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).

Conselho Nacional de Desenvolvimento Científico e Tecnológico / Como crítica à perspectiva da Educação Física Escolar (EFE) voltada à aptidão física e ao desenvolvimento técnico-esportivo, tão comum até a década de 1970, surgem, a partir da década de 1980, novas propostas de ensino que a aproximariam dos reais objetivos da escola é o que se chama de movimento renovador da EFE. Ao longo dos anos, essas propostas foram incorporadas aos cursos de graduação, de pós-graduação e aos documentos oficiais de ensino. Era de se esperar que as aulas de EFE nas escolas brasileiras, hoje, representassem, hegemonicamente, as propostas do movimento renovador, mas paradoxalmente temos visto intervenções difusas e até aleatórias, muitas vezes representadas pelo rola a bola. Diante da necessidade de investir em práticas renovadoras e a fim de abolir o caráter de estudos que apenas pomovem denúncias de práticas caducas, este estudo buscou professores que, alinhados aos conhecimentos renovadores, procuram desenvolver aulas de EFE que se aproximam e representam tais conhecimentos didático-metodológicos. Assim, buscou-se investigar a influência do movimento renovador na intervenção pedagógica de cinco professores de Educação Física da rede municipal de ensino do Rio de Janeiro. O estudo divide-se em três artigos complementares. O primeiro traz a problematização e a revisão bibliográfica. O segundo busca identificar o que os professores pensam acerca do movimento renovador, bem como analisar características acadêmicas e profissionais-interventivas. Os resultados do artigo 2 apontam que os professores parecem conhecer, se alinham e afirmam ministrar aulas em acordo com as propostas renovadoras, mas possuem ambientes e condições de trabalho distintas. O terceiro artigo traz a análise de 20 aulas de EFE dos cinco professores, a partir de uma ficha de observação sistemática composta por indicadores didático-metodológicos sugeridos por Resende e Nascimento (2004), além da discussão de uma entrevista sobre questões didáticas e metodológicas e críticas às intervenções. Percebeu-se que, apesar de intervenções com características distintas, a maioria das ações intervetivas se aproximou dos indicadores nas categorias planejamento, objetivo, conteúdo, método, avaliação e relação professor-aluno. Todos os professores fizeram críticas às aulas, acreditando que estas deveriam ser melhores e diferentes do que frequentemente são, o que representa limitações do campo interventivo e o compromisso dos professores com a qualidade da intervenção. Acredita-se que os dados deste estudo representam mais um pequeno passo às discussões e construções de práticas renovadoras no campo da EFE, ao buscar e apontar possibilidades, limitações e exemplos de ações didáticas concretas do cotidiano. / As criticism towards the school Physical Education (SPE) perspective dedicated to physical aptitude and technical-sports development which was quite common up to the 1970s, new teaching proposals started appearing in the 1980s, with the purpose of bringing Physical Education closer to the true purposes of school and received the name of SPE renewal movement. Through the years, these teaching proposals were incorporated into undergraduate and graduate courses, as well as official education documents. Nowadays, it would be expected that Brazilian SPE classes would mostly represent the renewal movements proposals but, paradoxically, we have seen only diffuse and even random interventions, predominantly represented by a play along attitude. Confronted with the necessity of investing in renewing practices and seeking to abolish the type of study that merely denounces expired practices, this study sought out teachers that, aligned with the renewal proposals, attempt to teach SPE classes that adhere to and represent said didactical-methodological knowledge. As such, we aimed to investigate the influence of the renewal movement on the pedagogical interventions of five physical education teachers in Rio de Janeiros municipal education network. The study is divided in three complementary articles. The first one involves the main question and a literature review. The second one seeks to identify what the teachers think of the renewal movement. Finally, the third article brings the analysis of 20 SPE classes taught by the five teachers. The analysis was performed through a systematic observation sheet with didactical-methodological indicators suggested by Resende and Nascimento (2004), as well as through an interview conducted with the teachers regarding didactical and methodological questions as well as criticism of the interventions. We found that, although most interventions had distinct characteristics, most interventive actions were close to the indicators in the planning, objective, content, method, evaluation and teacher-student relationship categories. All teachers criticized their classes, believing they should be better and more varied than they usually are, representing limitations in the interventive field and their commitment to the quality of the interventions. We believe that the data collected in this study represents yet another small step towards the discussion and construction of renewed practices in the field of SPE by researching and indicating possibilities, limitations and examples of concrete and didactical everyday actions.

Made available in DSpace on 2016-04-27T16:58:51Z (GMT). No. of bitstreams: 1 Marilia Valerio Rocha.pdf: 8276158 bytes, checksum: d505c41608ef75bd40e4dec17fd3873e (MD5) Previous issue date: 2009-02-12 / This dissertation had as its main objective to propose an environment computational to the learning of Hyperbolic Geometry in the training of teachers of mathematics. Based on the Theory of Didactical Situation developed by Guy Brousseau (1986) and studies with the Comprehension of Demonstrations from Raymond Duval (1993), a didactic sequence has been prepared on the subject. The present work is oriented by the question to what extent the dinamic geometry could interfere in the build of hyperbolic geometry s concepts, in the axiomatic study by the professor of mathematics and how this new knowledge could contribute to your formation? This research is founded on some assumptions of Didactic Engieneering, described for Artigue (1988). The relevance of this research is justified by the Nacional Curriculum Guidelines for the courses off Bachelor s Degree in Mathematics, and shortage of teaching-material for the study of this content. Aimed at responding the question of research and gather information that enable the improvement of this didactic proposal, a pilot project was implemented with students of the Professional Master s Degree in Mathematics Education given by PUC-SP University. The results showed that the use of dinamic geometry in the formation of concepts of Hiperbolic Geometry, in the inicial axiomatic proposal, is a resource that contribute to understing these concepts / Esta dissertação teve como principal objetivo propor um ambiente computacional ao aprendizado da Geometria Hiperbólica na formação do professor de Matemática. Com base na Teoria das Situações Didáticas desenvolvida por Guy Brousseau (1986) e nos estudos sobre a compreensão das demonstrações, de Raymond Duval (1993), foi elaborada uma seqüência didática sobre o tema. A presente pesquisa orienta-se pela questão Em que medida a geometria dinâmica pode interferir na construção dos conceitos da Geometria Hiperbólica, no estudo axiomático realizado pelo professor de Matemática e como esse novo conhecimento pode contribuir para sua formação? . É fundamentada em alguns pressupostos da Engenharia Didática, descrita por Artigue (1988). Entende-se que a relevância desta pesquisa justifica-se nas orientações das Diretrizes Curriculares Nacionais para os cursos de Matemática, Bacharelado e Licenciatura (DCN) e na escassez de material didático para o estudo desse conteúdo. Visando a responder à questão de pesquisa e colher informações que possibilitem a melhoria desta proposta didática, aplicou-se um projeto-piloto com alunos do curso de Mestrado Profissional em Ensino de Matemática, ministrado pela Pontifícia Universidade Católica (PUC-SP). Os resultados apontaram que a utilização da geometria dinâmica na formação dos conceitos da Geometria Hiperbólica, em uma proposta axiomática inicial, é um recurso que contribui para a interiorização desses conceitos

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.

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

The present dissertation examines constructions of femininity in the lyrical and didactical works of Elisabeth von Braunschweig-Lüneburg (1510-1558). It shows how this widow ruler and promoter of the reformation transforms and re-interprets contemporary ideas about women and gender according to her own personal interests, and how gender roles are thus negotiated in her texts. In accordance with current theoretical ideas about subjectivity, discourse, and gender, it is shown among other things how Elisabeth von Braunschweig-Lüneburg uses established genres to further her own personal agenda, and how she manipulates contemporary notions of gender in order to create authority for herself as a political force, as an upholder of Christian virtues, and, most importantly, as a writer. The analysis is based on an understanding of subjectivity as dialogical – as a negotiation with the surrounding culture – and of gender as socially constructed. Using the theories presented by Judith Butler and Joan Wallach Scott as a basis, the study shows how Elisabeth works within the various discourses available to her in order to describe established gender roles in a fashion that challenges prevailing notions of femininity and a woman’s place in society. The study focuses on a number of aspects of femininity important in Elisabeth’s texts as well as in the cultural context in which they were written. The textual construction of woman as writer, ruler, preacher, wife, mother, and widow is examined. The dissertation presents not previously acknowledged insights into the ambivalence coloring Elisabeth’s descriptions of women and femininity.

Since its emergence in the late 1960s, mechatronics has become well-established as an academic subject, and is now researched and taught at a large number of universities worldwide. The most widely-used definition of the subject today is centered on the synergistic integration of mechanical engineering, electronics, and intelligent computer control. The aim of this thesis is to work between the disciplines of engineering education and mechatronics to address both the question of the identity of the subject of mechatronics and the ways in which this identity can be reflected in the practice of mechatronics education. Empirical data from the literature is supplemented with further data from four case studies with approaches varying from exploratory case studies and ethnographic in-depth studies to explanatory studies with an action research based approach. The process and results of the investigation can be divided into three aspects. Firstly, analysis of the subject of mechatronics shows that its identity is thematic and its legitimacy is functional, implying that the selection and communication of the subject ought to be exemplifying and interactive respectively. Secondly, and following this analysis, the concept of international collaboration is used as the implementation for the first two case studies. The results of these studies show a relationship between collaborative projects and enhanced disciplinary learning and skills, increased awareness of cultural differences, and improved motivation. Another potential implementation, experimental learning, is then tested in two action research based studies focusing on fast prototyping and individual access to laboratory equipment. Mechatronics is a special subject, not easily understood or taught. To be mechatronic is to be synergistic, and to be synergistic generally demands expertise in all underlying subjects. The conclusion of this thesis is that this requires a non-traditional education where the focus is on training rather than studying, coaching rather than teaching, experimenting rather than reading, working together rather than apart, and being mechatronic rather than studying mechatronics. / Mekatronik som ämne uppstod under 1960-talets senare del och har sedan dess etablerats som akademiskt ämne som beforskas och undervisas på ett stort antal universitet runt om i världen. Den idag mest utbredda definitionen av ämnet fokuserar på synergi och synergistisk integration av maskinteknik, elektronik och intelligent datorstyrning. Målsättningen med denna avhandling är att bidra till forskning i området mellan de två fälten ingenjörsutbildning och mekatronik. Forskningsfrågan behandlar identiteten hos ämnet mekatronik och hur denna identitet kan återspeglas i undervisningens praktik. Empiriskt material för denna avhandling har hämtats från litteraturen tillsammans med fyra fallstudier. Forskningsmetodiken i fallstudierna har varierats från utforskande fallstudier och etnografiska djuplodande studier till förklarande studier med en aktionsforskningsansats. Studien och resultaten därutav kan delas in i tre delar. Den första delen behandlar ämnet mekatronik och visar att ämnets identitet är tematisk och att legitimiteten är funktionell. Detta innebär att ämnets selektion och kommunikation bör vara exemplifierande respektive interaktiv. I den andra delen används denna definition för studier av internationellt samarbete i mekatronik, vilket utgör basen för de två första fallstudierna. Resultaten från dessa studier visar på en relation mellan det internationella samarbetet och ett ökat disciplinärt lärande, ökad medvetenhet om kulturella skillnader samt en ökad motivation. Den tredje delen relateras till ytterligare en tänkbar implementation av definitionen, en idé om experimentellt lärande. Denna prövas i två studier baserade på aktionsforskning som behandlar snabb prototypframställning och individuell tillgång till avancerad laborationsutrustning. Mekatronik är ett speciellt ämne, inte helt enkelt att förstå eller undervisa. Att vara mekatronisk innebär att vara synergistisk, och att vara synergistisk kräver vanligtvis expertkunskap i de underliggande områdena. Resultatet av denna avhandling är att detta kräver en icke-traditionell undervisning där fokus är på träning snarare än studerande, handledning och guidning snarare än undervisning, experimenterande snarare än läsning, arbete tillsammans snarare än individuellt och att vara mekatronisk snarare än att studera mekatronik. / QC 20100609

Questa tesi analizza le relazioni tra informazione e formazione degli adolescenti. la prima parte descrive il sistema dell'informazione e i suoi meccanismi nell'età tardo. moderna; offre una definizione dell'adolescenza, soprattutto rispetto ai processi di costruzione della cittadinanza . Si presenta, infine, lo stato della ricerca empirica sul tema in oggetto. La seconda sezione si occupa dei modelli pedagogici e delle metodologie didattiche per l'educazione alla/con l'informazione presentando, infine, recenti esperienze realizzate in Italia e in Germania. / This dissertation analyses the relationship among news, teenagers and education. The first part describes how the information-system works in the late-modern age; it draws a picture of the today's teenagers-generation and the making of citizens processes. Finally it gives an overview of the empirical research concerning teens and news. The second part suggests pedagogical models and methods to introduce news in (civic) education, concluding with recent didactical experiences in Italy and Germany.

Value and character education possess the inherent building blocks for the preservation of a healthy society. It is the art of life that keeps the environment friendly, free and safe allowing earth's inhabitants to play, to live and to work in peace. Value and character education possess values that remove evil from society and institutions such as schools, colleges, universities, etc. One of the primary aims of value and character education is to allow learners to experience life at its' fullest. The main purpose of this study is the development of an effective character building program for a specific further education and training college. It is obvious from the available literature that society is experiencing a crisis regarding values, character and morality. The decline of human and societal values portrayed in the media has compelled the current government to initiate a value educational program in schools. The values of the government however, are focused on nation building, democracy and human rights with the purpose of overcoming the inequalities and injustices of the apartheid system. However, the inhabitants of South Africa seek more than aspects based on democracy, nation building and human rights. They seek values that promote moral behaviour, values of work ethics and values that are aimed at developing their full potential. Value and character education could probably ensure the provision of a successful life and future for today's youth. The researcher has therefore investigated and analysed the precise meanings of the following terms: values, norms, principles, standards, ethics, character education, values education. Various character educational programs that succeeded in oversees countries were also studied. Focus was also given to educational guidelines including principles, outcomes and promising practices that the lecturer could use in the classroom to stimulate the students and to promote character education. To determine what the present value orientation of the students are, a questionnaire was compiled for further education and training colleges in the North-West Province. To ascertain the opinions and contributions of values education and character education, semi-structured interviews were held with the student council, the head of the support services and an official of the student support services. The overall aim of the study is: To create a character-building program for further education and training colleges after establishing the value orientation of the students. This empirical research has pointed out specific problem areas and has shown that it is not only essential but also urgent to implement a value and character educational program for further education and training colleges. Guidelines for such a program have been set on the basis of this study. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

This research studies the interaction among the following contexts: natural language, geometrical language and musical language and it can provide new instruments to accord didactical situations and for a deeper understanding of communication processes. It springs from the consideration that the geometrical transformations are usually used in the compositional processes and the “role of the music to learn geometrical transformations” is actually a new study. In the field of the theory of situations by G. Brousseau (1986) we can assume to be in front of a learning teaching-situation including non-teaching situation as the teacher of musical instruments, while transmitting the knowledge of musical language (theoretical-practical) didn’t have the intention to transmit the geometrical transformation.