Bien que typiques et incontournables de la langue anglaise, les phrasal verbs représentent cependant un véritable fléau pour les apprenants non-anglophones. Une étude quantitative s’appuyant sur la comparaison d’un corpus d’interlangue de l’anglais langue étrangère (International Corpus of Learner English, Version 2) et d’un corpus contrôle (Louvain Corpus of Native English Essays) met ainsi en lumière la sous-représentation des phrasal verbs dans les productions écrites d’étudiants non-anglophones. En second lieu, à partir d’une étude qualitative examinant l’usage des phrasal verbs dans les extraits de dissertations d’étudiants non-natifs, nous établissons une typologie des erreurs commises par les apprenants non-anglophones à l’égard des phrasal verbs. Une réflexion sur de nouvelles approches visant un meilleur apprentissage/enseignement des phrasal verbs est également proposée.Pour apporter des éléments de réponse à cette question, notre démarche consiste à observer la genèse de cette construction dans le langage de l’enfant anglophone. En effet, le rôle des constructions formées de plusieurs mots a notamment été mis en évidence dans les théories de l’acquisition de la langue maternelle (Goldberg, 1995 ; Tomasello, 2003). En outre, elles représentent une source de prédication riche et productive que les enfants de la plupart des communautés linguistiques acquièrent à un âge très précoce. Aucune étude dédiée à l’acquisition et l’usage des phrasal verbs chez le jeune enfant anglophone n’a cependant été réalisée à ce jour. Cette thèse se propose d’étudier l’émergence et le développement des constructions verbe-particule dans le langage de l’enfant en analysant les données longitudinales du discours oral spontané de deux enfants uniligues anglophones, Naima et Ella, suivies respectivement entre 0;11 et 3;10 et entre 1;00 et 4;00. Les transcriptions des corpus sont issues de la base de données CHILDES (MacWhinney, 2000a).Enfin, cette thèse s’intéresse également à l’acquisition et à l’usage du placement de la particule adverbiale au sein des verbes à particule transitifs directs dans le discours de l’enfant anglophone. En particulier, une analyse multifactorielle de plusieurs variables linguistiques sera conduite afin de voir si l’enfant reproduit le même schéma linguistique que l’adulte dans ses emplois des constructions verbe-particule transitives directes de type continu V-Prt-O et discontinu V-O-Prt. / Although typical and inevitable in the English language, phrasal verbs, however, represent a real scourge to non-English-speaking students. A quantitative study based on a comparison between an interlanguage corpus of English as a foreign language (International Corpus of Learner English, Version 2) and a control corpus (Louvain Corpus of Native English Essays) thus highlights the underrepresentation of phrasal verbs in non-English-speaking students’ written productions. Secondly, from a qualitative study examining the use of phrasal verbs in excerpts from non-native students’ essays, we draw up a typology of errors made by non-English-speaking learners with regard to phrasal verbs. A discussion on new approaches to a better learning/teaching of phrasal verbs is also proposed.To provide some answers to this question, our approach consists in observing the genesis of this construction in the English-speaking child’s language. Indeed, the role of multiword constructions has particularly been emphasized in theories of first language acquisition (Goldberg, 1995; Tomasello, 2003). Besides, they are a rich and productive source of predication that children from most of the language communities acquire at a very early age. Yet, no studies dedicated to the acquisition and usage of verb-particle constructions in young English-speaking children have been carried out so far. This thesis aims to study the emergence and development of verb-particle constructions in child language by analyzing longitudinal data from the spontaneous oral speech of two monolingual English-speaking children, Naima and Ella, respectively followed between ages 0;11 and 3;10 and between ages 1;00 and 4;00. The corpora transcripts come from the CHILDES database (MacWhinney, 2000a).Finally, this thesis also focuses on the acquisition and use of particle placement within direct transitive phrasal verbs in English-speaking children’s speech. In particular, a multifactorial analysis of several linguistic variables will be conducted to see if children reproduce the same linguistic pattern as adults in their productions of both types of direct transitive verb-particle constructions (i.e. continuous configuration V-Prt-O and split configuration V-O-Prt).

Plusieurs auteurs (Nadon, 2007; Tauveron, 2005; Routman, 2010) ont mis de l’avant des propositions didactiques pour enseigner l’écriture de façon optimale à partir de la littérature de jeunesse, notamment en amenant les élèves à s’inspirer du style d’un auteur. Puisque la littérature de jeunesse est encore peu employée pour induire des situations d’écriture au primaire (Montésinos-Gelet et Morin, 2007), cette recherche présente un dispositif novateur, soit l’écriture à la manière d’un auteur qui consiste à placer l’élève dans une situation d’appropriation-observation d’une oeuvre littéraire dans le but d’en ressortir ses caractéristiques et de l’imiter (Geist, 2005 et Tauveron, 2002). Selon Olness (2007), l’exposition à une littérature de jeunesse de qualité est essentielle pour permettre aux élèves d’apprendre une variété de styles et d’éléments littéraires. Cette recherche a pour but de décrire dix séquences d’écriture à la manière d’un auteur conçues par l’enseignante-chercheuse et d’identifier les impacts de celles-ci, auprès des élèves, sur leurs habiletés en production écrite, de compréhension en lecture et sur leur motivation à l’écriture. Cette recherche a été réalisée pendant une période de 5 mois auprès de 18 élèves d’une classe de 2e année du primaire. Il ressort de cette recherche que les élèves ont grandement développé leur capacité à analyser et imiter les caractéristiques d’un texte source et qu’ils ont transféré ces apprentissages au-delà du contexte de notre recherche. Par la pratique fréquente et le modelage, ils ont assimilés les six traits de l’écriture et ont manifesté un intérêt grandissant envers la littérature de jeunesse. / Many authors (Nadon, 2007; Tauveron, 2005; Routman, 2010) made suggestions to teach writing in an optimal way by using youth literature to get the students to study an author’s style as an inspiration. Since youth literature is still today not much used in the classrooms (Montésinos-Gelet et Morin, 2007), this research presents an innovative learning activity: writing in the style of an author. It is the stylistic imitation of a text (Tauveron, 2002) in order to observe «the way in which the language is used» (Geist, 2005, p.38). According to Olness (2007), the exposure to a high quality youth literature is essential to learning a variety of writing styles and literacy devices. This research is intended to describe ten activities of writing in the style of an author designed by the teacher researcher and to identify the impacts on the students regarding their writing skills, their reading comprehension and their motivation in writing production. This research was carried out during a 5 months period with a group of 18 grade two elementary students. The results of this research show that the students greatly developed their capacity to analyze and imitate the characteristics of the text studied and that they transferred these skills beyond our research. With a frequent practice and modeling, they learned the six traits of writing and they showed a growing interest regarding youth literature.

Les manuels d’histoire ont souvent fait l’objet d’analyses concernant leur contenu et leur qualité, mais rarement leurs usages en classe. Cette thèse vise à décrire et analyser comment des enseignants d’histoire du Québec au secondaire utilisent le manuel et toute autre ressource didactique. Le problème consiste à mieux connaître ce qui se passe en classe depuis l’implantation de la réforme curriculaire, en 2001, et comment les conceptions des enseignants influencent leurs pratiques en lien avec l’exercice de la méthode historique. Ce travail décrit des pratiques enseignantes selon leur intervention éducative, les ressources didactiques utilisées et l’activité de l’élève en classe. Pour ce faire, la collecte de données est réalisée au travers d’un sondage en ligne (n= 81), d’observations en classe et d’entrevues (n=8) avec les participants. Les enseignants d’histoire utilisent souvent le manuel, mais leur intervention n’est pas structurée par son contenu ou ses exercices. Les cahiers d’exercices ou le récit de l’enseignant semblent structurer principalement leurs interventions. En fait, leurs conceptions sur l’enseignement et l’apprentissage en histoire déterminent le plus souvent l’usage du manuel et des autres ressources didactiques d’une manière traditionnelle ou d’une manière qui exerce authentiquement la méthode historique. Afin de décrire ces différents usages, la thèse propose une typologie qui distingue les différentes modalités mises en place afin d’utiliser les ressources didactiques et exercer la méthode historique. Trois principaux types sont énoncés : intensif, extensif et critique. Un quatrième type a été ajouté afin de mieux nuancer les différentes pratiques enseignantes rencontrées : extensif-méthodique. Ce dernier type s’explique par une pratique enseignante qui concilie les types extensif et critique selon les besoins de l’enseignant. La thèse souligne la persistance de pratiques transmissives et magistrocentrées qui limitent un exercice authentique de la méthode historique, alors que le curriculum vise un enseignement constructiviste et que plus de ressources sont disponibles pour les enseignants. / History textbooks are mainly analyzed for their content and quality but not for their real use in classrooms. This thesis aims to describe and analyze how high school history teachers in Quebec use textbooks and other instructional resources. The issue is to know what is going on into classrooms since the new curriculum is in effect and how teachers’ beliefs influence their practices related to the development of historical method skills. This work describes the teaching practices according to their educational intervention, learning resources used and the student’s activities during class. The data was collected with an online survey (n= 81), classroom observations and interviews (n= 8) with the participants. Teachers often use textbooks, but are not automatically led by its content or exercises. Workbooks or teacher’s narrative seem to mainly structure their interventions. Yet, the belief system about teaching and learning history more specifically leads teachers to use textbooks in a traditional way or in a way that fosters historical method. To describe these various uses, the thesis proposes a typology that distinguishes the different modalities put in place to use learning resources and perform historical method. Three main types are described: intensive, extensive and critical. A fourth type was added in order to better explain the different teaching practices encountered: extensive-methodical. The latter type is explained by a teaching practice that combines extensive and critical types related to the needs of the teacher. The thesis points out the persistence of transmissive and teacher-centered pratices limiting authentic historical method exercise while curriculum aims a constructivist way and that more learning resources are available for teachers.

The main purpose of this study was to assess the relationship between students' achievement in mathematics and teachers' background, professional development and teaching practices. A self report instrument - Mathematics Teaching Opinionate Scale (MaTOS) was used to collect data from Form C (Grade 10) mathematics teachers in the Maseru District in Lesotho, Southern Africa. Stratified random sampling technique was adopted for the study in the selection of participants screened on the basis of type of ownership of schools. The simple random format was subsequently utilized to pick 40 teachers on the basis of school population. Out of the total participants of 40 teachers, 18 (45.0%) were males while 22(55.0%) were female. Simple correlation and regression statistics at the 0.01 and 0.05 significance levels were utilized for data analysis. Findings indicated a significant positive relationship between students' academic achievement in mathematics and teachers' background (i.e. teachers' qualifications, subject majors and years of experience especially from six years of teaching) with r = 0.552, P < 0.01. Furthermore, regression analysis showed that teachers' qualifications (&#946; = 0.77, P < 0.05), subject majors (&#946; = 0.35, P < 0.05) and experience (&#946; = 0.16, P < 0.05) were predictors of students' achievement in mathematics [F(3,39) = 4.321; P < 0.05)]. The findings therefore suggest that if all mathematics teachers have a degree, are specialized in mathematics or mathematics education and have more than five years teaching experience the students' achievement in mathematics would likely improve. / MATH, SCIENCE and TECH EDU / MSC (MATHS,SCIENCE OR T/EDU)

Notre recherche doctorale porte sur l’influence des pratiques d’enseignement du code alphabétique sur les progrès des élèves de cours préparatoire. Elle a pour objectif d’identifier des pratiques pédagogiques efficaces et de contribuer à la réflexion sur la formation professionnelle des enseignants. Elle constitue l’un des volets d’une enquête collective de grande ampleur dirigée par Roland Goigoux qui visait à évaluer l’influence des pratiques d’enseignement de la lecture et de l’écriture sur la qualité des apprentissages.La première partie de notre recherche est consacrée à la mise en évidence de relations causales entre les pratiques d’enseignement du code alphabétique et les performances des élèves en décodage et en orthographe. Nous nous intéressons tout d’abord à la question de la planification de l’enseignement, plus précisément à la vitesse d’étude des correspondances entre les graphèmes et les phonèmes (tempo) et à la part déchiffrable des textes utilisés comme supports d’enseignement de la lecture (rendement effectif). Nos résultats soulignent l’influence significative de ces deux variables sur la qualité des apprentissages, cette influence s’exerçant de manière différenciée selon le niveau des élèves à l’entrée du cours préparatoire. En outre, nous proposons une progression de l’étude du code alphabétique fondée sur la fréquence théorique des correspondances graphèmes-phonèmes des textes écrits en français standard pouvant servir de référence aux enseignants. Nous étudions également les effets du temps d’enseignement de l’encodage sur les acquisitions scolaires, effets qui se révèlent significatifs et positifs mais qui varient selon la nature des tâches proposées et les publics ciblés.Dans la seconde partie de notre thèse, nous nous attachons à comprendre et à documenter la conduite de l’activité de maitres expérimentés de cours préparatoire à des fins de formation professionnelle. Nous analysons une situation de référence de l’enseignement du lire-écrire à partir des enregistrements vidéo de trente-six séances de lecture collectives. Puis, nous décrivons des scénarios pédagogiques prototypiques et nous posons les bases d’une formation destinée à développer les compétences professionnelles des enseignants. Nous soulevons notamment la problématique de l’articulation de la résolution de tâches de code et de compréhension et celle de l’autonomie de déchiffrage offerte aux élèves. Nous présentons enfin la plateforme numérique que nous avons élaborée et qui permet de déterminer la part déchiffrable des textes utilisés lors des séances de lecture collectives. Cette plateforme nommée Anagraph aide les enseignants à planifier l’étude des correspondances graphophonémiques et à choisir des textes adaptés à l’enseignement de la lecture / Our doctoral research focuses on the influence of phonics instruction on first-grade students’ progress. Its purpose is to identify effective teaching practices and to contribute to the training of teachers. This research is part of a larger study conducted by Roland Goigoux, which aimed to assess the influence of reading and writing on the quality of learning.The first part of our research examines causal relationships between the characteristics of phonics instruction and students’ performances in decoding and spelling. First, we study the influence of the speed of teaching of grapheme-phoneme relationships (tempo) and of the decodable part of texts used to teach reading (rendement effectif). Our results reveal a significant influence of these two variables on the quality of learning, this influence being different according to students’ initial levels. Besides, we propose a planning of the phonics instruction based on the theoretical frequency of the grapheme-phoneme correspondences in texts written in standard French which can serve as references for the teachers. We also study the effects of the teaching time allocated to encoding tasks on reading achievement, effects which appear to be significant and positive but which vary according to the nature of the tasks and to students’ characteristics.In the second part of our dissertation, we attempt to analyze and document teaching practices of experienced first-grade teachers for training purposes. We analyze a reference situation of the teaching of reading and writing from the video recordings of thirty six collective sessions of reading. Then, we describe prototypical teaching scenarios and lay the foundations for a training intended to develop the professional skills of the teachers. Specifically, we raise the issue of the relationship between the resolution of decoding and understanding tasks and the autonomy that decoding success afforded the students. We finally present the digital platform we designed, which allows calculating the decodable part of texts used during reading instruction. This platform named Anagraph has been designed to help teachers plan the study of the grapheme-phoneme correspondences and to choose texts adapted to their teaching

Made available in DSpace on 2016-08-03T16:16:11Z (GMT). No. of bitstreams: 1 Maria Matilde Antonelli.pdf: 3019163 bytes, checksum: b1fa56e5a12288562365f215644e6ba2 (MD5) Previous issue date: 2009-03-19 / This work aims to investigate the knowledge present in the pedagogical practice of six teachers who during their professional career presented a successful practice in teaching how to read and write, always acting in the peripheral region of one city of Big São Paulo. In this study I used semi-structured interviews, participant observation and report of their life history with the intention to answer the following questions: What is there of significance in the well succeeded practice of these teachers? Which knowledge is mobilized with students in the process of reading and writing? How do the teachers deal with different knowledge of the students and with the situations that they face with a possible absence of knowledge? Initially I describe the historical context of the read and write process in 1983 with the implantation of the Basic Cycle (DURAN, 1995), period in which the target teachers of this research began their teaching career in the state web of schools and were challenged to face a new forms of thinking the read and write process within the psychogenesis of the written language (FERREIRO AND TEBEROSKY, 1979), which takes as basis the Piaget constructivism in a dialogic action with authors who prioritize the reflection on knowledge and pedagogical practice. (FREIRE, 1996, OLIVEIRA, 1997, ALARCÃO 2005 AND TARDIF, 2007). The results show that the construction of knowledge of the teachers in the conduct of the work in classrooms occur along with the trajectory of formation and pedagogical acting in different moments. In the dialogue with live experience with produced pedagogical material in the relation with the children they work with in the course of formation in which they take part in the partnership and exchanges with teachers. The creativity facing the challenges of read/write process make they reorganize the knowledge and look for knowledge in which the quality of their intervention and pedagogical actions attend the diversity which constitutes the classroom space. Because they believe in the capacity of children they present challenging activities which can make possible the reflection on the reading and writing processes. Always respecting the previous knowledge of the students who interact with them and constructing knowledge.(AU) / Objetivando investigar os saberes presentes na prática pedagógica de seis professoras que, ao longo de sua trajetória profissional, apresentaram uma prática bem-sucedida na alfabetização, sempre atuando em região periférica de uma cidade da Grande São Paulo, utilizei, neste estudo, entrevista semiestruturada, observação participante e relato de história de vida, no intuito de responder às questões: O que há de significativo nas práticas bem-sucedidas das professoras alfabetizadoras? Quais saberes são mobilizados com os educandos no processo de alfabetização? Como as professoras lidam com diferentes saberes dos alunos e com as situações em que se defrontam com um possível não saber? Inicialmente, descrevo o contexto histórico da alfabetização em 1983, com a implantação do Ciclo Básico de Alfabetização (DURAN, 1995), período em que as professoras-alvo da pesquisa iniciaram carreira no magistério na rede pública estadual e foram desafiadas a uma nova forma de pensar a alfabetização no âmbito da Psicogênese da Língua Escrita (FERREIRO e TEBEROSKY, 1979), embasadas no construtivismo piagetiano, numa ação dialógica com autores que priorizam a reflexão sobre saberes e prática pedagógica (FREIRE, 1996; OLIVEIRA, 1997; ALARCÃO, 2005 e TARDIF, 2007). Os resultados mostram que a constituição dos saberes das professoras na condução do trabalho em sala de aula ocorre ao longo da trajetória de formação e atuação pedagógica, em diferentes momentos: no diálogo com experiências vividas, com materiais pedagógicos produzidos; na relação com as crianças com quem convivem; nos cursos de formação de que participam; nas parcerias e trocas com professores. A criatividade diante dos desafios de alfabetizar faz com que reorganizem o saber e busquem conhecimentos para que a qualidade das intervenções e ações pedagógicas atenda a diversidade que compõe o espaço da sala de aula. Por acreditarem na capacidade das crianças, propiciam atividades desafiadoras que oportunizam a reflexão sobre a leitura e a escrita (FERREIRO, 1989, LERNER, 2002 & WEISZ, 2002), sempre respeitando os conhecimentos prévios do aprendiz que interage com elas e constrói conhecimentos.(AU)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study has as its object of study the experience of inmates who are monitors/educators in the education of adult prisoners in the São Paulo penitentiary system. The research field was constituted by six prisons: Penitenciária de Serra Azul I, Penitenciária de Serra Azul II, Penitenciária Desembargador Adriano Marrey Guarulhos I, Penitenciária José Parada Neto Guarulhos II, Penitenciária Feminina do Butantã CPP and Penitenciária Dr. Sebastiao Martins Siqueira. There were 30 subjects, 28 men and 02 women, 27 being prisoners monitors and 03 educational managers. The specific objectives were: a) revisiting historical dimensions of the prison institution and its constitution, as well as characterize the Brazilian prison system, deepening particularities of the constituent aspects in São Paulo and in the prisons investigated; b) analyzing the legal and curricular guidelines of the education in prison; c) recording and reflecting on the identity of the educators who are prisoners; d) registering, reflecting and analyzing the concepts, knowledge and practices of educators who are prisoners in what relates to citizenship, education, justice in the context of the Department of Penitentiary Administration of São Paulo state. It was a qualitative research based on the procedures of oral history in an interdisciplinary vision. In order to achieve the objectives the following instruments were chosen: literature search; analysis of written documents such as laws, guidelines, educational material; and conducting oral interviews with inmates who are educators and managers. We also used theoretical contributions of cultural studies, narrative research, teachers education, teacher knowledge and the education of young and adult people (EYAP). The narratives of prisoners who are educators revealed a different profile, since they come from well-structured families, work inside and outside the prison and keep good family relationship. Four of the monitors have a college degree and the others have graduated in high school. Another identified trait among them was that of religious conversion in prison. Some of them have become educators and religious leaders. A number of reasons have motivated them to become educators in prison. Inmates monitors were considered good teachers, even without proper training. With the difficulties they admitted that they could develop a better work with the input of other learning materials. The analysis of the educational proposal and the voices of the subjects evidenced that the experience conducted by FUNAP was successful since it valued the subjects and the construction of knowledge and unique practices in the prison educational environment. That way it deserves to be preserved and valued. We have concluded that education in prison should not be a mere transposition of the process developed in regular schools, but a specific EYAP that considers the singularities of the prison environment and subjects as teachers to acknowledge the contradictions, and values the freirean ideals of liberating and emancipator education. / Esta tese tem como objeto de estudo a experiência de presos monitores/educadores na educação de adultos presos do sistema penitenciário paulista. O campo da pesquisa foram seis unidades prisionais: Penitenciária de Serra Azul I, Penitenciária de Serra Azul II, Penitenciária Desembargador Adriano Marrey Guarulhos I, Penitenciária José Parada Neto Guarulhos II, Penitenciária Feminina do Butantã CPP e a Penitenciária Dr. Sebastiao Martins Siqueira. O universo de colaboradores foi composto de 30 sujeitos, 28 homens e duas mulheres, sendo 27 presos monitores e 03 gestores educacionais. Os objetivos específicos do estudo foram assim delimitados: a) revisitar dimensões históricas da constituição da instituição prisional, bem como caracterizar o sistema prisional brasileiro, aprofundando particularidades dos aspectos constitutivos no estado de São Paulo e nas unidades prisionais investigadas; b) analisar as diretrizes legais e curriculares da constituição da educação escolar prisional; c) registrar e refletir sobre a identidade docente dos educadores (as) presos (as) e; d) registrar, refletir e analisar as concepções, os saberes e as práticas de educadores (as) presos (as) relacionadas à cidadania, à educação, à justiça no contexto da Secretaria de Administração Penitenciária do Estado de São Paulo. A pesquisa ancorou-se na abordagem da pesquisa qualitativa, pautada nos procedimentos da história oral temática em uma visão interdisciplinar. Para atingir os objetivos propostos foram escolhidos os seguintes procedimentos metodológicos: pesquisa bibliográfica; a análise de documentos escritos, tais como leis, diretrizes, material didático; e a realização de entrevistas orais com os presos educadores e gestores. Recorremos aos aportes teóricos dos estudos culturais, da pesquisa narrativa, formação de professores, saberes docentes e a educação de jovens e adultos. As narrativas dos educadores presos investigados revelaram possuir um perfil diferenciado, uma vez que vieram de famílias bem estruturadas, que trabalhavam fora e dentro da prisão e que mantêm laços familiares. Quatro dos monitores possuem curso superior e os demais ensino médio completo. Outro traço identificado, entre eles, foi o da conversão religiosa no interior do presídio. Assim, alguns deles tornaram-se educadores e líderes religiosos. Múltiplas razões os motivaram a tornarem-se educadores no presídio. Os presos monitores se consideraram bons professores, mesmo sem a formação adequada e com as dificuldades impostas, admitiram que poderiam ser melhores com o aporte de outros materiais didáticos. A análise da proposta educacional e das vozes dos sujeitos, evidenciou que a experiência paulista desenvolvida pela FUNAP foi uma experiência exitosa, na medida em que valorizou os sujeitos e a construção de saberes e práticas singulares nos espaços educativos da prisão. Neste sentido, merece ser preservada e valorizada. Concluímos que a educação nas prisões não deve ser uma mera transposição do processo desenvolvido nas escolas regulares, mas uma EJA específica que considere as singularidades do espaço prisional e dos sujeitos educandos e educadores, que reconheça as contradições e valorize os ideais freireanos de educação libertadora e emancipatória. / Doutor em Educação

Environmental Education (EE) is a broad process that brings to the discussion, from the perspective of the formation of critical, reflexive and participatory citizens, the impacts on the environment in its multiple dimensions, whether natural or social. However, when developed in the formal context, the EE can find limitations imposed by the follow-up of the reference matrix of instruments such as the National High School Examination (ENEM), which creates barriers to the discussion of socio-environmental problems on a local scale. This dissertation aimed to form environmental reeditors from the Methodology of Problematization with the Arch of Maguerez, aimed at the students of the Center of Excellence Dr. Milton Dortas, located in Simão Dias/SE, Northeast Brazil. The educational unit is located in the Caiçá River watershed, which has polluted waters when it enters the urban area, besides the visible environmental degradation of its surroundings, neglected by the public power in the creation of policies to mitigate the problem. The method of approach adopted in the study was the deductive one. As procedural instruments, Teaching Practices in Community (PEC) were carried out from the Problematization Methodology with the Maguerez arch, an active and innovative methodology that inserts the local reality into the educational routine. Initially, thirty students from the three high school grades of the referred college were selected, who participated in the PEC that occurred in extracurricular hours to their classes, on Saturdays, from January to June of 2018. First, the ENEM tests applied between the from the years 2012 to 2017, which proved the insufficient approach of local characteristics in their questions, directing the school curricula to the discussion of larger spatial scales and consequent omission of the place. In the development of the PEC, following the five steps of the Problematization Methodology with the Maguerez arch, students were able to observe, coexist and deepen studies based on a clipping of the reality of the community around the Caiçá River, with which they hypotheses to solve the socio-environmental problem and carried out educational and socio-political interventions. The active methodology used provided the training of environmental reeditors, as it related concepts and practices of citizenship, proactivity, sustainability and adapted the knowledge learned in a contextualized way. Likewise, the development of the PEC allowed the students to approach the community around the water body, to confront the socioenvironmental problems of the municipality and to participate in the initial discussion regarding the implementation of EE public policies for the municipality. / A Educação Ambiental (EA) é um amplo processo que traz à discussão, na ótica da formação de cidadãos críticos, reflexivos e participativos, os impactos sobre o ambiente em suas múltiplas dimensões, sejam elas naturais ou sociais. No entanto, quando desenvolvida no âmbito formal, a EA pode encontrar limitações impostas pelo seguimento da matriz de referência de instrumentos como o Exame Nacional do Ensino Médio (ENEM), que cria barreiras para a discussão dos problemas socioambientais em escala local. Esta dissertação teve por objetivo formar reeditores ambientais a partir da Metodologia da Problematização com o arco de Maguerez, voltada aos discentes do Centro de Excelência Dr. Milton Dortas, localizado em Simão Dias/SE. A unidade de ensino está localizada na microbacia do rio Caiçá, que tem suas águas poluídas quando adentra a zona urbana, além da visível degradação ambiental do seu entorno, negligenciada pelo poder público quanto à criação de políticas para mitigação do problema. O método de abordagem adotado no estudo foi o dedutivo. Como instrumentos procedimentais, foram realizadas Práticas de Ensino na Comunidade (PEC) a partir da Metodologia da Problematização com o arco de Maguerez, metodologia ativa e inovadora que insere a realidade local no cotidiano educacional. Inicialmente, foram selecionados trinta estudantes das três séries do Ensino Médio do referido colégio, que participaram das PEC que ocorreram em horário extracurricular às suas aulas, aos sábados, entre janeiro a junho de 2018. Primeiramente, foram analisadas as provas do ENEM aplicadas entre os anos de 2012 a 2017, que comprovaram a insuficiente abordagem de características locais em suas questões, direcionando os currículos escolares à discussão de escalas espaciais maiores e consequente omissão do lugar. No desenvolvimento das PEC, a partir do seguimento dos cinco passos da Metodologia da Problematização com o arco de Maguerez, os discentes puderam observar, conviver e aprofundar estudos a partir de um recorte da realidade da comunidade do entorno do rio Caiçá, com a qual levantaram hipóteses para solucionar a problemática socioambiental e realizaram intervenções de cunho educacional e sócio-político. A metodologia ativa utilizada proporcionou a formação de reeditores ambientais, pois relacionou conceitos e práticas de cidadania, proatividade, sustentabilidade e adaptou os conhecimentos apreendidos de forma contextualizada. Do mesmo modo, o desenvolvimento das PEC possibilitou a aproximação dos estudantes com a comunidade do entorno do corpo hídrico, o enfrentamento da problemática socioambiental do município e a participação na discussão inicial quanto à implantação de políticas públicas de EA para o município. / São Cristóvão, SE

Made available in DSpace on 2014-07-29T15:32:12Z (GMT). No. of bitstreams: 1 Izabella Peracini.pdf: 1181201 bytes, checksum: 51b29b1c1343e5e278f9d6db8e5a7eb4 (MD5) Previous issue date: 2009-06-19 / The aim of this research is to investigate the knowledge and the practices constituting the training of the Geography teacher. The relationship between knowledge and teaching practice is sought to be understood from the participation of this subject in the universe city, as school content. The subject city marks then, in this proposal, a point of reflection about the study of the space, in its dialectical understanding. It is having in mind the theoretical proposal of school Geography that I take a look at the teaching practice, as a bias which enables and promotes the training of students who are citizens and critical individuals who see the city as a place of rights, access, and social insertion. This research is considered a case study due to its nature, which aims to analyze the knowledge that a group of Geography teachers, who work at the Public Education Network, has upon the city. It is an inquiry that covers a qualitative approach for the analysis and observation of lessons and interviews. Having three chapters, this thesis is structured in parts which are interrelated and complete each other. Thus, the first part presents a discussion about the training of the Geography teacher emphasizing, specifically, the construction of professional knowledge that guides the teaching practice. In the second part of the text, a remark about school Geography and its contribution in the training of students is carried out. This chapter looks at the influence of the school quotidian in the construction of the knowledge of the students. The school experience and its routines come into play in the formation of interpersonal relationships among the individuals and in the production of knowledge. In the third part of this paperwork, the voices of the teachers subject of this research, who were observed in their classroom practice and interviewed-, are heard and discussed. It is tried, in this chapter, to articulate the issue of professional identity with the construction of knowledge of the teachers which refer to the subject city. It is at this moment that the subjectivity of the teacher is discussed, as a product or effect of knowledge and personal and professional experiences. From the considerations of the teachers interviewed, we identified different types of professionals who, when listing their beliefs about the teaching of Geography, allow distinctions which classify them as individuals resistant to change, conniving with the tradition of teaching, or as innovative individuals, who are trying to break free from the limitations which are imposed to them in the public activity of being a Geography teacher. / Esta pesquisa tem como objetivo investigar sobre os saberes e as práticas constitutivas da formação do professor de Geografia. A partir da participação desse sujeito no universo cidade, enquanto conteúdo escolar, busca-se entender a relação dos saberes com a prática docente. O conteúdo cidade demarca, então, nessa proposta, um ponto de reflexão sobre o estudo do espaço, em sua compreensão dialética. É com vistas à proposta teórica da Geografia escolar que lanço um olhar sobre a prática docente, como um viés que permite e promove a formação de alunos cidadãos e sujeitos críticos que vêem a cidade como um lugar de direitos, acesso e inserção social. Devido à natureza deste estudo, que objetiva analisar os saberes que um grupo de professores de Geografia, que ensinam na Rede Pública, possui sobre a cidade, essa pesquisa se constitui em um estudo de caso. Trata-se de uma investigação que abrange uma abordagem qualitativa para a análise e observação de aulas e entrevistas. Compondo-se de três capítulos, essa dissertação está estruturada em partes que se interrelacionam e se completam. Assim, a primeira parte apresenta uma discussão sobre a formação do professor de Geografia, enfatizando, especificamente, a construção do saber profissional que norteia a prática docente. Na segunda parte do texto, realiza-se uma reflexão sobre a Geografia escolar e sua contribuição na formação dos alunos. Este capítulo volta o olhar para a influência do cotidiano escolar na construção do conhecimento dos alunos. A vivência escolar e suas rotinas entram em cena na constituição das relações interpessoais dos sujeitos e na produção do saber. Na terceira parte deste trabalho, são ouvidas e discutidas as vozes dos professores, sujeitos desta pesquisa, que foram observados em sua prática de sala de aula e entrevistados. Tenta-se, neste capítulo, articular a questão da identidade profissional com a construção dos saberes dos professores referentes ao conteúdo cidade. É nesse momento que se discute sobre a subjetividade do professor, enquanto um produto ou efeito de conhecimento e experiências pessoais e profissionais. Com base nas considerações dos docentes entrevistados, identificamos diferentes tipos de profissionais que, ao elencarem suas crenças sobre o ensino da Geografia, permitem caracterizações que os classificam em sujeitos resistentes a mudanças, coniventes com a tradição do ensino, ou em sujeitos inovadores, que buscam romper com as limitações que lhes são impostas na atividade pública de ser professor de Geografia.

Depuis peu la question de la pédagogie universitaire en général, et du développement professionnel pédagogique (DPP) des universitaires en particulier est une question d’actualité en France. Toutefois ce concept reste polysémique et protéiforme. Qui plus est, d’aucuns attribuent à la France une spécificité à propos de ce DPP.Cette recherche appréhende le concept par le prisme de trois dimensions : les pratiques pédagogiques que déclarent mettre en œuvre les universitaires, leurs conceptions à propos de ce qui constitue un « bon » et un « mauvais » cours et enfin les attentes et besoins qu’ils expriment pour se développer pédagogiquement. Ce travail se réalise via un dispositif méthodologique mixte qui combine démarches qualitative et quantitative, et interroge des enseignants universitaires de disciplines et années d’expériences variées. Tant à propos de leurs pratiques, que de leurs conceptions ou encore de leurs attentes et besoins, les répondants ne forment pas un groupe homogène et leur DPP s’avère pouvoir être abordé sous différents aspects. Nos résultats font le constat que les pratiques d’enseignement et les conceptions sont encore très majoritairement inscrites dans un modèle magistral et transmissif. Mais avec une prise en compte de l’apprenant. Ce qui conduit les enseignants à identifier un besoin de soutien au DPP, mais une difficulté à identifier ce qui pourrait concourir à le satisfaire. Ce DPP apparaît comme un processus solitaire qui s’exerce dans un « isolement pédagogique ».Nous revenons sur la possibilité d’une spécificité française. Laquelle ne peut être démontrée si on analyse uniquement l’axe «enseignants». Ce qui conduit à envisager des perspectives d’analyse situationnelle. / Recently, teaching and learning in higher education, Faculty and educational development (FED) in particular, have become topical issues in France. However, the concepts are polysemic and protean. Moreover, some argue that there is a French specificity about FED. This research approaches the FED concept from three angles: teaching practices, faculty beliefs on what constitutes "good" or "bad" teaching, and their stated expectations and needs for professional development. This work was carried out with a mixed methodology combining qualitative and quantitative approaches, based on a survey of 174 academics of the same university, distributed across disciplines and various lengths of teaching experience. On the three accounts of practices, beliefs or expectations and needs, the population of respondents is heterogeneous and their FED may be approached in different ways. Our results point out that their teaching practices and views still predominately refer to the transmission model of teaching, blended with a consideration for the learner. This leads them to identify a need for support towards FED, but with a difficulty to identify what might contribute to satisfy it. FED appears as a solitary process that takes place in a "pedagogical isolation." When contemplating a possible French specificity, we concluded that it could not be established from the only perspective of academics. This leads to consider the prospects of a contextual analysis.