The aim of this study is to investigate how the cultural component, described in the communication content of the course plan, is implemented in textbooks written for English 5. Furthermore, we aim to discover to what extent practising upper secondary-school teachers in Uppsala use textbooks for English 5, as well as to ascertain how teachers teach the cultural component specified in the course plan. The methods used are quantitative and qualitative text analysis of textbooks used in English 5, as well as qualitative interviews with upper secondary-school teachers in Uppsala who teach English 5. The results are that the spread of English is portrayed in the textbooks through the mentioning of different English-speaking countries, through the inclusion of authors of different nationality and, to some extent, through informative texts. Concerning the aspects of culture that are featured in the textbooks it can be said that the culture-specific content is not very frequent and that it focuses on living conditions and traditions, but also mentions historical events and attitudes. The portrayal of culture is often implicitly present in short-stories and novel extracts rather than being presented in informative texts where the cultural descriptions are the main focus. The general Western culture emerges as norm in the textbooks and non-Western countries and minorities are described as different from the norm, often as exotic, traditional and uniform. Concerning the use of textbooks by teachers, the interviewees use them to a small extent to implement some of the content of communication, but only ever as a complement to their other materials. The cultural component can be seen as being interpreted in three ways by teachers. Firstly, as societal issues and current events, secondly as a national phenomenon, and lastly as a tool to enable the students to objectively view cultures, their own as well as foreign cultures, national or otherwise. Accordingly, seven out of the eight interviewees feel that the cultural component is important, but challenging to implement.

This essay deals with the communicative approach towards learning English. The aim is to investigate how and why form and/or function are stressed in course plans in the subject of English intended for the first year of upper secondary school and how the content of these plans are mirrored in teaching materials. This will be done within a small historical frame from the 70’s until today. Based on a background of the school’s development and the research in the field of education and language studies, the investigation is carried out by firstly analyzing the course plans respectively before weighing them against each other, and secondly by examining each teaching material before comparing their content to the relevant course plan as well as to each other. The focus in these analyses is on the language’s function in contrast to form and on how communicating competence is stressed and exercised. The results show that the course plans are vastly different. The older plan emphasises form to a large extent but it does also contain hints of function. The recent plan, on the other hand, is permeated by function and it has communication as the foremost goal. Both teaching materials correspond quite well to the relevant course plan. The older material exercises mainly form and correctness in individual tasks while the newer material promotes group work and features exercises that practically always require interaction and train the pupils’ communicative abilities. The conclusion that is drawn from this investigation is that there is an obvious shift from a prominence of form to a dominion of function in both the course plans and teaching materials studied in this essay.

Sabe-se que o setor agropecuário é um dos espaços que gera uma gama de novas relações sobre o território, onde se criam paisagens antagônicas e de profundos impactos sobre a formação espacial que (re)organizam o território brasileiro, o que gera novas disposições territoriais devido ao exercício da atividade agropecuária, que modifica radicalmente as clássicas relações campo-cidade. Considerando a premissa citada, juntamente com a proposta socioconstrutivista de ensino que diverge da rigidez dos procedimentos padrões, com esse olhar sobre o ensino da Geografia no ensino tecnicista, o presente trabalho tem como objetivo geral identificar e analisar as disciplinas que estão voltadas para uma formação que prioriza a Educação do Campo (mesmo no contexto de uma agricultura familiar), bem como as disciplinas que priorizam a formação para o agronegócio (força de trabalho) presentes no plano de curso da EFAPN, em especial no que tange à disciplina de Geografia. Nessa intenção, foram traçados alguns objetivos específicos para a presente verificação, sendo: contextualizar a educação do/no campo e a pedagogia da alternância para compreender, posteriormente, o surgimento da EFAPN enquanto equipamento de ensino no espaço do camponês tocantinense; situar a formação técnica da EFAPN no contexto histórico produtivo das relações agrárias produzidas em meio à expansão do agronegócio; e analisar e apresentar os rompimentos das fronteiras no ensino da EFAPN em relação à formação técnica profissional integrada. No que diz respeito aos procedimentos metodológicos, o ponto de partida foi a análise do plano de curso da EFAPN. Em seguida, fez-se o esforço de (re)visitar todas as categorias de análises que aparecem nas discussões deste trabalho (ensino, ensino de geografia, agronegócio, escolas rurais etc.), primando por uma revisão bibliográfica sobre a educação do/no campo, da pedagogia da alternância e, consequentemente, sobre a vinculação dessas temáticas com a criação da EFAPN. O método utilizado foi o materialismo histórico e dialético, buscando elucidar o processo histórico da educação do campo e sua vinculação à expansão do agronegócio em Porto Nacional. Nessa perspectiva, a presente proposta de pesquisa está inserida na abordagem de um estudo Geo-Territorial. O recorte temporal do trabalho inicia-se na década de 90, quando foi implantada a Escola Família Agrícola no município de Porto Nacional, embora não se deixará de percorrer o caminho histórico de sua implantação, que remonta a década de 60, aqui no Brasil, e também a sua primeira implantação, pautada em meados dos anos 30, na França. O atual trabalho se justifica por se saber que o ensino da geografia caminha a passos lentos no Brasil devido à utilização de abordagens tradicionais utilizadas no processo de ensino e aprendizagem, que não procura privilegiar as vivências e protagonizar os sujeitos na construção do conhecimento. Outra justificativa se dá pela experiência do atual pesquisador no seu último ano de graduação, em meio a um projeto de extensão universitário intitulado “O olhar geográfico sobre a cidade e as manifestações artísticas e culturais: cinema, música, literatura e pintura na construção da cidadania”, da Universidade Federal do Tocantins, que procurou contemporizar, por meio da abordagem socioconstrutivista, o ensino da geografia na EFAPN. Esta pesquisa torna-se complacente por tratar da educação do campo, área do conhecimento com escassos debates no ambiente acadêmico brasileiro e, logo, com infrequentes publicações. / It is known that the agricultural sector is one of the spaces that generates a range of new relations over the territory, where antagonistic create landscapes and profound impacts on the spatial formation that (re) organize the Brazilian territory, generating new territorial arrangements due to exercise of farming that radically modifies the classic rural-urban relations. Considering the premise cited along with the social constructivist teaching proposal that deviates from the rigidity of standard procedures, with that look on the teaching of geography in technicist education, this work has as main objective to identify and analyze the disciplines that are focused on training that prioritizes Rural Educat ion (even in the context of a family farm) as well as the disciplines that emphasize training for agribusiness (labor force) present in the course of EFAPN plan, especially regarding the discipline of Geography. This intention to present some specific verification objectives were outlined, namely: Contextualizing education / field and the pedagogy of alternation to further understand the emergence of EFAPN while teaching equipment within the Tocantins peasant; Locate the technical training of the productive EFAPN historical context of agrarian relations produced through the expansion of agribusiness, and; Analyse and present disruptions borders in teaching EFAPN regarding integrated professional technical training. Regarding the methodological procedures, our starting point was to analyze the course plan of EFAPN. Then we made the effort to (re) visit all categories of analyzes appearing in discussions of this work (education, geography education, agribusiness, rural schools, etc.), striving for a literature review on the education / field , pedagogy of alternation and consequently about linking these issues with the creation of EFAPN. The method was dialectical and historical materialism, to elucidate the historical process of field education and linking the expansion of agribusiness in Porto Nacional. In this perspective, the proposed research is embedded in a Geo-Territorial study approach. The time frame of the work begins in the 90s when it was deployed to Family Farm School in the city of Porto Nacional, although we will not let go of the historical path of their deployment that dates back to the 60's here in Brazil and also his first guided implantation into the mid 30s in France. The current work is justified by knowing that the teaching of geography walks at a slow pace in Brazil due to the use of traditional approaches used in the teaching and learning process, which does not seek to privilege the experiences and make most of the subjects in the construction of knowledge. Another reason is to give the experience of current research in their final year of graduation among a university extension project titled "The geographic look at the city and the artistic and cultural events: theater, music, literature and painting in the construction of citizenship" Federal University of Tocantins that sought compromise through social constructivist approach to the teaching of geography in EFAPN. This research becomes complacent in dealing with the Field Education, knowledge area with scarce debates within academic environment and then with infrequent publications.

Made available in DSpace on 2015-05-07T15:08:23Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2351171 bytes, checksum: b6968a3546ad4c3c708daa83d081cb98 (MD5) Previous issue date: 2011-09-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present research aims to identify elements of a purposed emancipator History Course Plan to teacher´s didactical transposition work in Secondary School for Young and Adult Education (Educação de Jovens e Adultos - EJA). The study comes from the National Basis Papers to the VI Confintea (2008). It brings as theoric support the course conceptions linked to critical and post- criticalknowledge building of didactical transposition. The mentioned theory emerges from French influenced Mathematic didactic which has been source for History didactical and curricular field researches. The work of investigation is a qualitative one, under approach in studies of experience that were developed in two steps: first, questions were applied for eleven teachers in order to make a profile of those who were effective History teachers in Secondary school groups for EJA in Regional Education Management Department North Metropolitan area of Recife/ Pernambuco (Gerência Regional Metropolitana Norte - GRE Metronorte).In the second step, observation and audio recording of classes in fourth bimestrial unit of two History teachers followed by analysis of respective teaching course plan were made. After the mentioned steps, it was made an interview with those teachers which classes were under observation. This was to contrast informations. The data were processed by categories of thematiccontent observation which allowed the analyses of showed content in course plans, classes and interviews. Anyway, the research about didactical transposition as it was purposed to EJA Secondary School History teacher during course plan development have not brought the evidences of constitutive elements in a course plan under emancipator perspective, probably because of the lack in knowledge of such a plan course perspective in the work of these History teachers. / A pesquisa objetiva identificar elementos de um currículo emancipatório no trabalho de transposição didática realizado pelo professor de História do Ensino Médio da Educação de Jovens e Adultos (EJA). O estudo em tela parte do Documento Base Nacional Preparatório para à VI Confintea (2008). Tem como pressuposto teórico as concepções de currículo ligadas às teorias críticas e pós-críticas da constituição do saber histórico escolar a partir da transposição didática. Tal teoria emergiu da Didática da Matemática de influência francesa, que tem subsidiado algumas pesquisas no campo curricular e didático da História no currículo. A investigação é de cunho qualitativo sob a abordagem do estudo de caso desenvolvida em duas etapas: na primeira, foi feita aplicação de questionário com onze professores a fim de identificar um perfil dos licenciados em História, efetivos que lecionavam nas turmas do Ensino Médio da EJA da Gerência Regional de Educação Metropolitana Norte/Pernambuco (GRE Metronorte). Na segunda etapa, observação e audiogravação das aulas da IV unidade bimestral de dois professores de História e análise dos respectivos planos de ensino. Após as duas etapas, foi realizada entrevista com os dois professores de História que tiveram as aulas observadas a fim de contrastar informações. A análise dos dados processou-se a partir da técnica de análise de conteúdo temático categorial, a qual subsidiou a análise do conteúdo manifesto nos questionários, planos curriculares, aulas observadas e entrevistas. Todavia, a pesquisa acerca da transposição didática realizada pelos professores de História do Ensino Médio da EJA durante o desenvolvimento curricular não evidenciou elementos constituintes de um currículo sob a perspectiva emancipatória, possivelmente em virtude do desconhecimento desta perspectiva curricular por parte dos docentes.

Denna studie har som syfte att beskriva en lärares tillvägagångssätt för att tydliggöra kunskapskraven i Lgr 11 som är relaterade till skriftlig språkfärdighet i spanska, samt att ta reda på elevernas uppfattningar om detta tillvägagångssätt. I den här studien används uttrycket att tydliggöra i en bred mening, vari ingår både lärarens verbalisering av kunskapskraven och alla aktiviteter som läraren sätter igång och som ska hjälpa eleverna att utveckla en förståelse för dessa. Undersökningen bygger på en fallstudie i vilken olika källor har använts: intervjuer med läraren och fyra elever, enkät, klassrumsobservationer, en matris och ett urval rättade uppgifter. Resultatet visar att läraren och hennes elever verbaliserar sina tolkningar av kunskapskraven på ett likadant sätt. För att tydliggöra kunskapskraven använder läraren flera olika tillvägagångssätt, främst utsagor om kvalitet och exempel på korrekta meningar. Som utsagor om kvalitet använder läraren de formuleringar som finns i kursplanen, samtidigt som hon förklarar med andra ord och tydliggör för eleverna vilka konkreta tecken på kvalitet dessa innebär i en text. Återkopplingen till eleverna är också ett tillfälle för att tydliggöra kunskapskraven. Som metod för att tydliggöra kunskapskraven efterlyser eleverna framförallt konkreta råd om hur en text kan bli bättre, samt att få exempel på bra och mindre bra texter. Både läraren och eleverna är tveksamma till vilken roll tydliggörande av kunskapskraven spelar i undervisningen. / This study aims to describe a teacher’s way to clarify knowledge requirements regarding written expression skills in Spanish. It also aims to find out how students perceive their teacher’s way to clarify those requirements. In this study the expression “to clarify” is used in a broad sense, in which is included not only the teacher’s verbalization of knowledge requirements, but also all the activities that the teacher starts in order to help the pupils understand them. This investigation is based on a case study in which data is gathered from the following sources: in-depth interviews with the teacher and four students, a survey, structured observations and documents (a scoring rubrics and a selection of assessed compositions). The results show that the teacher and her students verbalize their understanding of knowledge requirements in a similar way. The teacher uses different ways to clarify knowledge requirements, mainly through descriptive statements and examples of correct sentences. As descriptive statements she uses the same expressions that are used in the course plan while at the same time explaining them with other words and showing the students which specific characteristics those requirements imply when writing a text. Feedback to the students is also an opportunity to clarify knowledge requirements. As a method to clarify knowledge requirements students would like to get concrete advice about how a text could be better and exemplars of texts of varying quality. Both the teacher and the students have doubts about what role clarifying knowledge requirements may have for instruction.

Tutkielman tavoitteena oli selvittää voiko Suomessa julkaistua oppikirjaa perustellusti käyttää ruotsalaisessa suomi äidinkielenä -opetuksessa, ruotsalaisen peruskoulun opetussuunnitelman äidin­kielen kurssisuunnitelman keskeisiä sisältöjä vasten tarkasteltuna, kun kirja on tarkoitettu alun perin käytettäväksi Suomessa ruotsinkielisten koulujen suomi toisena kotimaisena kielenä -oppiaineessa, äidinkielenomaisen suomen oppimäärässä. Tutkimuksen taustalla on Ruotsissa julkaistun suomen kielen oppimateriaalin, joka olisi suunnattu ruotsalaisen kurssisuunitelman ”suomi ensimmäisenä kielenä” oppiaineeseen, vähäisyys. Äidinkielen­opettajat Ruotsissa käyttävät ruotsalaisen materiaalin vähäisyyden vuoksi Suomessa julkaistua opetusmateriaalia. Tutkimuksen teoreettinen kehys perustuu sosiokulttuurisen oppimis­käsityksen teorialle, ja sitä kehittävälle systeemis-funktionaaliselle kieliteorialle, tai genre­pedagogiikalle. Opetuksen, ja sen myötä myös oppimateriaalin tehtävien ja käsiteltävien tekstien on oltava näiden näkemysten mukaan sellaisia, että ne ovat oppijan lähikehityksen vyöhykkeellä. Tutkielman menetelmänä oli oppikirjatutkimuksen alalla yleinen sisällöntutkimus, ja tässä tutkielmassa sisällön­tutkimuksen kohteena oli nimenomaan oppikirja pedagogisena, ei ideologisena artefaktina. Oppikirjassa ei ole mukana ruotsinsuomalaista näkökulmaa, eikä se mainitse ruotsissa puhuttua suomea, joten tutkimuksessa on rajattu nämä kurssisuunnitelman kohdat tutkimuksen ulkopuolelle.  Tutkimuksen perusteella on todettavissa, että suomessa julkaistua suomen kielen opetusmateriaalia voidaan käyttää äidinkielenopetuksessa, mutta tietyin varauksin. Maiden välisten opetussuunnitelmien painotuserojen vuoksi käsitellyssä oppikirjassa oli vain vähän kaunokirjallisuuteen liittyviä sisältöjä ja tehtäviä, kaunokirjallisuuden ollessa kuitenkin yksi keskeinen osa ruotsalaista kurssisuunnitelmaa. / Målet med denna studie var att undersöka om det går att använda en finsk lärobok i modersmåls­undervisning i finska i Sverige i enlighet med den svenska kursplanen. Boken är publicerad i Finland och riktad mot undervisning i finlandssvenska skolor i ämnet finska som det andra inhemska språket, den modersmålsinriktade lärokursen (mofi). Det saknas lämpliga läroböcker och -material som är utformade för modersmålsundervisning i Sverige med de elever som studerar finska enligt kursplanen ”finska som modersmål”. På grund av bristen har modersmålslärare i Sverige använt sig av läromedel från Finland i undervisningen. Den teoretiska utgångspunkten i studien är den sociokulturella teorin om lärande, som utvecklas vidare i systemisk-funktionell grammatik, eller genrepedagogik. Enligt denna syn på lärande ska läroböcker, -medel och uppgifter vara anpassade så att eleven befinner sig i sin proximala utvecklingszon. Undersökningen grundar sig vidare på innehållsanalysens metoder och betraktar boken som pedagogisk artefakt, inte ideologisk. Boken har inte det sverigefinska perspektivet och nämner inte finskan man talar i Sverige, och därför har jag valt att lämna ut kursplanens delar som berör sverigefinsk kultur. Med den gällande svenska kursplan i modersmål - finska och dess centralt innehåll, visar studien att man kan använda boken i modersmåls­undervisningen även i Sverige, men på vissa villkor: På grund av de tyngdpunkter som den finska läroplanen i Finland har, uppvisar läroboken vissa brister, till exempel beträffande genrer: skönlitteratur saknas i stort sett helt i boken. / The goal of this study was to analyse whether it is arguable to use a textbook in Finnish mother tongue instruction in Sweden when the book itself is originally published in Finland and aimed to be used by Swedish speakers in language instruction within a subject called “Finnish as a second national language” in Finland. There is a lack of suitable textbooks and material that are designed for the Sweden Finnish mother tongue instruction with learners that are studying Finnish in Sweden following the course plan of “Finnish as a first language”. Due to the lack of suitable Swedish-made material, mother tongue teachers in Sweden have used material published in Finland. The theoretical basis of this study is found in the sociocultural perspective of learning and the systemic-functional language theory or genre-based pedagogy. According to these theories, the used material, textbooks and exercises should be on the learners’ zone of proximal development.  The analysis in this study follows the methods of content analysis, and the study focuses on the book as a pedagogical rather than ideological artefact. The textbook analysed in this study does not contain the Sweden Finnish perspective, and does not mention the Finnish spoken in Sweden, and therefore the parts of the Swedish course plan that are related to the perspective are left out of this study. With the current Swedish course plan for Finnish, and its core contents, the textbook in question may be used in mother tongue instruction, with some reservations. The book lacks few genres that are present in the Swedish course plan’s core contents, such as fictional literary genres other than short stories. The lack of specific genres is due to the different emphasises that the curricula of the two countries’ school systems have.

Studien undersökte implementeringen och undervisningen av klimat och väder som år 2011 lades till under Fysik 1 i den svenska gymnasieskolan. Undersökningen använde sig av metodkombination som omfattade lärarintervjuer kompletterade med intervju av ett undervisningsråd på Skolverket och med textanalys av kursböcker. Lärarna upplevde en del problem kopplat till vad det nya ämnesområdet skulle innehålla. Oklarheten kring vad området skulle innehålla märktes också i kursböckernas framställning. Intervjupersonerna var överens om att viktiga aspekter inom ämnesområdet var växthuseffekten och global uppvärmning. Växthuseffekten och global uppvärmning hade även en framträdande roll i kursböckernas framställning. Från lärarintervjuerna framkom att lärarna gärna inkluderade Samhällsfrågor med Naturvetenskapligt Innehåll (SNI) i sin undervisning, men i bedömningen av elevernas lärande var det fysikalisk begreppsförståelse som accentuerades. Ämnesöverskridande samarbeten beskrevs av lärarna som önskvärt och förekom ofta. / This study examined the implementation and teaching of climate and weather which was added in the year 2011 under Physics 1 in the Swedish upper secondary school. The study performed a mixed-methods approach consisting of teacher interviews supplemented with an interview with an official at the Swedish National Agency for Education and with text analysis of course books. The teacher’s experienced some problems related to what the new subject area would contain. The uncertainty about what the area would contain was also seen in the course books. The interviewees’ opinion that the important issues in the subject area were the greenhouse effect and global warming were shared among the teachers. The greenhouse effect and global warming also had prominent roles in the course books. From the interviews it was found that teachers were positive to include Socio-Scientific Issues (SSI) into their teaching, but when assessing students learning the concepts of physics were emphasized. Cross-disciplinary cooperation was described by the teachers as desirable and often occurring.