O processo de aquisição da leitura e escrita não é uma tarefa fácil quando se tratam de crianças que apresentam dificuldades de aprendizagem. Nestes casos, é comum a busca pelo auxílio quando elas já apresentam bloqueios relacionados às atividades escolares. Os softwares educativos que apresentam os mesmos métodos utilizados na escola, ou são cópias digitalizadas de cartilhas, são identificados facilmente gerando novas frustrações nas crianças. Neste trabalho foi concebido um ambiente que apresenta os conceitos pedagógicos baseados na teoria sócio-contrutivista, de forma lúdica. Foi desenvolvido um jogo com interface tridimensional e cenário ambientado em uma cidade com simulações de atividades do cotidiano da maioria das crianças. Para modelar os objetos e personagens do jogo foi utilizada a ferramenta Blender utilizando como referências fotos e imagens geradas com a ferramenta GIMP. As animações dos personagens foram desenvolvidas com as técnicas de cinemática que representam bem os ciclos de caminhada e de corrida, tornando a animação mais realística. Os programas para a game engine foram implementados com o interpretador Python que permite controlar os objetos e a lógica do jogo. Essas técnicas proporcionam uma interface gráfica tridimensional sofisticada e atraente. O jogo foi desenvolvido considerando características que o tornam lúdico para as crianças, como a implementação de fantasia controlada, desafios e propriedades que estimulam a curiosidade. Os conceitos pedagógicos utilizados no jogo foram avaliados por pedagogos e psicólogos que consideraram sua aplicação adequada e significativa. A ludicidade do jogo foi testada com 37 crianças analisando seus comportamentos frente as características implementadas para tornar o jogo atrativo. A vontade de todas elas de permanecerem jogando mais de que o tempo estipulado e não se deixarem distrair por outras brincadeiras, mostrou o acerto do meio escolhido para este trabalho. Em nenhum momento as crianças consideraram as atividades como tarefas escolares. O conteúdo educativo permaneceu transparente aos jogadores que enxergaram apenas uma atividade lúdica, podendo desse modo, facilitar a aprendizagem das crianças desmotivadas pelos métodos tradicionais. / The acquisition process of both reading and writing is not an easy task when it is undertaken by children with learning difficulties. In such cases, search for help is common when those children have already experienced some trauma associated with school activities. Educational softwares that are based on such activities tend to be digital copies of textbooks that are easily recognizable and which keeps bringing about the same frustrations for children with learning difficulties. This paper aims at showing a ludic environment that we developed and in which some pedagogical concepts were drawn on the social constructivist theory. We came up with a game with 3D interface and a scenery game adapted in a city containing simulations of daily activities that are familiar for the majority of children. In order to create the model of the objects and characters for the game we used Blender, and the photos and the images were created with Gimp tool. The characters\' animations were developed by using direct kinematics and inverse kinematics, which represent the walk cycles and run cycles as well as enable the generation of most of realistic animation. The algorithms for the game engine were implemented with Python, that allows for controlling both the objects and the game logic. These techniques provide 3D sophisticated graphics and an attractive interface. The game was developed by using characteristics that turns out to be playful for children, such as the implementation of controlled fantasy, challenges and properties that stimulate curiosity. The pedagogical concepts employed in the game were evaluated by pedagogues and psychologists who considered it adequate, significant and useful. The ludic characteristic in the game was experimented with 37 children in order to analyze their behavior towards the features that had been implemented to achieve an attractive game. All of them wished to keep playing the game more than the allotted time, and they did not get distracted from it, neither did they consider these activities as school tasks. The educational content remained transparent for the players: as soon as they could see a playful activity they started following the procedures, which has proved to be useful to facilitate learning for the children unmotivated by traditional learning methods.

This qualitative case study, set within the sociocultural field of education, examined how intervention music lessons over the duration of one school year may have shaped the development of two seven and eight year old children presenting with social, emotional and behavioural difficulties. The students in the context of this research were selected from mainstream classes due to the emotional and behavioural difficulties they had exhibited. Through analysis of field notes, student iPad diaries and formal and informal interviews, an exploration into the impact of active and collaborative music learning and teaching on the social, emotional and behavioural learning of these students took place. The music learning and teaching was based around Eun’s (2010, p.405) socioculturally informed instructional model, which offers eight interrelated principles for instruction, namely that they should be: mediated; discursive; collaborative; responsive; contextualized; activity-orientated; developmental; and integrated. In examining the social and emotional development of these children during the music lessons, the emergent findings suggested that the intervention classes positively benefitted the children’s development in three main thematic areas, namely in personal competence, task competence and social competence. Although both children responded to the intervention music lessons in strikingly different ways, key findings highlighted substantial increases for both children in their self-esteem, possibly due to their success and achievements in music. The second pertinent finding was that the duration of the intervention programme itself was an important factor, with substantial increases being made in their affective development by the late research phase. Overall, this study highlighted the prominence of achievement in student’s affective development and I suggest that utilizing music as a vehicle for accomplishment for children presenting with SEBD, is a potentially powerful and influential resource.

This research examined the stories of three teachers with learning disabilities at the inception of their teaching careers. The research explored the composition of the teacher's professional knowledge, described in the literature as consisting of academic knowledge and personal knowledge. Would the teacher with learning disabilities express her painful childhood school memories in her presentday professional deliberations, as is indicated in the literature relating to case descriptions and research studies? The research question was: what does the 'personal self' of the teacher with learning disabilities at the inception of her career contribute to her 'professional self'? Assisted by the narrative approach that sees a person as creating stories that structure and express his identity, the teachers' stories were collected, recorded and later analysed by interpretative analysis which related to the story's structure and contents. Research data were collected from three sources: the autobiographical story of the teacher presenting personal memories and interpretation for past life events, which illustrate the teacher's interpersonal self and the intrapersonal self. The teacher's reflective feedback regarding her lessons, presented the teacher's interpretations of her professional considerations and a description of an educational event from her work revealed her educativevalue world. All these demonstrated her professional knowledge. The research findings show that coherence exists between the personal story and the professional story and the organising positioning in each of the teacher's stories was identified. It was found that the professional considerations of the teacher, including didactic knowledge, pedagogic knowledge, use of reasoned rules and reading the class map, acted on a background of knowledge that was gathered from the 'personal self' and this enriched the teacher's 'professional self' at the inception of her career.

Made available in DSpace on 2015-03-04T20:03:30Z (GMT). No. of bitstreams: 0 Previous issue date: 18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta dissertação tem como propósito a problematização do enunciado “Aprender matemática é difícil”. Busca-se analisá-lo, discutindo as condições de possibilidade de sua emergência e seus efeitos de verdade por meio da questão de pesquisa: Como o enunciado “Aprender matemática é difícil” vai se instituindo como uma verdade no currículo escolar? O material de pesquisa constitui-se de um conjunto de discussões produzidas por um grupo de treze alunos do 2º ano do Ensino Médio de uma escola pública localizada na cidade de Canoas/RS. A parte empírica da pesquisa foi realizada com o uso da metodologia de Grupo de Discussão em seis encontros, onde foram examinadas questões relacionadas à matemática. Nesses encontros, as discussões dos alunos foram gravadas e posteriormente transcritas. Além das discussões, foi utilizado um diário de campo. A produção do material de pesquisa, assim como sua análise foram feitas tendo como suporte elementos da teorização de Michel Foucault e o campo da Etnomatemática, em seus entrecruz / This study has as purpose to problematize the statement “To learn mathematics is difficult”. It is analyzed by examining the conditions of possibility of its emergency and its effects of truth, guided by the following research question: How the statement “To learn mathematics is difficult” is establishing itself as a truth in the school curriculum? The research data is composed by a set of discussions produced by a group of thirteen students of the 2nd year of the Ensino Médio of a public school located in Canoas city, RS. The empirical part of the research was accomplished with the use of the Group of Discussion methodology, applied in six meeting in which issues related to mathematics were examined. In these meetings, the students’ discussions were recorded and later they were transcribed. Besides these discussions, it was done a field diary. The production of the research data as well as its analysis was made having as support elements of Michel Foucault’s theory and the field of Ethnomathematics in their

Made available in DSpace on 2017-07-21T20:56:29Z (GMT). No. of bitstreams: 1 Luciano Roque Leite.pdf: 2233649 bytes, checksum: 3f1711618bf29932b426e1d3969656ea (MD5) Previous issue date: 2016-02-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work has as main purpose to present a pedagogical proposal for teaching of functions in High School. To this end, it was carried out a literature research seeking for works that proved that the proposed objective can be achieved, relating the different representations in various teaching methodologies, emphasizing how the concept is introduced. At first, it was presented the difficulties in the teaching-learning process of functions and discussed their different representations, high lighting the importance of technology information in this process. The content of functions was chosen because it is an important issue of basic education and the students demonstrated great difficulties. Therefore an overview of the history of functions took place, definition, and activities involving linear function and quadratic function using GeoGebra software, inverse function and composite function. It was proposed a number of activities, such as calculating machine, identification of regularities and graphs of functions with Google support which may be used in the classroom. It was discussed about the teacher’s responsibility by teaching this content using computers in school. / O presente trabalho tem como principal finalidade apresentar uma proposta pedagógica para o ensino de funções no Ensino Médio. Para tanto realizou-se um levantamento bibliográfico buscando trabalhos que mostram que o ensino pode ser alcançado relacionando as diferentes representações de função em diversas metodologias de ensino e ressaltando a forma como é introduzido o conceito de função. Em um primeiro momento, colocou-se as dificuldades no processo de ensino-aprendizagem das funções e discutiu-se suas diferentes representações destacando a importância que a informática pode ter nesse processo. O conteúdo funções foi escolhido por ser um tema relevante do ensino básico e que os alunos demonstram ter grandes dificuldades. Foi realizada uma síntese da história das funções apresentando sua definição e atividades envolvendo função afim e função quadrática com o uso do software GeoGebra, função inversa e função composta. Foram propostas algumas atividades como a máquina de calcular, identificação de regularidades e gráficos das funções com auxílio do Google, as quais poderão ser utilizadas em sala de aula. Discutiu-se ainda a responsabilidade do professor no ensino das funções, e o uso da informática na na escola.

Made available in DSpace on 2016-04-29T13:31:01Z (GMT). No. of bitstreams: 1 Rosemary Jimenez Ventura dos Santos.pdf: 655966 bytes, checksum: ba1e8f17ca2c934e2383fd2ec982eb76 (MD5) Previous issue date: 2013-05-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work arose from the question Who is this subject that does not learn? And inspired by Lacan s researches about the logical time, it was organized and shared into three parts. The fisrt part, Instant look, deals with the questions related to learn and not learn. Beginning at the multiplicity of positions which involve this question we investigated the historical roots of the called learning problems and the contributions of the medicinal knowledge to the educational field demonstrated through diagnostics from DSM Diagnostic and Statistical Manual for mental Disorders. It was necessary to consider the education inside our present society as well as to do researches about its history in order to understand who would be these children that do not learn. This research has the purpose to study through the Psychoanalysis, its concepts and propositions, this contemporary subject whose symptom appears into this specific form: not learning. In the second part, Time to Understand, we studied the subject and their constitution to the Freud s and Lacan s Psychoanalysis, focusing in the study of the symptom too. We began at showing its origin, the place it was and is granted into the medicine and psychoanalysis and its articulations to the subject s constitution. Finally, Moment to Conclude, when we discuss the subject s specificity who does not learn through the singularity of the symptom not learning , the sense and beyond the sense, we defend the idea that the psychoanalysis brings, in critical terms, one important criticism of the diagnostic practice exercised by the medicine and psychology about the learning problems and in propositional terms, we defend the importance and the relevance of considering the subject, who does not learn, beyond the strictly observable phenomenon and beyond a reeducation therapeutics practice, enabling them a heard / Este trabalho partiu da questão quem é esse sujeito que não aprende? e inspirado nas modulações propostas por Lacan sobre o tempo lógico, foi organizado em três partes. A primeira parte, Instante de Olhar, trata das questões relacionadas ao aprender e ao não aprender. Partindo da multiplicidade de posições que acercam essa questão, investigou-se as raízes históricas dos chamados problemas de aprendizagem e a presença do saber médico no âmbito educacional manifestada através de diagnósticos referendados a partir do DSM Diagnostic and Statistical Manual for mental Disordes. Necessário se fez, considerar a educação no contexto da sociedade atual, bem como recorrer à história da educação para compreender quem seriam essas crianças que não aprendem. Trata-se nesta pesquisa de estudar por meio da Psicanálise, seus conceitos e proposições, esse sujeito da contemporaneidade cujo sintoma se manifesta nessa forma específica: não aprender. Na parte II, Tempo para Compreender, estudamos o sujeito e sua constituição para a Psicanálise de Freud e Lacan, nos debruçando também ao estudo do sintoma, iniciado pela caracterização de sua origem, o lugar que lhe foi e é outorgado na medicina e na psicanálise e suas articulações na constituição do sujeito. Finalmente, Momento de Concluir, ao discutirmos a especificidade do sujeito que não aprende, pela singularidade do sintoma não aprender , o sentido e o além do sentido, defendemos a ideia de que a Psicanálise fornece, em termos críticos, uma importante crítica da prática diagnóstica exercida pela medicina e psicologia quanto aos problemas de aprendizagem e em termos propositivos, defendemos a importância e a relevância de se tomar o sujeito que não aprende para além do fenômeno estritamente observável e para além de uma prática terapêutica reeducativa, possibilitando-lhe uma escuta

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-01-10T11:32:13Z No. of bitstreams: 1 Ana Carla Oliveira Garcia.pdf: 2463331 bytes, checksum: e10da87a2dd6b683165c2b358ec5974d (MD5) / Made available in DSpace on 2017-01-10T11:32:13Z (GMT). No. of bitstreams: 1 Ana Carla Oliveira Garcia.pdf: 2463331 bytes, checksum: e10da87a2dd6b683165c2b358ec5974d (MD5) Previous issue date: 2016-12-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Introduction:This study investigated the effects of using colored overlays on reading rate to improve reading for children.Objective: To investigate the effect of the use of colored overlays on reading achievement. Materials and Methods: The sample consisted of 68 children (9-12 years of age, 53% male) regularly enrolled in the 5th (n = 24) and 6 years (n = 44) of elementary school. Were included in this study all children without peripheral visual or hearing loss. Instruments: Reading Test(TELVER) and Irlen Reading Perceptual Scale (IRPS): through a variety of tasks that enhance the visual stress, the instrument was used to define the optimal spectral blade (Irlen overlays) for each individual. Results: 68 students analyzed in this study, 31% showed an improvement of at least 5% on reading speed after using the overlay. Among these patients with improvement, there was an average gain of 14% in speed reading. Only 2 patients had 25% gains with the use of the intervention (28.8% and 30.8%). There was no difference in the performance of TELVER between female and male before the intervention (t (1,66) = 1.37; p = 0.174), with spectral blades (t (1,66) = 1.13; p = 0.262), and the read gain (t (1,66) = 0.53, p = 0.598). Conclusion: These data are very close to the international literature that evaluated childrenin the general population, providing external validation for TELVER / Introdução: as lâminas espectrais, folhas de acetato sobrepostas ao texto, são utilizadas para melhorar a leitura de crianças e adultos. O Teste de Leitura: Velocidade De Reconhecimento (TELVER) é o teste mais utilizado na literatura para investigar os benefícios das lâminas espectrais, elaborado de acordo com a teoriade hiperexcitabilidade cortical.Objetivo: investigar o efeito das lâminas de bloqueio espectral no desempenho de escolares na habilidade de velocidade de leitura. Materiais e Métodos: aamostra foi composta por 68 crianças (9 a 12 anos),matriculadas no 5° e 6° ano do ensino fundamental de uma escola estadual. Foram incluídas na pesquisa todas as crianças sem alterações visuais ou auditivas periféricas. Foram utilizados instrumentospara definir a lâmina espectral ideal e calcular o número de palavras lidas corretamente em um minuto, com lâmina e sem lâmina. Resultados: 31% apresentaram melhora de no mínimo 5% na velocidade de leitura após o uso da lâmina espectral. Nas crianças com melhoria, houve um ganho médio de 14% na velocidade na leitura. Doispacientes apresentaram ganhos acima de 25% com o uso da intervenção (28,8% e 30,8%). Não houve diferença no desempenho do TELVER entre os sexos feminino e masculino antes da intervenção (t (1,66) = 1,37; p = 0,174), com as lâminas espectrais (t (1,66) = 1,13; p = 0,262), e no ganhode leitura (t (1,66) = 0,53; p = 0,598). Conclusão: amelhoria de 5% no TELVER é um bom índice do uso sustentado das lâminas espectrais (validade preditiva)

A disciplina de bioquímica é parte integrante do currículo de todos os cursos de graduação da Área Biológica, sendo pré-requisito para outras disciplinas. São de conhecimento geral as dificuldades que os estudantes enfrentam no aproveitamento desta disciplina. Para investigar estas dificuldades foi criado um Plantão de Dúvidas on line, disponível para estudantes graduandos, com três finalidades: (i) oferecer um suporte aos estudantes para facilitar o prosseguimento dos seus estudos, (ii) analisar as dúvidas apresentadas como uma estratégia para diagnóstico das dificuldades mais freqüentes e (iii) realizar uma classificação do nível cognitivo das dúvidas recebidas. Ao final do período de atendimento, foram recebidas e respondidas 416 questões. Houve várias questões conceituais, a enorme maioria tendo sido problemas ou exercícios a serem resolvidos. Os assuntos mais freqüentemente questionados foram: (i) metabolismo celular (42,5%), principalmente metabolismo de lipídios e a respiração celular; (ii) conceitos básicos (14,2%) sobre aminoácidos, tampão entre outros; (iii) estrutura de proteínas (8,7%) e (iv) enzimas (7,0%). Estes percentuais correlacionam-se com a carga horária dedicada a cada um dos tópicos na maioria das disciplinas. Uma importante dificuldade encontrada foi a integração dos processos metabólicos. Em relação ao nível cognitivo, 61% das dúvidas foram de nível baixo, 28% foram de nível médio e 11% foram de nível alto. Uma análise mais aprofundada é necessária para investigar as causas das dificuldades apontadas. / The biochemistry discipline integrates the curriculum of all graduation courses on the Biological Area and is a basis for other disciplines. The students difficulties in this discipline are already widely recognized. To investigate these difficulties, we created a drop-in on line service that had three purposes: (i) to give support to students learning by answering their questions and solving their problems whenever they appear, (ii) to analyze the questions presented, as a strategy to diagnose the most prevalent difficulties and (3) to carry through a classification of the cognitive level of the received doubts. After the period of attendance of this service on line, 416 questions were received and answered. There were many conceptual questions being the majority related to problems and exercises. The most frequent questions dealt with cell metabolism (42.5%), mainly lipid metabolism and aerobic metabolism; basic concepts (14.2%) such as about amino acids and buffer, protein structure (8.7%) and enzymes (7.0%). These percentages are correlated to the number of hours dedicated to each subjects in the disciplines. The main difficulty founded was the integration of metabolic processes. Related to the cognitive level, 61% of the doubts had been of low level, 28% had been of average level and 11% had been of high level. A more in-deep analysis will be necessary to investigate the causes of the pointed difficulties.

Dans le contexte scolaire tunisien, par son impact sur la quasi-totalité des disciplines scolaires, surtout au lycée, la maîtrise du langage français écrit se trouve au centre de l'apprentissage des élèves et constitue un élément-clé de la réussite scolaire. L'orthographe, une composante importante de l'écrit, constitue un redoutable obstacle pour celui qui ne la maîtrise pas. Chercher les causes véritables des difficultés orthographiques des élèves tunisiens et proposer des moyens pour venir en aide aux enseignants et aux apprenants, telle est la démarche, à la fois de critique et d'action, que nous avons adoptée. Le présent travail expose le contexte dans lequel se fait l'enseignement /apprentissage du français en général et de l'orthographe en particulier, analyse les données recueillies, productions écrites des élèves et questionnaires, essaie de dégager les causes du dysfonctionnement et investit les apports des recherches en orthographe pour présenter une modeste suggestion en guise d'une contribution à l'amélioration des compétences orthographiques des élèves tunisiens. Cette étude montre en fin de compte l'importance de prendre en compte la spécificité du contexte tunisien dans l'élaboration des curricula. / In the Tunisian school context, with its impact on almost all academic disciplines, especially in high school, mastering the written French language is central to students learning and is a key component of academic success. The spelling, as an important component of writing, is a fearsome obstacle for those who do not master it. Looking for the true causes of spelling difficulties of Tunisian students and proposing ways to help teachers and learners, this is the approach that we have adapted both for criticism and action. This paper outlines the context in which teaching and learning of French- in general and spelling in particular- are done, analyzes the data, the students' written works and questionnaires, trying to bring out the causes of dysfunction and invests the researches' contributions in spelling to present a modest suggestion by way of a contribution for the improvement of spelling skills of Tunisian students. This study shows ultimately the importance of taking into account the specificity of the Tunisian context in the development of curricula.

This study focuses on developing teaching strategies for teachers who teach in classes for students identified as Gifted and Talented with Special Learning Disabilities situated in Israeli secondary schools. The focus is on the challenges teachers meet while teaching Humanities Subjects (HS) to these students and the strategies they need in addressing their dual exceptionalities. The main purpose of this study is to examine how specific strategies may contribute towards both to quality of teaching and to a better learning environment. Research has shown that gifted students who are diagnosed with learning disabilities in writing skills (2ELs) have difficulties especially in HS and achieve less academically than may suggest their high abilities. The combination of giftedness with learning disabilities and underachievement creates special challenges for their teachers to counter, and for which they need specific Continuing Professional Development (CPD) programmes. In my study, I developed a model of teaching strategies which combines three strategies from the field of teaching gifted students and from the field of special education which are helpful in the humanities disciplines. I created a manual for teachers' CPD that includes this model and I conducted a seminar using this manual for the participant teachers in my research. This was followed by an implementation of the manual by these teachers in their classrooms that includes 2ELs. My qualitative research was based on the case studies of two teachers teaching HS in two high school classrooms, totalling sixty 2ELs. The information was collected through observations, interviews, and open questionnaires. I then analysed the information using an inductive approach as pattern recognition and inclusion into categories. The research findings of this study describe the difficulties that teachers may face with 2ELs and my claim to knowledge is the AAA Model of Strategies and the manual for teachers and their contribution to teachers of 2Els and their students. The recent research fills this particular gap in the literature, in the Israeli context, and the findings of this study bear policy implications and indicate the need for the tailoring of relevant teachers’ CPD' programmes to include strategies to better address the needs of 2ELs for optimal success in fulfilling their potential and overcoming their difficulties. Future research may achieve a deeper understanding of how to prepare teachers to use adjusted strategies that meet 2Els teachers in various disciplines in order to improve learning environment.