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Introdução: A música se apresenta nas mais diferentes etnias, em suas múltiplas formas, em vários contextos do cotidiano e com objetivos diversos, podendo ser apresentada como uma poderosa ferramenta pedagógica na educação infantil. Neste contexto educacional, a música tem o propósito de colaborar com o desenvolvimento da criatividade, socialização e expressão da criança facilitando seu aprendizado. A legislação que torna o ensino de música obrigatório nas escolas da rede pública e privada do Brasil completou dez anos em 2018, mas na prática, esse ensino ainda não acontece. Fazer uso da música em atividades escolares desperta a atenção dos alunos, contribui para a concentração no momento da aula, proporciona maior participação dos estudantes no processo de aprendizado e auxilia na fixação de conteúdos de maneira simples e lúdicas. Objetivo: demonstrar de que modo a música pode ser essencial para o ensino de Astronomia em três escolas da rede de ensino do Estado de São Paulo com os alunos dos anos iniciais do Fundamental I. Método: foi composta letra e música intitulada \"Sistema Solar\", e produzidos quatro vídeos baseados em uma descrição simplificada do Sistema Solar. As atividades realizadas com esses recursos tiveram o objetivo de facilitar a compreensão de conceitos de Astronomia e despertar o interesse em desenhar, recortar, colorir e cantar a música. A composição da música foi pensada e realizada em 4 etapas: estilo, ritmo, tonalidade e arranjo de instrumentos, resultando em uma música estilo acústico, adequada para o ambiente da sala de aula. Para a composição da letra da música, levou-se em conta conceitos de Astronomia, música e aspectos e características de publicidade, o que resultou na composição de um jingle formado por melodia, letra e harmonia simples, com padrão acústico e utilização de violão e voz. Os 4 vídeos foram divididos em: dois vídeos de desenhos animados, um com legenda e outro sem legenda; e dois vídeos aulas (*). A sequência didática para organizar o material utilizado para o ensino de Astronomia com Música e vídeo foi baseada no modelo da Escola de Genebra e apresentada aos alunos do Fundamental I de três escolas públicas da rede de ensino do Estado de São Paulo. (*) http://www.astro.iag.usp.br/~leister / Introduction: Music is played in different ethnicities, in multiple ways, in different contexts and with diverse objectives. It can therefore be presented as a powerful pedagogical tool in early childhood education. In this educational context, the music has the purpose of collaborating with the development of creativity, socialization and expression for children, facilitating their learning. The legislation that makes music education compulsory in both public and private schools in Brazil was completed ten years in 2018, but in practice, this education is not happen. Making use of music in school activities captures the attention of students, increases concentration in the class and provides greater participation of students in the learning process and helps to deliver content in a simple and playful way. Aim: To demonstrate how music can be essential for astronomy learning in three schools in the state of São Paulo with students in the initial years of elementary school. Methods: Music and lyrics entitled \"Solar System\"were created along with four videos based on a simplified description of the solar system. The activities carried out with these resources were designed to facilitate understanding of the concepts of astronomy and arousing interest in drawing, cutting, colouring and singing with the music. The composition of the music was conceived in 4 stages; style, rhythm, tonality and instrumental arrangement, resulting in acoustic style music, suitable for the classroom environment. Concepts of astronomy, music and characteristics of advertising were taken into account for the composing of the song lyrics, which resulted in a composition made of a melody, lyrics and simple harmony, with acoustic patterns using a guitar and voice. The 4 videos were divided; two videos of cartoons, one with and one without subtitles; and two video lessons. The didactic sequence used to organize the material for teaching Astronomy with music and video was based on the model of the School of Geneva and was presented to students in three public elementary schools public schools in the State of São Paulo. (*) http://www.astro.iag.usp.br/~leister

Made available in DSpace on 2017-07-21T20:31:58Z (GMT). No. of bitstreams: 1 Marines Kaviatkovski.pdf: 1777734 bytes, checksum: ce916eb6a3804f76027cd3605a84cd89 (MD5) Previous issue date: 2012-03-30 / This work presents and enables an analysis of how the Mathematical Modeling is being inserted in the scholar context, on the ambit of an investigation that seeks to answer which contributions the insertion of Mathematical Modeling, as a methodology of teaching and learning, can offer in the early years of elementary school? The delimitation of this research is predominantly of qualitative nature. The data presented was obtained using an exploratory research. The objectives of the research were: a) Contribute with the insertion of Mathematical Modeling as a methodology of teaching and learning in the ambit of the early years of elementary school; b) Point, after analytical reflections, the clarifications made by the teachers related to the perspectives of utilizing the Mathematical Modeling in the early years of elementary school. It was utilized as theoretical fundamentation the contributions from Miorim (1998) who discusses the History of the Mathematical Education, from authors who discuss the nature and methodology of the Mathematical Education (Rius, 1989a, 1989b; Kilpatrick 1996), authors who underlie the aspects and analysis of data from a qualitative research (Bogdan; Biklen, 1994; Bardin, 2011), authors who discuss the Mathematical Modeling in the ambit of the Mathematical Education (D’Ambrosio, 1999; Burak, 1992, 2010; Barbosa 2001; Meyer, 2007; Burak; Klüber, 2008, 2010), as well as authors who discuss the Education and formation of the teacher (Freire, 1981, 2005; Libâneo, 2006; Nacarato; Mengali; Passos, 2009). The research involves the analysis from teacher manifestations after concluding a formation course in service involving the Mathematical Modeling, as well as the analysis of works developed with students from the early years of elementary school, according to a Mathematical Modeling perspective. The results of the research indicate that in the ambit of early years: a) Modeling is a methodological tendency that offers contributions to the process of teaching; b) teachers explicit different perspectives of the use of Modeling. / Este trabalho apresenta e possibilita uma análise de como a Modelagem Matemática vem sendo inserida no contexto escolar, no âmbito de uma investigação que busca responder que contribuições a inserção da Modelagem Matemática, como uma metodologia de ensino e aprendizagem, pode oferecer ao ensino da Matemática nos anos iniciais do Ensino Fundamental? O delineamento da pesquisa é de natureza qualitativa. Os dados apresentados foram obtidos por meio de uma pesquisa exploratória. Os objetivos da pesquisa foram: a) Contribuir com a inserção da Modelagem Matemática como uma metodologia de ensino e aprendizagem no âmbito dos anos iniciais do Ensino Fundamental; b) Apontar, após reflexões analíticas, as explicitações dos professores relacionadas às perspectivas de utilização da Modelagem Matemática nos anos iniciais do Ensino Fundamental. Utilizaram-se como fundamentação teórica as contribuições de Miorim (1998), que discute a História da Educação Matemática, de autores que discutem a natureza e metodologia da Educação Matemática (Rius, 1989a, 1989b; Kilpatrick 1996), autores que fundamentam os aspectos e análise dos dados de uma pesquisa qualitativa (Bogdan; Biklen, 1994; Bardin, 2011), autores que discutem a Modelagem Matemática no âmbito da Educação Matemática (D’Ambrosio, 1999; Burak, 1992, 2010; Barbosa 2001; Meyer, 2007; Burak; Klüber, 2008, 2010), bem como autores que discutem a Educação e a formação do professor (Freire, 1981, 2005; Libâneo, 2006; Nacarato; Mengali; Passos, 2009). A pesquisa envolveu a análise de manifestações de professores após concluírem um curso de formação em serviço envolvendo a Modelagem Matemática, assim como a análise de trabalhos desenvolvidos com estudantes dos anos iniciais do Ensino Fundamental, segundo uma perspectiva de Modelagem Matemática. Os resultados da pesquisa indicam que no âmbito dos anos iniciais: a) a Modelagem é uma tendência metodológica que oferece contribuições ao processo de ensino da Matemática; b) os professores explicitam diferentes perspectivas de uso da Modelagem.

Made available in DSpace on 2016-04-27T16:57:40Z (GMT). No. of bitstreams: 1 Kelly Inacia de Sousa.pdf: 535545 bytes, checksum: 3c30882f0ea21725082d41fc7c55c0c9 (MD5) Previous issue date: 2015-09-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims to rescue the formative procedures occurred throughout 2012 in the project "Challenges for inclusive education: thinking the teacher's training about the knowledge of mathematics procedures in the initial grades of basic education" from the Education Observatory CAPES/INEP, public notice 2010, under general coordination of Professor Dr. Ana Lucia Manrique from the Pontifical Catholic University of São Paulo. In this research, we look at three participating teachers, all of them working at public schools in São Paulo. From memories of the formative meetings, we intended to understand what perceptions the teachers have built about the developed training and what the effective contributions to their practice in the classroom are. For data collection, a questionnaire was used to obtain information and outline a profile of the participants, as well as an open press conference attended by the three teachers, the researcher and two interviewers, a doctoral student and a master s student responsible for the training developed in the Project. To theoretically support our research, the work of Francisco Imbernon was used. Imbernon is an author who dialogues from a perspective of continuing education based on collaboration, meaning that we adopted in our project. We emphasize two categories: the perception of the formative processes and the contributions of formative processes for the performance of teachers. We separate our analysis into two parts, the analyzes these categories in relation to the filming carried out by the teachers on the use of manipulative materials for teaching math concepts, and another part analyzes these same categories for seminars held by the teachers to the group the formation. Two perceptions were identified: one refers to the sense of collaboration present in the formation experienced in this group, and the other refers to individual and collective change, causing new posture to teach and learn about the new understandings, and aspects surpass the pedagogical. Regarding contributions, the data show improvement of mathematical knowledge, appropriate use of mathematical terms and use of appropriate teaching materials for teaching mathematical / A presente pesquisa tem por objetivo resgatar os processos formativos ocorridos ao longo do ano de 2012 no Projeto Desafios para a educação inclusiva: pensando a formação de professores sobre os processos de domínio da matemática nas séries iniciais da educação básica do Observatório da Educação da CAPES/INEP, edital 2010, sob coordenação geral da Prof.ª Dr.ª Ana Lúcia Manrique da Pontifícia Universidade Católica de São Paulo. Nesta pesquisa, olhamos para três professoras participantes do Projeto, sendo todas docentes da rede pública de ensino de São Paulo. A partir das memórias dos encontros formativos, tivemos a intenção de compreender quais as percepções que as professoras construíram a respeito da formação desenvolvida e quais as contribuições efetivas para a sua prática em sala de aula. Para a coleta de dados foi utilizado um questionário para obter informações e delinear um perfil das participantes da pesquisa, além de uma entrevista coletiva aberta com as três professoras. Para subsidiar teoricamente nossa pesquisa, foram utilizadas as obras de Francisco Imbernón, autor que dialoga sob uma perspectiva de formação continuada com base fundamentada na colaboração, sentido esse adotado em nosso Projeto. Destacamos duas categorias de análise: a percepção sobre os processos formativos e as contribuições dos processos formativos para a atuação das professoras. Separamos nossas análises em duas partes, uma analisa essas categorias em relação às filmagens realizadas pelas professoras sobre o uso de materiais manipulativos para o ensino de conteúdos matemáticos, e outra parte analisa essas mesmas categorias em relação aos seminários realizados pelas professoras para o grupo de formação. Duas percepções foram identificadas: uma refere-se ao sentido de colaboração presente na formação vivenciada nesse grupo, e outra refere-se à mudança individual e coletiva, que provocam novas posturas frente ao ensinar e novas compreensões sobre o aprender, além de aspectos que ultrapassam o pedagógico. Em relação às contribuições, os dados apontam aprimoramento dos conhecimentos matemáticos, uso adequado de termos matemáticos e utilização apropriada de materiais pedagógicos para o ensino de conteúdos matemáticos

O presente estudo investiga o processo de construção de saberes dos estudantes de Pedagogia em relação à Matemática e seu ensino durante a formação inicial. Trata-se de pesquisa de natureza qualitativa, de cunho analítico-descritivo e longitudinal, que foi realizada no período 2007-2010, com alunos do curso de Pedagogia da Faculdade de Ciências e Tecnologia da UNESP, em Presidente Prudente, região oeste do interior do Estado de São Paulo. O desenvolvimento da pesquisa envolveu a utilização de questionário, entrevistas semi-estruturadas e aplicação de casos de ensino. Todos estes instrumentos de coleta de dados tiveram como objetivo captar as visões dos sujeitos sobre a relação com a Matemática e seu ensino no decorrer do curso de Pedagogia. Os resultados foram analisados a partir de quadro de referência sobre os saberes docentes e mostram as alterações de visões dos sujeitos durante a formação inicial. Os sujeitos, a partir da reflexão sobre suas experiências vivenciadas como alunos na educação básica, vão resignificando seus saberes em relação à Matemática e seu ensino, por meio da influência das diferentes disciplinas estudadas no curso. As mudanças mais significativas percebidas foram em relação ao receio e a visão distorcida que os sujeitos diziam ter em relação ao conhecimento matemático. Ao final do curso, eles afirmam que mesmo não tendo domínio completo de alguns conteúdos, tal relação melhorou e se dizem mais seguros e preparados para ensinar conceitos matemáticos nos anos iniciais. / This research investigates the process of building of knowledges of students of Pedagogy in relation to Mathematics and its teaching during the course of initial formation. It is a qualitative research, analytical-descriptive and longitudinal, which was held in the period 2007-2010, with students of Pedagogy of Faculdade de Ciências e Tecnologia da UNESP, in Presidente Prudente, West region of State of São Paulo. The methodology of this research involved the use of questionnaire, semi-structured interviews and application do teaching cases. All these data collection instruments had intended to capture the views of the subjects about the relation with Mathematics and its teaching during the course of Pedagogy. The results were analyzed from a frame of reference about teachers knowledges and show the changes of visions of the subjects during the initial formation. The subjects, from reflection on their experiences as students in basic education, rebuild their knowledges in relation to Mathematics and its teaching, through the influence of different disciplines studied on the course. The most significant changes were perceived in relation to the fears and biased view that the subjetcs claimed in relation to the mathematical knowledge. At the end of the course, they claim that even they dont having complete domain of some mathematical concepts, the relationship with the mathematical knowledge has improved and they feel reassured to teach such knowledge in the early years.

The aim of the study was to describe and analyse the design of learning environments and how children in preschool, preschool class and primary school create meaning and learn from the teaching aids offered to them in scientific activities planned by teachers. The theoretical reference frame was obtained from multimodal and design-oriented theory, with its focus on the creative dimensions of learning and detailed aspects of how learning takes place. The study is based on video-observations and constituted an in-depth study of a limited number of occasions spent in preschool, preschool classes and the first year of primary school when science lessons were in progress. Four children’s groups, thirty-six children and five teachers took part in the study, from different schools and municipalities. The children are aged between three and seven. The video-observations have been transcribed as text and analysed with analytical concepts found within the theoretical framework. The results show that considering the number of children in the children’s groups, relatively few children take part in the scientific learning contexts. Changes in the balance of power were evident in the learning settings and followed the interaction patterns that were identified in the children’s groups.  The results also show that children create representations – both individually and corporately – in new or different ways that are made up of analogies expressed in terms of equivalent, existential, expressive and figurative analogies. The children’s verbal expressions that corresponded with the responses expected by the teachers were highly valued, were paid attention to and were recognised as know-how. This meant that many of the potential meanings that exist in children’s meaning-making in science become invisible. The results have educational implications for teachers’ work at the local level and for teacher training.

In contemporary UK preschool, technological resources have become a standard feature of the environment. This has prompted widespread discussion around the appropriateness of technologies in preschools and for some time concerns were raised that technology is socially detrimental for children. These concerns have since been challenged as it has been argued that they are unsubstantiated and not evidence-based. Yet despite this realisation, few studies have been conducted about children’s social interaction around technologies in order to contribute to this debate. Furthermore, negative concerns have largely been attributed to the technological artefacts themselves and the cultural and wider preschool context is often overlooked. In the 1980s, research on the ecological preschool environment in relation to children’s social behaviours was widely available but similar studies situated in contemporary technology-rich preschool environments is limited. Thus, a body of literature to inform the technology debate in relation to social interaction is restricted. This study provides an empirical foundation to begin exploring 3 to 5 year old children’s social interactions in technology-rich local authority preschools by: identifying the observable child-child interactions as children engage with technology in preschools; exploring the preschool characteristics which may contribute to these interactions; and exploring the role that technologies play in contributing to these interactions. The study adopts an inclusive definition of technology and addresses a broad range of resources, providing a new perspective on the role of technologies in education and in relation to social interactions. These areas of interest were addressed using four qualitative methods: observation, activity mapping, researcher-led games with children and interviews with practitioners. Following the nine-month data collection phase and iterative thematic analysis, two key findings emerged from the data. Firstly, children’s social interactions during technological activities in preschool were complex and multifaceted with few discernible patterns emerging. Secondly, the wider preschool context made a large contribution to the contingent and divergent interactions observed, diluting claims that technological artefacts alone influence children’s social interactions.

As Theatre for the Very Young (TVY) has only begun to be produced in the United States within the past 10 years, little is written about how the work is being developed and produced. This thesis serves to acknowledge the impact international TVY practice has on US work while simultaneously providing insight into development processes. This document questions: What goals, considerations and limitations exist when developing TVY? Who is currently creating TVY? How does the context for the creation of a piece influence the development process and the product? Within this thesis I examine the processes of current TVY practitioners and identity three different organizational structures where TVY is currently being created. I also cite examples from TVY development processes I have engaged in within each organizational structure. Finally, I name how engaging with and in TVY has impacted my evolution as a TVY practitioner. / text

My thesis presents a comparison of English and Turkish Early Years/Kindergarten teachers’ understandings and practices of outdoor activities. Comparative research provides a wider understanding of the two different cultures’ current circumstances in outdoor activities. Such research provides in-depth understanding of educational aspects in different cultures, and produces enhancement opportunities for educational pedagogies (Alexander, 2001). I had been conscious of possible differences in cultural perception of childhood and its temporal effects on historical developments as well as on the way children play and engage in outdoor activities and this informed my approach. This thesis was based on ethnographic research involving two sets of observations and interviews exploring English and Turkish teachers’ perceptions and practices of outdoor activities. The observations and interviews were held both before and after an intervention that I introduced. This intervention used social media to allow teachers to exchange photographs and comments about their outdoor learning practices and share ideas across the two countries. Four main themes emerged from the research: professional learning in the early years, barriers, freedom and pedagogic roles. The interaction that allowed them to see different practices had a notable impact on the teachers; enhancing their approach to outdoor activities and contributing to their professional development. Therefore, this research reveals the importance of cross-cultural research as well as the practicality of the new model: The Online Interactive Professional Learning Model based on the Experiential Learning Theory (ELT).

A presente investigação inscreve-se nos campos dos Estudos de Gênero e dos Estudos Culturais que se aproximam dos referenciais pós-estruturalistas, apoiados na teorização de Michel Foucault. Examino que pedagogias financeiras para a infância se constituem na articulação dos discursos da Educação Matemática com os discursos do senso comum, produzindo modos de lidar com dinheiro que educam crianças urbanas inseridas em processos de escolarização contemporâneos. Analiso práticas culturais implicadas no uso do dinheiro, relatadas em diários e entrevistas de crianças que cursavam a quarta série e apresentadas como enredos de problemas escolares de duas coleções de livros didáticos de Matemática para os anos iniciais do Ensino Fundamental. Descrevo uma discursividade sobre modos de gerenciar o dinheiro que circulam em várias instâncias culturais, especificamente nos conhecimentos matemáticos escolares. Buscando convergências, reiterações e rupturas entre os discursos veiculados nos materiais empíricos produzidos, e ainda problematizando os efeitos de uma educação financeira ativada por experts, argumento que a naturalização da posse de recursos financeiros e a invisibilidade da imprescindível necessidade dos mesmos na ação de comprar são elementos do campo discursivo analisado que, ao se articularem com a incitação ao consumo, produzem uma pedagogia financeira que apaga as diferenças e as desigualdades sociais existentes. Ainda questiono os atravessamentos de gênero que estão contidos nessas pedagogias que diferenciam meninos de meninas em seus modos de conseguir, gastar e guardar dinheiro, além de reforçar noções conflitantes de feminilidades e masculinidades. / This research appears within the fields of Gender Studies and Cultural Studies approaching post-structuralist references, supported by the theory of Michel Foucault. I examine which financial pedagogies for childhood are made on the articulation of Mathematics Education discourses with the common-sense discourse, producing ways to deal with money that educate urban children allocated in contemporary schooling processes. I analyze cultural practices involved in the use of money, reported in diaries and interviews of children who attended the fourth grade and presented as plots for school problems of two collections of Mathematics books for the early years of elementary school. I describe a discursivity about ways of managing money that travels in diverse cultural instances, specifically in the mathematical knowledge from school. Seeking similarities, repetitions and breaks between discourses conveyed through empirical materials produced, and even questioning the effects of financial education activated by experts, I argue that the naturalization of financial resources possession and the invisibility of their essential needs in the action of buying are elements of the discursive field analyzed, that, by relating with the encouragement to consume, produces a financial pedagogy that erases differences and social inequalities. I still question the gender crossings that are contained in these pedagogies that differentiate boys from girls in their ways of getting, spending and saving money, and enhance conflicting notions of femininity and masculinity.