos que proporcionaram o perfil do articulador; 2) AvaliaÃÃo pelos Facilitadores com o acompanhamento semanal das participaÃÃes dos articuladores nas formaÃÃes; 3) RelatÃrio de CÃlulas com informaÃÃes semanais do desenvolvimento das cÃlulas dos articuladores. Os trÃs instrumentos sÃo oriundos do banco de dados do Programa. Os resultados sugerem que o envolvimento dos articuladores nas oficinas propostas e suas aplicaÃÃes nas cÃlulas proporcionam um aprendizado significativo ao conseguirem aplicar a metodologia proposta em suas cÃlulas. Percebe-se uma relaÃÃo direta apresentada nos resultados entre envolvimento nas oficinas, sua aplicaÃÃo nas cÃlulas e o nÃvel de aprendizado apresentado. / This study is about the cellsâ articulatorâs from the Program of Cooperative Learning in Studentâs Cells â PACCE â learning processes, from the Federal University of CearÃ. The objective of the research was to evaluate the learning achieved by the cell organizers in the training offered by the program and itâs possible application in their study of cells. The concepts proposed by the brothers D. Johnson and R. Johnson (1999) establish the theoretical basis for the methodology of the cooperative learning adopted by the Program. The research was classified as a case study for it aims to understand the behavior of a group of subjects. It is applied and descriptive because it seeks to understand problems identified in social relations in the process of formation. Regarding the nature of the data, it is quantitative and qualitative as it evaluates values assigned to specific criteria of participation and involvement and the opinions recorded weekly by the facilitators. For the analysis, the concepts from L. Bardin (2009), R. Yin (2010), L. Depresbiteris (2009), A. Gil (2010) and R. Richardson (2007) were used as theorical framework. Three instruments were used to compose the review: 1) Personal and Academic data that provided the articulatorâs profile; 2) Evaluation by the Facilitators to the weekly survey of the attendances of the articulators in training; 3) Cell Report with weekly information of the development of articulatorâs cell. The three instruments come from the Programâs database. The results suggest that the involvement of the articulators in the workshops proposals and their applications in cells provide a significant learning experience as they learn to apply the proposed methodology in their cells. We can see a direct relationship between the presented results among their involvement in the workshops, their application in the cells and the displayed level of learning.

O processo de ensino e aprendizagem da disciplina Matemática tem sido desafiador, principalmente no Ensino Fundamental I, no qual os conceitos são adquiridos pelos alunos superficialmente, acarretando baixos índices de aproveitamento e desmotivação constante em relação à área de ciências exatas. A pesquisa teve como objetivo investigar o desenvolvimento de habilidades sociais utilizando-se estratégias de gerenciamento da sala de aula por meio da aprendizagem cooperativa com conteúdo de geometria, aplicada aos alunos de um quinto ano do ensino fundamental do interior de São Paulo. Como proposta facilitadora e motivadora no processo de ensino e aprendizagem dessa disciplina, para a aplicação das atividades utilizou-se de uma sequência didática englobando situações-problema, desafios e História da Matemática, asserções constantes nos Parâmetros Curriculares Nacionais. A pesquisa, estruturada de acordo com os procedimentos da Engenharia Didática, teve caráter quanti-qualitativo e para a coleta do corpus lançou-se mão de instrumentos como questionário, avaliação diagnóstica inicial e final, registros e entrevista, os quais foram tratados sob a ótica da Análise de Conteúdo. Os resultados desse estudo mostram a evolução dos alunos em relação ao objeto matemático estudado, além do desenvolvimento de habilidades sociais entre eles, remetendo que o uso de uma sequência didática por meio da aprendizagem cooperativa promove o aprendizado matemático e é uma possibilidade que contribui para a formação de alunos mais ativos e reflexivos. / The process of teaching and learning mathematics course has been challenging, especially in elementary school, in which the concepts are acquired by students superficially, causing low levels of use and constant motivation to the area of exact sciences. The research aimed to investigate the development of social skills using classroom management strategies by cooperative learning with geometry content, applied to students in a fifth year of elementary school in the interior of São Paulo. As a facilitator and motivator proposal in the teaching and learning of this discipline for the implementation of the activities we used a didactic sequence encompassing problem situations, challenges and history of mathematics, the assertions in the National Curriculum Standards. The research, structured in accordance with the procedures of Didactic Engineering, had quantitative and qualitative character and the collection of the corpus was released hand tools such as questionnaire, initial diagnostic evaluation and final records and interviews, which were treated from the perspective Content Analysis. The results of this study show the progress of students in relation to the mathematical object studied, and the development of social skills among them, referring to the use of a didactic sequence by cooperative learning promotes math learning and is a possibility that contributes to training more active and reflective students.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-08-17T17:54:35Z No. of bitstreams: 1 eliananunesestrela.pdf: 801372 bytes, checksum: 15c1c4ea8077676aa77dcba7a7a823d7 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-24T11:42:47Z (GMT) No. of bitstreams: 1 eliananunesestrela.pdf: 801372 bytes, checksum: 15c1c4ea8077676aa77dcba7a7a823d7 (MD5) / Made available in DSpace on 2017-08-24T11:42:47Z (GMT). No. of bitstreams: 1 eliananunesestrela.pdf: 801372 bytes, checksum: 15c1c4ea8077676aa77dcba7a7a823d7 (MD5) Previous issue date: 2016-09-30 / A presente Dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação – PPGP do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora – CAEd/UFJF. O caso de gestão estudado investigou a implementação da Metodologia da Aprendizagem Cooperativa, observando possibilidades e limites no processo ensinoaprendizagem em uma escola pública, pertencente à Secretaria da Educação do Estado do Ceará no município de Jardim. Os objetivos definidos para este estudo foram: descrever o processo de implantação da metodologia da Aprendizagem Cooperativa na escola de campo; analisar como o(a)s gestore(a)s e professore(a)s da escola avaliam os resultados do ensino e aprendizagem em decorrência da implantação da metodologia da Aprendizagem Cooperativa; e propor um plano de ação educacional interventivo, empreendendo estratégias inovadoras na metodologia da aprendizagem Cooperativa. Assumimos como hipótese: A metodologia de Aprendizagem Cooperativa utilizada na escola tem possibilitado inovações pedagógicas e efeitos positivos no processo ensino-aprendizagem. Para tanto, utilizamos como metodologia a pesquisa qualitativa e como instrumentos pesquisas bibliográficas, documental, bem como, a realização de entrevistas com roteiros semiestruturados e questionários. / This assignment was developed within the scope of the Professional Master in Management and Evaluation of Education - PPGP of the Center for Public Policies and Evaluation of the education of the Federal University from Juiz de Fora - CAEd / UFJF. The management case studied investigated the implementation of the Cooperative Learning Methodology, where there was special to the possibilities and limits about the teaching-learning process in a public school, belonging to the Education Department of the State of Ceará in the municipality of Jardim. The goals defined for this study were: to describe the process of implementation of Cooperative Learning methodology in the school of field; Analyze how the school's managers and teachers evaluate the results of teaching and learning as a result of the implementation of Cooperative Learning methodology; And then propose an intervention educational plan of action, creating innovative strategies in Cooperative learning methodology. We accept as hypothesis: The methodology of Cooperative Learning used in the school has made possible pedagogical innovations and positive effects in the teaching-learning process. In this perspective, we used as methodology the qualitative research and as instruments bibliographical researches, documentary, as well as, the accomplishment of interviews with semi-structured scripts and questionnaires.

Utifrån ett intresse att söka reda på vad som krävs för att samarbetsinlärning ska utveckla alla elevers färdigheter så fokuserar denna studie på fyra lärares förhållningssätt till arbete i grupp inom matematikämnet. Detta med bakgrund i teorin om att samarbetsinlärning fördjupar elevernas kunskaper. För att få en djupare förståelse för samarbetsinlärning så lyfts även tidigare forskning och teoretiska texter. Resultatet visar att de deltagande lärarna finner det svårt att se att arbete i grupp som en metod som fungerar för alla elever. Lärarna påpekar att det krävs mycket av läraren och den sociala miljön för att en sådan metod ska gynna alla elever. I övrigt så finns det likheter mellan tidigare litteratur och verksamma lärares förhållningssätt när det handlar om de fördelar som kommer utav att eleverna får kommunicera om matematik. / Based upon an interest to learn about what it takes to make collaborative learning promote every students abilities this study focuses on four teachers beliefs about students working together in mathematics. Drawing upon theories that concludes that cooperative learning develops students’ mathematical skills. To broaden the view of the teachers’ opinion this study also reflects upon the differences and similarities between the theory that cooperative learning is beneficial, the results of earlier research studies and teachers beliefs. While the theory about students working together is positive about cooperative learning develops all students mathematical abilities, the teachers find it hard to see that one method can be constructive to all students especially because of the social circumstances’. The participating teachers points out that to make a social method work for everybody the social circumstances’ has to open up for dynamic where all students take responsibility and respect one another.

This paper proposes a holistic approach to designing for the promotion of team and social competences in blended learning courses. Planning and modelling cooperative learning scenarios based on a domain specific modelling notation in the style of UML activity diagrams, and comparing evaluation results with planned outcomes allows for iterative optimization of a course's design. In a case study - a course on project management for computer science students - the instructional design including individual and cooperative learning situations was modelled. Specific emphasis was put on visualising the hypothesised development of team competences in the course design models. These models were subsequently compared to evaluation results obtained during the course. The results show that visual modelling of planned competence promotion enables more focused design, implementation and evaluation of collaborative learning scenarios.

Thesis explores relationship between cooperative learning and education of French as a foreign language. Main goal of the thesis is to find out, whether cooperative learning is effective method for teaching foreign languages and how such lessons should be constructed. The thesis is divided in three parts, first describes cooperative learning, its characteristics and place in pedagogical context. Second part is aimed on researching possible usage of cooperative learning as a part of foreign language didactics, particularly French. Third part is a list and description of activities designed to fulfill bothlanguageand personal development objectives. Therefore they are examples of cooperative approach in teaching French as a foreign language. KEYWORDS French as a foreign language, cooperative learning, cooperation, instruction

This work is focused on cooperative learning in foreign language teaching. It brings knowledge about cooperative learning, about methods of didactics in foreign language and their suitability for using cooperative learning. It deals with the news that appeared in cooperative learning in a foreign language teaching. The research that is part of this work was qualitative and it was completed by quantitative research, too. The aim of the research was to understand the teachers' point of view and their opinion on cooperative learning in foreign language teaching. The outcome is finding teachers' attitude to cooperative learning in foreign language teaching and their attitude to including this kind of teaching in real teaching. Key words: cooperative learning, foreign language teaching, advantages of cooperative learning in foreign language teaching, disadvantages of cooperative learning in foreign language teaching

This essay reports on an investigation of an integrative solution to facilitating cooperative learning for net generation learners in a technology-rich environment. Of specific interest is the changing roles of learners and educators as well as the enabling role of technology. The case study investigated and utilised to compile this dissertation is the Earthly Aliens Theme Day. Data obtained by interviewing and observing Theme Day participants is utilised to support the answers of the research questions. The research results of this study have shown that St Alban's College successfully managed to implement computer-integrated Theme Days. The College broke the barriers between subjects; learners participated in a learning experience that is closer to reality than just another 'thumb suck' educational experience. The concept of group work has been introduced to learners, and they are allowed to be creative, lateral thinkers and problem solvers. A small committee of learners gained managerial skills, while College graduates who are entering the job market are equipped with the necessary cross-curricular life skills to cope in today's technological advanced world / Thesis (MEd)--University of Pretoria, 2004. / Curriculum Studies / MEd / Unrestricted

Denna litteraturstudie belyser arbetssätt samt metod där i undervisningen med anknytning till kooperativt lärande och läsförståelse samt hur detta påverkar elevernas samspel och interaktion. Användningen av kooperativt lärande i klassrummet varierar beroende på lärarens engagemang. Syftet med denna studie är att belysa hur kooperativt lärande behandlas som metod för att utveckla elevers läsförståelse och samspel i grundskolan för årskurs F-3. Syftet avses svaras med hjälp av följande frågeställningar: Hur ser relationen ut mellan kooperativt lärande och läsförståelse? Vilka möjligheter och hinder finns med kooperativt lärande i undervisningen? Frågeställningarna besvaras med hjälp av 13 stycken vetenskapliga artiklar. Forskningen är mestadels internationell och utförd i flera olika delar av världen. Resultatet på användandet av kooperativt lärande i klassrummet visade på ökade resultat i läsförståelse samt ökad interaktion och samspel mellan eleverna. Faktorer som påverkade användandet av kooperativt lärande var bland annat klassrumsklimatet, både den psykiska och fysiska, resurser, lärarens kunskap och engagemang. Genom strukturerad undervisning i och om användandet av kooperativt lärande kan det öka elevers läsförståelse samt samspel och interaktion. För att kooperativt lärande ska ha en positiv inverkan på undervisningen är lärarens kunskap och engagemang avgörande.