My diploma work gives the treatise about technical monuments in region of Tábor. They are presented chronologicaly according to their place of occurrence. They document the technical progress in our region and its influence on the progress of the society, as well as the standart of living in our region. One special chapter of my work contains the presentation of technical monuments for pupils aged 12 - 15. It can be used by teachers as a didactical material for explaining of related matters. It can be applied also in the interdisciplinary teaching or projects. The main objektive of this work is to explain the importance of technology in terms of the region, and to make pupils be proud of their nationality, their region and their country.

Esta dissertação propõe descrever e analisar o trabalho de uma professora alfabetizadora no primeiro ano do ciclo inicial do ensino fundamental de uma escola da rede de ensino de São Bernardo do Campo, município da região metropolitana de São Paulo, enfocando dois aspectos que integram esse trabalho: os saberes eleitos como conteúdo ou objetos do trabalho de ensino e os recursos empregados no ensino desses objetos. Esses dois aspectos são considerados diante das recentes determinações da política pública oficial do ensino fundamental de nove anos que, ao instaurar novos modos de organização do trabalho escolar, afeta diretamente a atuação diária do professor alfabetizador. Do ponto de vista teórico, a concebe o trabalho docente como uma ação dinâmica que se utiliza de diferentes dispositivos didáticos para alcançar seus objetivos, com base no pressuposto de que a ação do professor se utiliza de meios capazes de promover o encontro do aluno com o objeto de ensino e, nesse processo, produzir transformações em seus modos de pensar, agir e falar (SCHNEUWLY; DOLZ 2009). A essa perspectiva didática do trabalho docente associa-se o pressuposto de que ele se constrói no quadro de uma cultura escolar, especialmente no que se refere aos tempos e espaços escolares como elementos que influenciam a seleção de objetos de ensino e o emprego de dispositivos didáticos, além da referência a estudos sobre alfabetização. Do ponto de vista metodológico, o corpus desta dissertação se constitui de dados gerados por meio de observação participante (OLIVEIRA, 2007). Trata-se de um conjunto de transcrições de gravações em áudio e vídeo realizadas em sala de aula, bem como de anotações em caderno de campo sobre situações diversas do trabalho da professora com seus alunos. Os documentos oficiais que orientam o trabalho pedagógico na rede municipal de ensino de São Bernardo do Campo subsidiaram suplementarmente a descrição do corpus deste estudo. A reflexão sobre um caso particular de trabalho de alfabetização de crianças apontou dois fenômenos: 1) a multiplicidade de objetos ensinados, condicionada pela necessidade de implementar diversos dispositivos didáticos; 2) a flexibilidade da gestão em sala de aula, como dispositivo central que possibilita mudanças espaciais e temporais no agrupamento de alunos. A identificação desse dois fenômenos permite refletir sobre a diversidade e flexibilidade necessária nos materiais didáticos. Pode ainda fornecer elementos para se refletir sobre a elaboração de currículos, programas e livros didáticos que foram e estão sendo pensados para o primeiro segmento do Ensino Fundamental. / This research proposes to describe and analyze the work of a literacy teacher in the first year of the first cycle of basic education in a public school of São Bernardo do Campo, a town in the metropolitan region of São Paulo. The research focuses on two aspects of the teacher\'s work: which \"knowledges\" are elected as content or objects of educational work and which are the resources used in the teaching process of those objects. These two aspects are considered before the recent official public policy determinations of nine years basic education, that establishes new ways of organizing the work. That affects directly the daily teaching activities. This research conceives the teaching work theoretically as a dynamic action that uses different didactic devices in order to achieve its goals and it is based on the assumption that the teacher\'s action uses capable means of promoting the encounter between students and educational object. Therefore, on this process, it produces changes on the ways of the students thinking, acting and speaking (SCHNEUWLY; DOLZ 2009). To this perspective of the didactical teaching process is associated the assumption that the teaching work is built upon a school culture. Specially to a school time and space which are influential elements of used educational objects, didactics devices and the references to literacy studies. From a methodological point of view, this research corpus consists of data generated through participant observation (OLIVEIRA, 2007). This data consists on a set of transcriptions from audio and video recordings made in the classroom, as well as the field notes entries about various situations of the teacher\'s work with her students. The official documents that guided the pedagogical work on the municipal educational network of São Bernardo do Campo supported complementarily this study corpus descriptions. The reflection upon a particular case of children literacy work pointed two phenomenon: 1) the multiplicity of taught objects, which indicates the need of implementing various didactical devices; 2) the flexibility of classroom management as central device, which allows spatial and temporal changes on the students gathering. Identifying these two phenomenon allows the reflection about the diversity and flexibility required to the didactical material. This identification can also provide elements to think about the curriculum elaboration, in programs and books that have been and still are considered to the elementary school segment.

Submitted by (lucia.rodrigues@ufrpe.br) on 2016-10-21T14:26:07Z No. of bitstreams: 1 Cacilda Tenorio Oliveira Machado.pdf: 747196 bytes, checksum: 4521087d05351f5895a55272c91ba3e2 (MD5) / Made available in DSpace on 2016-10-21T14:26:07Z (GMT). No. of bitstreams: 1 Cacilda Tenorio Oliveira Machado.pdf: 747196 bytes, checksum: 4521087d05351f5895a55272c91ba3e2 (MD5) Previous issue date: 2007-01-24 / The aim of this work is to investigate the existence of relationships among the conceptions of the Mathematic teachers about fractionary numbers and the teaching process of this subject in the 5th level of the fundamental school. Based on the theory of the Conceptual Fields from Vergnaud, we analyzed data by doing the comparison between two situations: how the teacher learned and how does he teaches the concept of fraction. Our exposition was compound by ten Mathematic teachers who teach in the 5th level, that, in the beginning were interviewed through out the DHC–Dialectical Hermeneutical Circle and after they had their fraction concept introductory class observed. Being this research made on a qualitative character, it was utilized the Interactive Methodology, cause of its meaningful contribution to collect and analyze data. The DHC technique made considerably easier the data collection and gave us the opportunity of a better interaction among the interviewed ones and the researcher. The results we found showed that as men as women were capable of carrying out good didactical transpositions, those teachers between 40 and 45 years old, the ones with more general time of teaching, the ones with more experience in the 5th level and those who act only in the Prived School were better in the observed classes. Other important factor to be considered is that the Mathematical Education haven’t influenced conceptions and parctices of teachers differently. We observed that there are teachers with a very well made conceptions about fractions, conscious that the didactical transposition which they are doing in their classes is disconnected from the pupils’ reality and as they know the necessity of a contextualized teaching of this subject, meanwhile they can not be free from old practices. This studying points to future researchers which ones can clarify the incoherence between teachers’ speeching and doing. We confirmed that there is a relationship between the conceptions that the teachers have about the Mathematic Knowledge and the procedures to teach and evaluate adopted by them. The part/all model is the most worked by the collaborator teachers of this research and almost always it is associated to the procedure of double counting which makes the pupils to think about fraction not as numbers to learn, but as part of things. We concluded that many difficulties from the pupils to learn about fraction is a consequence from the model of the Didactical Transposition done by the teacher in the moment of teaching that concept. / O objetivo deste trabalho foi investigar a existência de relações entre as concepções de professores de matemática sobre númers fracionários e o processo de ensino desse conteúdo na 5ª série do ensino fundamental. Baseados na Teoria dos Campos Conceituais de Vergnaud analisamos os dados coletados fazendo um confronto de duas situações: como o professor aprendeu e como ele ensina o conceito de fração. A nossa amostra foi composta por dez professores de matemática de 5ª série, que, inicialmente foram entrevistados através do Círculo Hermenêutico Dialético (CHD) e, posteriormente, tiveram observadas as suas aulas introdutórias do conceito de fração. Sendo esta pesquisa de caráter qualitativo, nela foi utilizada a Metodologia Interativa, pela sua contribuição significativa na coleta e análise dos dados. A técnica do CHD facilitou consideravelmente a coleta dos dados oportunizando uma maior interação entre os entrevistados e a pesquisadora. Os resultados encontrados apontam que tanto homens como mulheres foram capazes de realizar boas transposições didáticas, que professores da faixa dos 40 aos 45 anos, os com mais tempo geral de ensino, os com mais tempo de ensino na 5ª série e os que atuavam apenas na rede particular de ensino se saíram melhor na aula observada. Outro fator importante a ser considerado é que a formação em matemática não influenciou diferentemente concepções e práticas dos professores. Observamos que há professores com concepções bem elaboradas sobre fração, conscientes de que a transposição didática que estão fazendo em suas salas de aula está desarticulada da realidade dos alunos e sabedores da necessidade de um ensino contextualizado desse conteúdo, entretanto, não conseguem se desvencilhar de antigas práticas. Este estudo sinaliza para pesquisas futuras que possam esclarecer a incoerência entre o dizer e o fazer dos professores. Não observamos uma relação entre as concepções que os professores têm acerca do conhecimento matemático e os procedimentos de ensinar e avaliar por eles adotados. O modelo parte/todo é o mais trabalhado pelos professores colaboradores desta pesquisa e quase sempre é associado ao procedimento de contagem dupla, o que leva os alunos a pensarem frações não como números, mas, como partes de coisas. Concluímos que muitas das dificuldades dos alunos na aprendizagem de frações é conseqüência do modelo da transposição didática feita pelo professor no momento do ensino daquele conceito.

Esse trabalho apresenta uma proposta na área de Educação em Microeletrônica que visa enriquecer práticas de ensino adotadas na área de projetos de circuitos integrados através do uso de máquinas de ensino-aprendizagem (TLM Teaching-Learning Machine) em aulas de laboratórios como instrumentos auxiliares e complementares ao ensino teórico. As TLMs propostas permitem a verificação experimental de conceitos fundamentais em VLSI Design, tais como: polarização de transistores NMOS e PMOS, inversores CMOS, curvas de transferência do inversor CMOS, implementação de diversas portas lógicas CMOS estática e dinâmica usando transistores de passagem ou portas de transmissão (NAND, NOR, AND, OR, XOR, XNOR, MUX, DECODER, Half ADDERs e Full ADDERs), Latches, Flip-flops e células de memória (RAM e ROM). A metodologia usada foi baseada em pesquisa bibliográfica, observações em sala de aula, participação em projetos didáticos, entrevistas com alunos e professores de microeletrônica. As TLMs foram construídas na forma de painéis de papelão de 100 cm x 70 cm com eletrônica embarcada ou conjuntos de módulos de circuito impresso com tamanhos A4 até A10, interligados entre si por meio de conectores, cabos elétricos padronizados e acondicionados em caixas flexíveis de borracha sintética. Considerou-se o uso combinado desses materiais com diferentes técnicas de montagens eletrônicas. No leiaute das TLMs foram considerados aspectos da interação homem-máquina (HMI) e projetos de interações por PREECE (2002), e da transposição didática de CHEVALHARD e JOSHUA (1981). Os resultados efetivos da aprendizagem usando TLMs foram obtidos por meio de uma dinâmica em sala de aula baseada no microensino em ALLEN (1967). / This paper presents a proposal in the area of Education in Microelectronics which aims to enrich the educational practices adopted in the area of integrated circuits design through the use of teaching-learning machines (TLM) in classes, laboratories as auxiliary and complementary instruments to the theoretical ones. The proposed TLMs allow the experimental verification of fundamental concepts in VLSI design, such as: NMOS and PMOS transistors biasing, CMOS inverters, transfer curves of a CMOS inverter, implementation of various static and dynamic CMOS logic using the pass-transistor or transmission gates (NAND, NOR, AND, OR, XOR, XNOR, MUX, DECODER, Half ADDERs and Full ADDERs), Latches, flip-flops and memory cells (RAM and ROM). The used methodology was based on a literature search, observations in the classroom, participation in educational projects, interview of students and professors involved with microelectronics. The TLMs were assembled in the form of paper panels, 100 cm x 70 cm embedded with electronic modules, or sets of printed circuit boards with A4 size up to A10 size, connected with each other through connectors, electrical wires and packed in synthetic rubber flexible boxes. The combined use of these materials with different techniques of electronic assemblies has been very important. The layout of TLMs concerns about the aspects of human-machine interaction (HMI) and design interactions from PREECE (2002), and the didactical transposition from CHEVALHARD and JOSHUA (1981). The effective learning results using TLMs were obtained through a dynamic in classroom based on microteaching from ALLEN (1967).

In the form of teacher didactical design research, this work addresses a didactical issue encountered during physics teaching in a Swedish upper secondary school. A need for renewed practical laboratory work related to Newtonian mechanics is met by proposing and designing an activity based on high- speed photography using the nowadays omnipresent smartphone, thus bringing new technology into the classroom. The activity – video analysis of the collision physics of football kicks – is designed and evaluated by following a didactical design cycle. The work elaborates on how the proposed laboratory activity relates to the potential and complications of experimental activities in science education, as described in the vast literature on the topic. It is argued that the use of smartphones constitutes an interesting use of new technology for addressing known problems of practical work. Of particular interest is that smartphones offer a way to bridge the gap between the everyday life of students and the world of physics experiments (smartphones are powerful pocket laboratories). The use of smartphones also avoids using unfamiliar laboratory equipment that is known to hinder focus on intended content, while at the same time exploring a powerful tool for data acquisition and analysis. Overall, the use of smartphones (and computers) in this manner can be seen as the result of applying Occam’s razor to didactics: only familiar and readily available instrumentation is used, and skills learned (movie handling and image analysis) are all educationally worthwhile. Although the activity was judged successful, a systematic investigation of learning outcome was out of scope. This means that no strong conclusions can be drawn based on this limited work. Nonetheless, the smartphone activity was well received by the students and should constitute a useful addition to the set of instructional approaches, especially since variation is known to benefit learning. The main failure of the design was an overestimation of student prior knowledge on motion physics (and its application to image data). As a consequence, the activity took required more time and effort than originally anticipated. No severe pitfalls of smartphone usage were identified, but it should be noted that the proposed activity – with its lack of well-defined results due to variations in kick strength – requires that the teacher is capable of efficiently analysing multiple student films (avoiding the feedback process to become overwhelmingly time consuming). If not all student films are evaluated, the feedback to the students may become of low quality, and misconceptions may pass under the radar. On the other hand, given that programming from 2018 will become compulsory, an interesting development of the activity would be to include handling of images and videos using a high-level programming language like Python.

Working on Environmental Education with Children can become outstanding when this work is different in relation to what we are presented on the curriculum and on school practices, where it is restricted on being sporadic, superficial and misunderstood, underestimating our subject the children , who are considered unable to understand deeper concepts, and denying any possibility of self dialogue or reflection upon the information that surrounds them. The curriculum is only focusing the celebration of important dates, which are restricted to one day, without any deeper debate concerning knowledge construction on the huge variety of environmental realities. Once having the problem, the challenge of working on environmental questions on Children Education was faced through action-investigation, using didactics material produced by the project Projeto de Conservação e Utilização Sustentável da Diversidade Biológica Brasileira (PROBIO), due to help on students awareness, families and communities concerning the supportive usage and conservation of the Brazilian Biodiversity. / Trabalhar a Educação Ambiental na Educação Infantil, torna-se relevante, quando esse trabalho é diferenciado em relação ao que se presencia nos currículos e nas práticas educativas das instituições, o qual se restringe a ser esporádico, superficial e equivocado, subjugando o sujeito criança como um ser que não irá entender conceitos mais elaborados e, com isso, negando o próprio diálogo em torno de informações que possibilitam a sua reflexão. No currículo apenas são enfocadas datas comemorativas, que em relação ao Meio Ambiente se restringe ao seu dia, sem profundidade para construção do conhecimento sobre a diversidade das realidades ambientais. Frente a isso, enfrentou-se o desafio de trabalhar questões ambientais na Educação Infantil, através da investigação-ação, utilizando materiais didáticos produzido pelo Projeto de Conservação e Utilização Sustentável da Diversidade Biológica Brasileira (PROBIO), a fim de contribuir para a conscientização dos alunos, familiares e comunidade, em relação à conservação e utilização sustentável da biodiversidade brasileira.

La thèse s’attache à rendre compte des processus de construction d’une référence en danse contemporaine à l'école élémentaire. Elle s’appuie sur l’observation de trois cycles d'enseignement au cycle 3 (CE2/CM1/CM2) conduits par des enseignantes aux parcours de formation contrastés. Recherche in situ, l’étude s'inscrit dans une perspective comparatiste. Elle prend appui sur la théorie de l'action conjointe en didactique (Sensevy et Mercier, 2007 ; Schubauer-Leoni et Leutenegger, 2008) et sur la théorie anthropologique du didactique (Chevallard, 1999, 2007) afin de mettre en évidence les liens entre phénomènes de co-construction des savoirs en classe et épistémologie pratique des professeurs observés. Elle mobilise par ailleurs la théorie du mouvement dansé de Laban (1947/2003, 1949/2007) qui offre un cadre conceptuel d’'analyse du savoir danser permettant de caractériser cette épistémologie pratique. Le recours à une méthode dite «clinique/expérimentale» (Leutenegger, 2009) a permis de créer les conditions de la comparaison inter cas, tout en rendant possible des observations de l'ordinaire de l’enseignement dispensé. La confrontation des trois cas met en évidence l'incidence des rapports aux savoirs des professeurs sur la co-construction de la référence en classe. Les principaux résultats attestent d'une forte incidence des rapports au savoir sur les praxéologies didactiques et disciplinaires mobilisées par les trois enseignantes. La mise en évidence des effets de cette épistémologie professionnelle sur le savoir mis à l’étude permet en conclusion d’interroger le champ de la formation. / This thesis attempts to report processes of construction of a contemporary dance reference at primary school. This research is based on observation three teachers having contrasted training in dance : observation during three teaching units in the 3rd, 4th and 5th years (French education system). A comparative perspective is chosen to conduct research – in situ data collection -, through two theories, the Joint Action Theory in didactics (Sensevy and Mercier, 2007 ; Schubauer-Leoni and Leutenegger, 2008) and the Anthropological Theory of Didactics (Chevallard, 1999, 2007). This theorectical position brings into light relations between knowledge coconstrution phenomena during the class and practical epistemology of these teachers. Moreover, the Dance Movement Theory of Laban (1947/2003, 1949/2007) is mobilized, offering an effective framework to analyse «Dance Knowledge» and to define this specific practical epistemology. The choice of the so-called «clinical/experimental» method (Leutenegger, 2009) abled to create conditions of a cross-case comparison and makes possible observations of Ordinary teaching process. The confrontation of these three cases brings into light incidence of «teachers' relations to knowledge» on co-construction of the dance reference in class. The main results give also evidence of a strong incidence of «teachers' relations to knowledge» on the didactic and disciplinary epistemologies differently mobilized by teachers. This thesis reveals effects of this professional epistemology on particular «Dance Knowledge» and allows to extensively question the field of teachers' training.

Nous appuyant sur le fait que la communication est essentielle à l’activité mathématique et qu’elle apparaît pourtant souvent négligée dans l’enseignement secondaire, nous avons cherché à concevoir et à mettre à l’essai une séquence de situations en algèbre pour des élèves de 2e secondaire visant à ce qu’ils développent et déploient une communication mathématique en classe. Nous avons fait l’hypothèse que cette communication pourrait offrir, du même coup, un matériau utile à l’enseignant pour rétroagir. Une séquence de six situations portant sur l’algèbre (principalement la mise en équation et la résolution d’équations) a ainsi été conçue. Une analyse a priori a permis de formuler des hypothèses quant au potentiel des valeurs des variables didactiques identifiées pour solliciter une communication mathématique. Ces situations ont été ensuite préexpérimentées afin de les améliorer et pour développer une grille permettant d’analyser le travail de communication des élèves au sein de l’activité mathématique. Elles ont, par la suite, été expérimentées auprès de deux classes d’une même enseignante. Les résultats montrent que le jeu sur certaines variables, notamment la position attribuée à l’élève et celle de son interlocuteur, apparaissent des leviers intéressants pour permettre à l’élève de déployer une communication riche. La position « d’élève-enseignant », par exemple, joue sur la responsabilité de la validation du résultat assumée par l’élève et, en conséquence, sur le caractère a-didactique de la situation. Les résultats montrent aussi que la mise en œuvre des situations a donné à l’enseignante un accès renouvelé aux raisonnements des élèves lui offrant un matériau qu’il lui a été possible d’exploiter en classe. / Given the fact that communication is essential in the mathematical activity, and since it appears to be often neglected at the secondary school level, we wanted to create and put to the test a sequence of algebra situations for students in the second year of their secondary education in order for them to develop and expand their mathematical communication in class. We made the assumption that such a communication could offer, at the same time, a useful tool for the teacher to retroact. A sequence of six situations, based on algebra (mostly putting into equations and solving equations) was thus created. An a priori analysis made it possible to formulate hypothesises related to the potential of didactical variables values to encourage a mathematical communication. These situations were then pre-experimented as a means to improve them, if deemed necessary, and to create a grid that would serve to analyse the students’ communication within the mathematical activity. They were then tested in two classes under the same teacher. Results show that some values of variables, among others the respective positions of student and teacher, appear to be interesting triggers that help the student in getting into a rich communication. The “student-teacher” position, for instance, has an incidence on the responsibility of the validation of the result assumed by the student and, consequently, on the a-didactical character of the situation. Results also show that the implementation of the situations offered the teacher a renewed access to the students reasoning, thus providing her material that she was able to use in her class.

The thesis, entitled "What I like to watch?" is aimed at inquiry of preschool age children's visual preferences. Whole work purpose is to realize a didactical project in the kindergarden and find out preschool children's visual preferences through art activites and artefiletics. Parents' information are also very important contribution because it contains important facts about preschool children's visual preferences.

Excerpts from classroom interaction in video recorded music lessons is analysed for dialogical structure and evidenced degree of shared topics. Each single turn is analysed according to agent, modality and function. It is suggested, that this analytical approach can be used both for comparative studies and as a means for teachers to improve their teaching.