Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-05-10T19:18:06Z No. of bitstreams: 1 2017 - Pablo Mendes Peres de Souza.pdf: 493335 bytes, checksum: d796ca50ec69fa154d11e39e2c3b4626 (MD5) / Made available in DSpace on 2018-05-10T19:18:06Z (GMT). No. of bitstreams: 1 2017 - Pablo Mendes Peres de Souza.pdf: 493335 bytes, checksum: d796ca50ec69fa154d11e39e2c3b4626 (MD5) Previous issue date: 2017-08-23 / CAPES / The objective of this studywas to analyse quantitatively, the use of didactic sequence, with theme of Prime Numbers, applied to undergraduate students in mathematics. In order to justify the chosen theme, we rely on official documents such the National Curricular Parameters (NCPs), and the authors that bring significant considerations for this purpose. To refer to use of this alternative we have inspired authors such Mich?le Artigue, Antoni Zabala e Luiz Carlos Pais. Moreover, we applied the questinnaire prepared by Dr. Rubens Vilhena Fonseca in his doctoral thesis and based on it to guide the topics covered. In the field research, we seek to dialogue with future teachers in order to present the approach used as an alternative to the teaching practice and to promote reflections for the use of didactic sequences. / Tivemos nesse trabalho o objetivo de analisar de forma quantitativa o uso de uma sequ?ncia did?tica com a tem?tica de N?meros Primos aplicada em licenciandos em matem?tica. Com intuito de justificar o vi?s escolhido, nos baseamos em documentos oficiais como os Par?metros Curriculares Nacionais (PCNs) e autores que trazem considera??es significativas para reflex?es nesse sentido. Para referenciar a utiliza??o dessa alternativa nos inspiramos em autores como Mich?le Artigue, Antoni Zabala e Luiz Carlos Pais. Al?m disso, aplicamos o question?rio elaborado pelo Dr. Rubens Vilhena Fonseca em sua tese de doutorado e nos baseamos no mesmo para nortear os t?picos abordados. Na pesquisa de campo, buscamos dialogar com os futuros docentes de forma a apresentar a abordagem utilizada como alternativa para a pr?tica docente e fomentar reflex?es para utiliza??o de sequ?ncias did?ticas.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-08-21T19:43:43Z No. of bitstreams: 1 2017 - Yasmin Ribeiro Molinari Mello.pdf: 14483967 bytes, checksum: 3061987fd140843fb1dc320e879ba047 (MD5) / Made available in DSpace on 2018-08-21T19:43:43Z (GMT). No. of bitstreams: 1 2017 - Yasmin Ribeiro Molinari Mello.pdf: 14483967 bytes, checksum: 3061987fd140843fb1dc320e879ba047 (MD5) Previous issue date: 2017-07-20 / Coordena??o de Aperfiei?oamento de Pessoal de N?vel Superior - CAPES / The present research deals with hydrological problems in the urban environment, more precisely in the municipality of Nova Igua?u, in the Engenho Pequeno neighborhood, analyzing socio - environmental modifications historically constructed in this area, showing how they influence the hydrological dynamics. The discipline of Geography is worked by the bias of the concept of Place, focusing on the reality of students' daily life, in order to understand the hydrological problems more easily, giving meaning to the teaching-learning process. These questions are contextualized in the CIEP 317 - Aur?lio Buarque de Holanda school, with classes of the 6th grade of elementary school through the methodology of the pedagogy of projects, which aims at a greater interaction between teacher / student, encouraging student research and autonomy. In order to put this methodology into practice, a project was carried out at this school, addressing the hydrological problem from the Engenho Pequeno neighborhood. The aim was to use dynamic activities that went beyond traditional teaching methods. The use of the pedagogy of projects allowed a greater involvement of students in school activities, encouraging teamwork and cooperation, adding to this methodology the use of the concept of Place, facilitated the understanding of the socioenvironmental issues present in the spatial clipping, encouraging the search for possible solutions to such problems. / A presente pesquisa aborda as problem?ticas hidrol?gicas no meio urbano, mais precisamente no munic?pio de Nova Igua?u, no bairro Engenho Pequeno, analisando as modifica??es socioambientais constru?das historicamente neste local, mostrando como as mesmas influenciam na din?mica hidrol?gica. A disciplina de Geografia ? trabalhada pelo vi?s do conceito de Lugar, focando na realidade do cotidiano dos estudantes para, desta forma, compreenderem com mais facilidade os problemas hidrol?gicos, dotando de significado o processo de ensino-aprendizagem. Estas quest?es s?o contextualizadas na escola CIEP 317 ? Aur?lio Buarque de Holanda, com turmas do 6? ano do ensino fundamental atrav?s da metodologia da pedagogia de projetos, que visa uma maior intera??o entre professor / estudante, incentivando a pesquisa e a autonomia do estudante. Para colocar em pr?tica tal metodologia, foi realizado um projeto nesta escola, abordando a problem?tica hidrol?gica a partir do bairro Engenho Pequeno, buscou-se utilizar atividades din?micas que sa?ssem das metodologias tradicionais de ensino. O uso da pedagogia de projetos possibilitou um maior envolvimento dos estudantes nas atividades escolares, incentivando os trabalhos em equipes e a coopera??o, somando-se a esta metodologia o uso do conceito de Lugar, facilitou a compreens?o das quest?es socioambientais presentes no recorte espacial, incentivando a busca por poss?veis solu??es para tais problemas

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-01-16T20:35:35Z No. of bitstreams: 1 MariaJarleneDeLima_DISSERT.pdf: 10272847 bytes, checksum: 2789ef19e39add26c9f0d19d7e933306 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-01-22T15:44:17Z (GMT) No. of bitstreams: 1 MariaJarleneDeLima_DISSERT.pdf: 10272847 bytes, checksum: 2789ef19e39add26c9f0d19d7e933306 (MD5) / Made available in DSpace on 2018-01-22T15:44:17Z (GMT). No. of bitstreams: 1 MariaJarleneDeLima_DISSERT.pdf: 10272847 bytes, checksum: 2789ef19e39add26c9f0d19d7e933306 (MD5) Previous issue date: 2017-03-22 / Este trabalho de interven??o visou compreender e estabelecer reflex?es acerca da metalinguagem e as conflu?ncias de ideias e significa??es estabelecidas entre o leitor e o poeta durante a leitura do poema. Para tanto, foi alicer?ado nas contribui??es te?rico-metodol?gicas de Bernard Schneuwly, Mich?le Noverraz e Joaquim Dolz (2004), na vis?o humanizadora da Literatura de Todorov (2009), na compreens?o dial?gica da linguagem apresentada por Bakhtin (2003), na teoria da recep??o desenvolvida por Hans Robert Jauss Foi promovido por meio de uma sequ?ncia did?tica que trabalhou a leitura e compreens?o de metapoemas de Carlos Drummond de Andrade, Cec?lia Meireles, Olavo Bilac, Fernando Pessoa, Jo?o Cabral de Melo Neto, Manoel de Barros, Mario Quintana e Jo?o Andrade. O projeto culminou com uma proposta para professores e promotores de leitura e teve como dados para an?lise a produ??o de um livroclip elaborado pelos alunos. Ao fim do processo, foi poss?vel chegar ? compreens?o da metalinguagem como um recurso art?stico capaz de desanuviar a obra po?tica, por meio de uma simbiose poeticamente constru?da a partir da reflex?o do poeta sobre a sua obra, aspecto que deve ser considerado como facilitador do acesso ? linguagem liter?ria para os leitores em forma??o no Ensino Fundamental II. / This work of intervention aimed to understand and establish reflection about metalanguage and the confluences of ideas and meanings established between the reader and poet during the reading of the poem. For that, the theoretical-methodological contributions of Bernard Schneuwly, Michele Noverraz and Joaquim Dolz (2004), in the humanizing view of Todorov?s literature (2009), in the dialogic understanding of language presented by Bakhtin (2003), in the reception theory developed by Hans Robert Jauss (1994), and as in the apprehension of the reading concept established by Elias and Kock (2013). It was promoted through a didactic sequence that worked the reading and the comprehension of metapoems of Carlos Drummond de Andrade, Cecilia Meireles, Olavo Bilac, Fernando Pessoa, Joao Cabral de Melo Neto, Manoel de Barros, Mario Quintana and Joao Andrade. The project culminated with a proposal for teachers and reading promoters and had as data for the analysis the production of a bookclip prepared by the students. At the end of the process, it was possible to arrive at the understanding of metalanguage as an artistic resource capable of unrevaling the poetic work, through a poetically constructed symbiosis based on the poet?s reflection on his work, an aspect that should be considered as facilitating access to literary language for readers in formation in Elementary School Two.

Submitted by Raniere Barreto (raniere.barros@ufvjm.edu.br) on 2018-04-11T18:18:18Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) adaias_correa_silva.pdf: 5894272 bytes, checksum: 8c2cbf213e174b0b1b6b26860ba17780 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-04-20T13:27:31Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) adaias_correa_silva.pdf: 5894272 bytes, checksum: 8c2cbf213e174b0b1b6b26860ba17780 (MD5) / Made available in DSpace on 2018-04-20T13:27:32Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) adaias_correa_silva.pdf: 5894272 bytes, checksum: 8c2cbf213e174b0b1b6b26860ba17780 (MD5) Previous issue date: 2017 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Diante da realidade do ensino da Matem?tica no Ensino B?sico no Brasil, principalmente no tocante ao conte?do de Fun??es e sua relev?ncia para o desenvolvimento acad?mico dos estudantes no Ensino B?sico e Superior, este trabalho prop?e o uso de softwares educacionais de maneira que auxiliem o ensino de Fun??es no Ensino B?sico, uma vez que os computadores e softwares se mostram como uma importante op??o de ferramenta de aux?lio no processo de ensino-aprendizagem, tendo a Engenharia Did?tica como metodologia de pesquisa e investiga??o. Foram aplicadas sequ?ncias did?ticas, onde buscou-se detectar as principais dificuldades no ensino de Fun??es no Ensino B?sico, propondo-se ent?o interven??es did?ticas a fim de auxiliar a aprendizagem dos discentes, analisando de forma qualitativa os resultados obtidos durante as interven??es. Ao final das interven??es did?ticas, verificou-se com a discuss?o dos resultados obtidos que os mesmos foram satisfat?rios em rela??o ao aprendizado da maior parte dos discentes. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o Matem?tica, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / In face of the reality of the Mathematics in Basic Education teaching, specially regarding to functions and its relevance to the student?s academic development in Basic and Superior Education, this work proposes the use of Educational softwares in a way that helps the teaching of functions in Basic Education, since the computers and softwares are shown as important options to help the teaching and learning processes, using the Didactic Engineering as a methodology research and investigation. Teaching sequences were applied in order to detect the main difficulties in the teaching process of functions in the Basic Education, then it was proposed Didactic Interventions in order to aid the students leraning, analyzing the qualitative form the results obtained along the interventions. Considering all the discussions of the results at the end of the didactic interventions, it was verified that the results obtained were satisfactory to the majority of the students.

Submitted by Raniere Barreto (raniere.barros@ufvjm.edu.br) on 2018-04-12T16:38:17Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) paulo_geovane_ramalho_pinheiro.pdf: 16283773 bytes, checksum: 3b14af12b1f3e2c447d8903e47fc9051 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-04-20T13:51:28Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) paulo_geovane_ramalho_pinheiro.pdf: 16283773 bytes, checksum: 3b14af12b1f3e2c447d8903e47fc9051 (MD5) / Made available in DSpace on 2018-04-20T13:51:28Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) paulo_geovane_ramalho_pinheiro.pdf: 16283773 bytes, checksum: 3b14af12b1f3e2c447d8903e47fc9051 (MD5) Previous issue date: 2017 / Nesta disserta??o, desenvolveu-se um trabalho com jogos virtuais, utilizando parcialmente a Engenharia Did?tica, por se tratar de uma metodologia de pesquisa que valoriza o ambiente onde ocorre o processo de ensino-aprendizagem. O principal objetivo foi agregar uma nova ferramenta de trabalho no ensino de Matem?tica, pois prop?e-se ao professor do ensino m?dio adpatar ou criar jogos eletr?nicos, com o uso do programa GeoGebra, para uma maior participa??o dos discentes na busca pelo protagonismo de seu aprendizado. O foco dos jogos aqui trabalhados foi: Plano Cartesiano, Opera??es com n?meros inteiros, Gr?fico de fun??o quadr?tica e S?lidos geom?tricos. Esses conte?dos encontram-se na Matriz de refer?ncia de Matem?tica do estado de MG e para pr?tica dos mesmos, foram realizadas interven??es did?ticas em laborat?rio computacional da Escola Estadual Chaves Ribeiro, localizada no munic?pio de Itaobim, onde os estudantes competiram entre si na execu??o de jogos virtuais. Ademais, para an?lise deste trabalho, empregou-se question?rios cujos resultados serviram para confrontar o conhecimento pr?vio e o conhecimento dos estudantes adquirido ap?s o uso dos jogos. Ap?s a an?lise dos resultados obtidos, pode-se constatar que a pr?tica de jogos virtuais p?de colaborar na melhora do processo de ensino-aprendizagem, como tamb?m dinamizou o ambiente de ensino, tornando as aulas mais atraentes. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o Matem?tica, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / In this dissertation, a work was developed with virtual games, partially using Didactic Engineering, because it is a research methodology that values the environment where the teaching-learning process occurs. The main objective was to add a new working tool in the teaching of Mathematics, because it is proposed to the high school teacher to adapt or create electronic games, using the GeoGebra program, for a greater participation of the students in the search for the protagonism of their learning . The focus of the games worked here was: Cartesian plane, Operations with integers, Quadratic function graph and Geometric solids. These contents are found in the Mathematical Reference Mathematics of the state of Minas Gerais and for their practice, didactic interventions were carried out in a computer lab of the Chaves Ribeiro State School, located in the municipality of Itaobim, where students competed with each other in the execution of games virtual communities. In addition, to analyze this work, questionnaires were used, whose results served to confront the previous knowledge and knowledge of the students acquired after the use of the games. After analyzing the results obtained, it can be seen that the practice of virtual games could help improve the teaching-learning process, as well as dynamized the teaching environment, making classes more attractive.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2015-12-14T21:49:03Z No. of bitstreams: 1 GerlaniaCarolinaMeloNascimento_DISSERT.pdf: 2304669 bytes, checksum: 4d0804ad3cf0faf3351c4cb9fd82cd0c (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2015-12-17T21:06:42Z (GMT) No. of bitstreams: 1 GerlaniaCarolinaMeloNascimento_DISSERT.pdf: 2304669 bytes, checksum: 4d0804ad3cf0faf3351c4cb9fd82cd0c (MD5) / Made available in DSpace on 2015-12-17T21:06:42Z (GMT). No. of bitstreams: 1 GerlaniaCarolinaMeloNascimento_DISSERT.pdf: 2304669 bytes, checksum: 4d0804ad3cf0faf3351c4cb9fd82cd0c (MD5) Previous issue date: 2014-07-30 / Os ritmos biol?gicos fazem parte da vida dos seres vivos desde os mais simples at? o mais complexos. No homem, um dos ritmos biol?gicos mais importantes ? o ciclo sono-vig?lia (CSV), que representa um comportamento indispens?vel para a sa?de uma vez que a priva??o do sono pode levar a d?ficits de aten??o e de mem?ria, altera??es de humor e sonol?ncia diurna que podem prejudicar o desempenho escolar. Apesar disso, o CSV ? um assunto pouco discutido no ?mbito escolar. Assim, o objetivo desta pesquisa foi divulgar os conte?dos sobre o ciclo sono-vig?lia, de forma contextualizada com o tema sa?de, para estimular h?bitos de sono saud?veis. Esta pesquisa foi desenvolvida em uma escola estadual com 33 estudantes do 3? ano do ensino m?dio e est? dividida em quatro etapas: 1?) Estudo do conte?do e an?lise do livro did?tico adotado pela escola para subsidiar as atividades contempladas na unidade did?tica (UD) e al?m da aproxima??o com a professora de biologia da turma para avaliar a viabilidade de hor?rios para o desenvolvimento da UD; 2?) Levantamento dos conhecimentos pr?vios dos alunos, por meio de question?rio, para nortear a elabora??o da UD; 3?) Desenvolvimento e aplica??o de uma UD baseada na aprendizagem significativa, e caracteriza??o dos h?bitos de sono dos estudantes, e 4?) Avalia??o da UD como uma proposta vi?vel para trabalhar os conceitos sobre ritmos biol?gicos. Os conhecimentos pr?vios dos estudantes a respeito do CSV s?o escassos e este assunto n?o est? contemplado nos livros do ensino m?dio adotado pela escola. Foram observadas concep??es alternativas, principalmente quanto ?s diferen?as individuais de sono, que podem contribuir para a ocorr?ncia de h?bitos inadequados de sono, como relatado pelos adolescentes deste estudo. As atividades desenvolvidas durante a UD foram bem recebidas pelos alunos que se mostraram participativos, motivados e avaliaram positivamente os procedimentos utilizados pelo pesquisador. Ap?s a UD o conceito sobre ritmo biol?gico foi ampliado e os estudantes passaram a identificar que o CSV muda ao longo da vida devido a fatores biol?gicos e s?cio-culturais. Assim, a UD elaborada neste estudo representa uma proposta vi?vel para trabalhar os conceitos sobre ritmos biol?gicos contextualizados ao tema sa?de, no ensino m?dio. / Biological rhythms are part of the life from the simplest to the most complex living beings. In humans, one of the most important biological rhythms is the sleep-wake cycle (SWC), which represents an indispensable behavior for health, since sleep deprivation can lead to deficits in attention and memory, mood and daytime sleepiness which may affect school performance. Nevertheless, the SWC is a content rarely discussed in schools. Thus, the aim of this research was to address contents of the sleep-wake cycle, related to the content of Health to encourage healthy sleep habits. This study was conducted in a public school with 33 students of the 3rd year of high school and is divided into four stages: 1st) Study and analysis of the content of the textbook adopted by the school to subsidize the activities covered in the teaching unit (TU) and approximation with the biology teacher from the class to evaluated the feasibility of schedules for the development of TU; 2nd) Survey of students' prior knowledge, through a questionnaire, to guide the development of the TU; 3rd) Development and implementation of a TU based on meaningful learning and characterization of the students sleep habits, 4th) Evaluation of the TU as a viable proposal to teach biological rhythms concepts. Previous knowledge of students about the SWC are scarce and this content is not covered in the books adopted by the school. Alternative conceptions were observed, particularly with regard to individual differences in sleep, which may contribute to the occurrence of inadequate sleep habits, as reported by the adolescents in this study. The activities developed during UD were well received by the students who showed participative, motivated and evaluated positively the procedures used by the researcher. After the TU, students' knowledge about the concept of biological rhythms has been increased and they started to identify that the SWC changes throughout life and occur due biological and socio-cultural factors. Thus, the UD elaborated in this study represents a viable proposal to teach the concepts of biological rhythms contextualized to the content of Health, in high school

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-02-22T23:33:09Z No. of bitstreams: 1 LedaVirginiaBelarminoCampeloPotier_DISSERT.pdf: 1792511 bytes, checksum: 789ed43bdcb9cc93b64b3a7d33408d56 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-02-26T19:53:26Z (GMT) No. of bitstreams: 1 LedaVirginiaBelarminoCampeloPotier_DISSERT.pdf: 1792511 bytes, checksum: 789ed43bdcb9cc93b64b3a7d33408d56 (MD5) / Made available in DSpace on 2016-02-26T19:53:26Z (GMT). No. of bitstreams: 1 LedaVirginiaBelarminoCampeloPotier_DISSERT.pdf: 1792511 bytes, checksum: 789ed43bdcb9cc93b64b3a7d33408d56 (MD5) Previous issue date: 2014-09-15 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / O presente trabalho tem como objetivo diagnosticar e analisar a utiliza??o do cinema no espa?o escolar, mais precisamente, no ensino de Hist?ria, a partir da perspectiva te?rica do historiador alem?o J?rn R?sen e, assim, tentar observar em conjunto com os pressupostos da Did?tica da Hist?ria, elementos como os usos p?blicos que s?o feitos da hist?ria pelo cinema. Neste sentido, a investiga??o das proposi??es de filmes encontrados nos livros did?ticos de Hist?ria, oferecem caminhos para compreens?es acerca dos impactos causados pela narrativa cinematogr?fica na aprendizagem hist?rica, sendo essa, uma aprendizagem que ocorre, tamb?m, na vida cotidiana dos alunos, e n?o apenas no espa?o escolar. Para tanto, foram utilizados os livros did?ticos presentes no Memorial do Programa Nacional do Livro Did?tico, aprovados nas edi??es dos PNLD/2005 e PNLD/2008. Para a realiza??o desse diagn?stico utilizamos, al?m dos livros, os Editais de Convoca??o e os Guias do Livro Did?tico do PNLD como forma de compreendermos como se realizam as discuss?es e recomenda??es te?ricas e metodol?gicas acerca das potencialidades da narrativa cinematogr?fica para as aulas de Hist?ria e as poss?veis aproxima??es destas com a teoria da hist?ria. / This study aims to diagnose and analyze the use of film in school space, more precisely, in the teaching of history, from the theoretical perspective of the German historian J?rn R?sen and thus try to observe together with the assumptions of the Didactics of History elements such as public uses that are made for cinema history. In this sense, research propositions movies found in textbooks of history, paths to offer insights about the impacts caused by learning the historical film narrative, this being a learning also occurs in everyday life of students and not just in school space. For both, the textbooks present in Memorial do Programa Nacional do Livro Did?tico (PNLD), approved in the following editions PNLD/2005 and PNLD/2008 were used. To perform this diagnostic use, in addition to books, the Call Notices and Guides Textbook PNLD as a way to understand how to perform the theoretical and methodological discussions and recommendations about the potential of cinematic narrative for history lessons and these possible approaches to the theory of history.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-19T23:01:27Z No. of bitstreams: 1 CloacirGomesDantas_DISSERT.pdf: 2784163 bytes, checksum: 1047644af8ffb7626c6753dee9887dff (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-05-19T23:55:48Z (GMT) No. of bitstreams: 1 CloacirGomesDantas_DISSERT.pdf: 2784163 bytes, checksum: 1047644af8ffb7626c6753dee9887dff (MD5) / Made available in DSpace on 2016-05-19T23:55:48Z (GMT). No. of bitstreams: 1 CloacirGomesDantas_DISSERT.pdf: 2784163 bytes, checksum: 1047644af8ffb7626c6753dee9887dff (MD5) Previous issue date: 2015-07-10 / Como ? do nosso conhecimento, a sala de aula afirma-se como um ambiente de cont?nua constru??o de aprendizagens e experi?ncias, por?m, para os alunos, al?m disso, funciona como um lugar, tamb?m, para estar em raz?o do conv?vio com os amigos. No entanto, nem sempre esses elementos se completam, assim, t?o harmoniosamente, pois estamos cientes de que existem bastantes dificuldades, tanto no ato de aprender quanto nas rela??es interpessoais entre eles. Partindo disso, entendemos que cabe ? escola buscar meios para contemplar tais quest?es de modo que estes se sintam inseridos tanto no que diz respeito a essa aprendizagem como tamb?m sendo capazes de interagir consigo mesmos e com os outros, de forma participativa, no sentido de conviver bem socialmente. Assim, encontramo-nos diante de uma situa??o semelhante com uma turma de 9? ano onde parte dos alunos apresentava certas limita??es quanto ? maneira de relacionarem-se bem, acarretando, assim, problemas na aprendizagem. Por outro lado, essa dificuldade na forma de interagir afetivamente com o outro, tamb?m, se agravava pela dificuldade que alguns alunos apresentavam de falar de si mesmos e de demonstrar seus sentimentos e emo??es dificultando ainda mais esse conv?vio no ambiente escolar. Diante disso, vimo-nos na obriga??o de agir de forma imediata e precisa para provocar mudan?as nesse quadro. Da? que surgiu a ideia da aplica??o de uma a??o interventiva a qual come?ou tomar forma a partir de um projeto pedag?gico que hav?amos desenvolvido em outras turmas em anos anteriores, desta vez, adaptado para a situa??o vivenciada pela turma. O projeto, moldado na pesquisa qualitativa e caracterizado a partir da abordagem da pesquisa-a??o tomou forma e, elegemos como objetivo maior buscar poss?veis alternativas no sentido de desenvolver a compet?ncia comunicativa dos alunos, raz?o pela qual investimos em exercitar a oralidade (fala e escuta) no intuito de promover, pelo uso da linguagem, esse envolvimento interpessoal facilitando, dessa forma, a participa??o destes tanto na sala de aula quanto na vida social. Para o cumprimento deste objetivo, propusemo-nos a elaborar um caderno did?tico cujo suporte materializou-se atrav?s da narrativa autobiogr?fica (moldado na produ??o escrita) e trabalhado ao longo deuma sequ?ncia did?tica estruturada em tr?s etapas distintas que dialogavam entre si. Para tanto, fundamentamos nosso estudo a partir da concep??o s?cio-hist?rica e dial?gica proposta por Bakhtin em conson?ncia com o interacionismo sociodiscursivo de Bronckart bem como recorremos a outros estudiosos como Dolz e Schneuwly, Marcuschi entre outros. O desenvolvimento de todas as etapas do projeto n?o s? surtiu efeito imediato diante do que nos prop?nhamos como tamb?m rendeu-nos momentos muito gratificantes refor?ando, para n?s, que o ambiente de sala de aula vai muito al?m do fato de ministrarmos conte?dos. E que o trabalho com a oralidade, com vistas na intera??o afetiva desses alunos, resultou num projeto, por assim dizer, apaixonante. / As we are aware, the classroom is emerging as a continuous build learning experiences and environment, however, for students also it functions as a place also to be due to socializing with friends. However, not always these elements complement each other, so as harmoniously as we are aware that there are many difficulties, both in the act of learning as in interpersonal relations between them. From this, we understand that it is for the school to seek ways to contemplate such issues so that they feel inserted both with regard to this learning as well as being able to interact with themselves and with others, in a participatory manner, to live well socially. Thus, we find ourselves facing a similar situation with a 9th grade class where the students had certain limitations to have a good relationship with one another, causing thus problems in learning. On the other hand, this difficulty as affectively interact with each other, also, was increased by the difficulty that some students had to speak for themselves and to show their feelings and emotions, getting even more difficult this interaction at school. Thus, we found ourselves obliged to act immediately and need to bring about change in this picture. So it came out the idea of the application of an intervening action which started taking shapefrom a pedagogical project that we developed in other classes in previous years, this time adapted to the situation experienced by the group. The project, framed in the qualitative research and characterized from the action research approach took shape, and elected as its main objective to seek possible alternatives to develop the communicative competence of students, which is why we invest in exercise oral communication (speaking and listening) in order to promote the use of language, the interpersonal involvement facilitating thus their participation both in the classroom and in social life. To fulfill this goal, we set out to develop a didactic book whose support materialized through the autobiographical narrative (molded in writing production) and worked along a structured instructional sequence in three distinctstages that dialogued with each other. Therefore, we base our study from the socio-historical conception and dialogue proposed by Bakhtin in line with the sociodiscursivo interactionism of Bronckart and resort to other scholars as Dolz and Schneuwly, Marcuschi among others. The development of all stages of the project not only has had an immediate effect on what we proposed ourselves as also yielded us very gratifying moments reinforcing to us that the classroom environment goes far beyond the fact ministering content. And that work with orality, with views on affective interaction of these students resulted in a project, so to speak, exciting.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-30T23:34:36Z No. of bitstreams: 1 Franc-laneSousaCarvalhoDoNascimento_TESE.pdf: 2564183 bytes, checksum: 8ac1bcb87daff0b1c41c2088bbb0e8bf (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-02T22:04:05Z (GMT) No. of bitstreams: 1 Franc-laneSousaCarvalhoDoNascimento_TESE.pdf: 2564183 bytes, checksum: 8ac1bcb87daff0b1c41c2088bbb0e8bf (MD5) / Made available in DSpace on 2016-06-02T22:04:05Z (GMT). No. of bitstreams: 1 Franc-laneSousaCarvalhoDoNascimento_TESE.pdf: 2564183 bytes, checksum: 8ac1bcb87daff0b1c41c2088bbb0e8bf (MD5) Previous issue date: 2015-07-17 / As dimens?es pedag?gica, did?tica, tecnol?gica e cient?fica que impactam e subsidiam na forma??o e no desenvolvimento profissional dos professores do s?culo XXI no Brasil e em Portugal. 2015.Tese - PPGEd. Universidade Federal do Rio Grande do Norte - UFRN.No presente trabalho, intitulado: ?As dimens?es pedag?gica, did?tica, tecnol?gica e cient?fica que impactam e subsidiam na forma??o e no desenvolvimento profissional dos professores do s?culo XXI no Brasil e em Portugal? discutimos em que perspectiva esses cursos est?o formando e contribuindo com o desenvolvimento profissional docente, para vivenciar, de modo equilibrado, as referidas dimens?es, como forma de qualificar a pr?tica pedag?gica no contexto do s?culo XXI. Este estudo tem como objeto a forma??o inicial de professores. Delimitamos o seguinte problema de pesquisa: Quais as percep??es, fatores divergentes e convergentes entre esses cursos que formam os professores e sua contribui??o no desenvolvimento profissional e na constru??o das dimens?es pedag?gica, did?tica, tecnol?gica e cient?fica no Brasil e em Portugal? Especificamos como objetivo geral: Estudar, em uma perspectiva comparativa, os cursos de forma??o inicial de professores do Brasil e de Portugal, tendo em vista o desenvolvimento profissional e a import?ncia das dimens?es pedag?gica, did?tica, tecnol?gica e cient?fica. Os procedimentos te?ricos e metodol?gicos norteiam-se na pesquisa qualitativa/quantitativa. Como instrumentos e t?cnicas de pesquisa utilizamos: observa??o, question?rio e a entrevista semiestruturada. Fundamentamo-nos em autores, tais como: Freire (1996); Garc?a (1999); Ramalho, Nu?ez e Gauthier (2004); Houssaye (2004); Pintassilgo e Oliveira (2013); Shulman (2005); Saviani (2008); N?voa (1997); entre outros. Realizamos um estudo do tipo comparativo, com apoio dos documentos oficiais, Leis, Decretos, Pareceres e literatura especializada sobre forma??o de professores. Procedemos ? an?lise seguida de momentos de reflex?es, que propiciaram melhor compreens?o das duas realidades. Assim, defendemos como tese de trabalho, que o Curso de Pedagogia no Brasil e os Mestrados Profissionais em Portugal, como modelos formativos de professores, devem ter como base de conhecimento as dimens?es pedag?gica, did?tica, tecnol?gica e cient?fica, concebidas como refer?ncias orientadoras das pr?ticas educativas dos professores da Educa??o Infantil e dos anos iniciais do Ensino Fundamental, promovendo o desenvolvimento profissional docente e avan?os qualitativos para a Educa??o B?sica. Os resultados da pesquisa apontaram diferen?as e semelhan?as entre os cursos de forma??o de professor, no Brasil e em Portugal. Na forma??o inicial em Portugal h? o predom?nio das dimens?es pedag?gica e cient?fica, em detrimento da did?tica e tecnol?gica. Inclusive, os professores consideram oportuno uma reestrutura??o do curr?culo para aprimorar a utiliza??o das TICs. No Brasil, h? maior relev?ncia nas dimens?es pedag?gica e did?tica, desfavorecendo a tecnol?gica e cient?fica. Os professores e os alunos especificam a necessidade de melhor sistematiza??o do curr?culo para que sejam vivenciadas essas quatro dimens?es. Portanto, nas duas realidades estudadas, as dimens?es n?o est?o sendo trabalhadas de forma equilibrada, o que dificulta o direcionamento de uma forma??o que favore?a, no desenvolvimento profissional docente. No entanto, nos ?ltimos anos, houve a expans?o das fun??es, da ?rea de atua??o; melhoria na oferta de disciplinas; acr?scimo da carga hor?ria das atividades e reformula??o da matriz curricular. Sugerimos que a UEMA e a ESELx repensem a atual forma??o inicial, superem o distanciamento entre teoria-pr?tica e reestruturem o curr?culo, atualizando as dimens?es pedag?gica, did?tica, tecnol?gica e cient?fica, fundamentais para a forma??o do professor, que ensina e educa na escola do s?culo XXI. / In this study, entitled "The pedagogical, didactic, technological and scientific dimensions that training and professional development of teachers in Brazil and Portugal", we discuss in which perspective these courses are forming and contributing to the development of professional teaching, in order to experience those dimensions in a balanced way, aiming to qualify the pedagogical practice in the context of the 21th century. The center of this study is teachers? initial formation. We have defined the following research problem: What are the perceptions, divergent and convergent factors among these initial training courses for teachers, and their contributions relating to professional development and construction of the pedagogical, didactic, technological and scientific dimensions in Brazil and Portugal? Our main objective is analyzing with comparative basis the initial training courses for teachers in Brazil and Portugal, considering professional development and the importance of pedagogical, didactic, technological and scientific dimensions. The theoretical and methodological procedures are guided by qualitative and quantitative research. As instruments and research techniques we have used field observation, questionnaires and semi-structured interviews. We have based ourselves on authors such as Freire (1996); Franco, Lib?neo and Pimenta (20007); Garcia (1999); Ramalho, Nu?ez and Gauthier (2004); Houssaye (2004); Pintassilgo and Oliveira (2013); Shulman (2005); Saviani (2008); N?voa (1997); among others. We have conducted a study according to comparative methodology, by using official documents, laws, decrees, opinions and specialized literature on teacher training. After analyzing those and followed by a reflection period, which provided better understanding of the two realities. Thus, the thesis we defend, is that the Pedagogical Education University Course in Brazil and the Professional Masters in Portugal, as teacher training models, must be based on knowledge about pedagogical, didactic, scientific and technological dimensions, as guiding references for educational practices of teachers engaged to Early Childhood Education and early years of Primary Education, promoting professional teaching development and qualitative improvements of basic education. The survey results showed differences and similarities between teacher training courses in Brazil and Portugal. Initial training in Portugal counts with predominance of pedagogical and scientific dimensions at the expense of didactic and technological ones, and teachers consider propitious curriculum restructuring to improve utilization of ICT. In Brazil, a greater relevance is given to pedagogical and didactic dimensions; disadvantaging the scientific and technological ones. Teachers and students specify the urge to improve the systematization of the curriculum in order to promote these four dimensions experience. Therefore, for the two realities studied, the four dimensions are not being applied in a balanced way, making it difficult to guide a formation that can promote teachers? professional development in the future. However, in the past years, we have experienced the expansion of functions and action fields, the improvement regarding the disciplines offer, the increasing hours of activities and the reformulation of the study programs. We suggest that the UEMA and ESELx, rethink current initial training, overcome the gap between theory and practice and restructure the study programs by updating pedagogical, didactic, scientific and technological dimensions, which are fundamental to form teachers that are teaching and educating in 21th century schools.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-15T20:10:43Z No. of bitstreams: 1 MarciaNadjaOliveiraDeMedeirosGalvao_DISSERT.pdf: 8672080 bytes, checksum: e3b0ac99376b2c08c96dd205bd860624 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-20T22:10:26Z (GMT) No. of bitstreams: 1 MarciaNadjaOliveiraDeMedeirosGalvao_DISSERT.pdf: 8672080 bytes, checksum: e3b0ac99376b2c08c96dd205bd860624 (MD5) / Made available in DSpace on 2016-06-20T22:10:26Z (GMT). No. of bitstreams: 1 MarciaNadjaOliveiraDeMedeirosGalvao_DISSERT.pdf: 8672080 bytes, checksum: e3b0ac99376b2c08c96dd205bd860624 (MD5) Previous issue date: 2015-08-14 / A pr?tica com os g?neros textuais, no ensino fundamental, amplia a utiliza??o da leitura e da escrita e melhora a qualidade da aprendizagem. Assim, por ser a escola uma das esferas mais atuantes nas pr?ticas sociais da linguagem, ? que justificamos a utiliza??o dos g?neros como facilitadores para o ensino e aprendizagem da l?ngua materna. Dessa forma, esse estudo ? relevante porque n?o observamos na literatura atual, estrat?gias consistentes que venham melhorar a escrita de alunos do ensino fundamental. A partir disso, temos como objetivo principal discorrer sobre o trabalho com g?neros textuais a partir do desenvolvimento de sequ?ncias did?ticas. Desse modo, ao analisar as formas estruturais, lingu?sticas e s?cio discursivas dos g?neros estamos refletindo sobre a adequa??o dos elementos da l?ngua, a situa??o de produ??o que determina a funcionalidade de um g?nero espec?fico e a sua utiliza??o como pr?tica social da linguagem. Nessa pesquisa discutimos algumas quest?es relacionadas ao ensino com g?neros textuais diversificados, no contexto escolar de turmas do ensino fundamental I, do 5? ano, especificamente a carta, o bilhete, a m?sica, a poesia, a f?bula e o conto. Para tanto, os referidos g?neros foram escolhidos por fazerem parte da grade curricular e estarem presentes no livro did?tico. Com as informa??es reunidas e considerando a import?ncia da leitura e da produ??o textual a partir de g?neros conhecidos, foram organizadas sequ?ncias did?ticas pautadas na pr?tica escrita desses textos. Como o estudo se refere ? uma pesquisa qualitativa, optamos por uma perspectiva s?cio discursiva ancorada nas teorias de Bakhtin (2011) e Carolyn Miller (1994), sobre os g?neros na intera??o social; Bronckart (1999/2004) que evidencia o interacionismo; Marcuschi (2005) e Dolz e Schneuwly (2004) que aprovam uma proposta de ensino-aprendizagem centrada em g?neros textuais, atribuindo ? linguagem uma significa??o na constru??o do conhecimento. Nesse sentido, conclui-se que ? necess?rio contemplar nas atividades de ensino a diversidade de textos e g?neros e, n?o apenas em fun??o de sua relev?ncia social, por isso o discente deve ser capaz de utilizar a l?ngua de modo variado e adequar seus textos a diversas situa??es de interlocu??o oral e escrita. Para isso, verificamos que houve um avan?o significativo quanto ? produ??o textual dos alunos, visto que os resultados foram al?m do que esper?vamos. Isso porque o produto resultante das atividades realizadas se constituiu na publica??o de tr?s livros distintos com os textos dos pr?prios discentes, os quais acompanham essa disserta??o. / The little interest in reading and the large presence of deviations in writing observed in the texts of students of the 5th grade of a public school in RN, led us to question the motives of this problem. Thus, the idea to organize and develop teaching sequences with a variety of possibilities of reading and production through the text genres. The practice with the textual genres in elementary school extends the use of reading and writing and improves the quality of learning. In this way, the school, as one of the most active spheres in social practices of the language, we justify this work with the use of text genres as facilitators for teaching and learning the mother tongue. For this purpose, we draw as the main objective to talk about the work with textual genres from the development of didactic sequences, as well as encourage students to take a more reflexive attitude toward language and its uses, as discursive social practices. The development of the study with the text genres was made through the application of didactic sequences in the school context of elementary school classes, from 5th grade. Specifically were chosen, the letter, note, music, poetry, fable and the tale. The study is anchored in the reflections of the following theorists and researchers: Bakhtin (2011), Miller (1994), Marcuschi (2008) and Bronckart (1999) on the text genres; Marcuschi (2005) and Dolz and Schneuwly (2004) that approve a teaching-learning proposal focused on textual genres, giving a meaning to language in the construction of the knowledge and Dolz and Schneuwly (2004) regarding the didactic sequence; other theoretical orientations: PCN (1998), Lerner (2005), among others. The methodology followed the action research guidelines, in a qualitative approach perspective. The instruments of research included questionnaire, observations, readings and productions. The results pointed the students' interest in relation to the activities developed in the didactic sequences and consequently improvement in the students? own writings. In this sense, we reiterate the need to contamplate in the teaching activities the diversity of texts and genres and, not only due to its social relevance, therefore the student should be able to use the language in various way and adapt their texts to situations of oral and written interlocution.