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A possibilidade de incorporar a pesquisa na pr?tica cotidiana do professor do ensino fundamentalOligurski, Eliana Maria 09 February 2009 (has links)
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Previous issue date: 2009-02-09 / This research aims to verify the possible link between teaching and research in teacher s work in basic education. The research was conducted in a Municipal Elementary School in the city of Campinas, with teachers and students of the first years of Elementary School. We analyzed documents, as the Pedagogical Project of the school and texts presented by students, and also interviewed students and teachers in order to clarify their conceptions of research. The results of this research point out that it is possible to develop a pedagogical practice in Elementary School articulating teaching and research, and taking research as a way to promote intellectual and integral development of students, as well as integration between school and its community. Nevertheless, to achieve this objective, it is necessary that the school, and the educational system as a whole, offer conditions for projects like the one exposed in this study to achieve success. / Esta pesquisa tem como objetivo verificar a poss?vel articula??o entre ensino e pesquisa na pr?tica pedag?gica do professor da educa??o b?sica. O estudo foi realizado em uma escola da Rede Municipal de Campinas-SP, com alunos e professores das s?ries iniciais do ensino fundamental, a partir da an?lise de documentos, como o Projeto Pol?tico Pedag?gico da Escola, e de trabalhos produzidos pelos estudantes. Foram tamb?m realizadas entrevistas e question?rios para an?lise das concep??es de pesquisa destes professores e alunos. Os resultados apontam que ? poss?vel desenvolver na escola b?sica uma pr?tica pedag?gica que articule ensino e pesquisa, tornando esta ?ltima uma fonte catalizadora de desenvolvimento integral e intelectual dos alunos, bem como de integra??o entre escola e comunidade. Para tal, no entanto, ? de fundamental import?ncia que a escola, e o sistema educativo como um todo, ofere?am condi??es para que propostas como as analisadas no presente estudo possam ser efetivadas.
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A produ????o de pesquisa em educa????o e as pol??ticas p??blicas no DF (2006-2012): uma articula????o necess??riaChaves, Clara de Souza 31 March 2014 (has links)
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Previous issue date: 2014-03-31 / This work falls within the field of study of the research line of public policies managment
and economy of education from Universidade Cat??lica de Bras??lia (UCB) (Catolic
Bras??lias???s University). The goal of the study was the academic production from the
employees of Education Department of the State of Distrito Federal (SEDF) removed as
researchers to make studies in the scope of the career planning of the mastership of
Distrito Federal, started in 2005 with the Law # 3621 of July 14th of 2005. The study
was focused on Academic production of pos graduated programs strictly speaking
(stricto sensu) in Education developed on seach lines that involves policy, managment
and economy of education from Catolic University of Bras??lia and public policies and
education managment of Brasilia???s University. (UNB). Between 2006 and 2012 turned to
basic education. The methodology adopted on the study was: the qualitative search of
exploratory character, when deal with data source. It was used three qualitative search
methods: Bibliographic search, document analysis, and interview. The dissertation was
splited in 5 chapters. The first charpter deal with education as a inalienable right and
requirement as a practice to citizenship development. The second charpter presentes a
bibliography review about education researching developed on Brasil. The third charpter
show us the portrait of the pos graduated in Brasil and Distrito Federal (Capital). The
fourfh charpter show the public education on Distrito Federal the structure and career
profile of mastership. The charpter five presentes the feedback of documentary search
maded by library system of UNB and UCB on the Educationemployess improvment
school on Distrito Federal and the interviews maked. The results of the search
demonstrate a convergence between the seachers view point, universities and public
institutions when you talk about to stablish a conection between academic production
and the problems and challengers of public education on Distrito Federal. / O presente trabalho insere-se no campo de estudos da linha de pesquisa Pol??ticas
P??blicas, Gest??o e Economia da Educa????o da Universidade Cat??lica de Bras??lia (UCB).
O objeto de estudo foi a produ????o acad??mica dos servidores da (Secretaria de Estado
de Educa????o do Distrito Federal (SEDF) afastados para estudos, no ??mbito do Plano
de Carreira do Magist??rio do Distrito Federal, que entrou em vigor em 2005, com a lei
3.621, de 14 de julho de 2005. O estudo est?? focado na produ????o acad??mica dos
programas de p??s-gradua????o stricto sensu em educa????o, desenvolvida nas linhas de
pesquisa Pol??tica, Gest??o e Economia da Educa????o da Universidade Cat??lica de
Bras??lia (UCB) e Pol??ticas P??blicas e Gest??o da Educa????o da Universidade de Bras??lia
(UnB), entre os anos 2006 e 2012, voltada para a educa????o b??sica. A metodologia
adotada no estudo foi a pesquisa qualitativa de car??ter explorat??rio, no que se refere ??
natureza dos dados foram utilizados tr??s m??todos da pesquisa qualitativa: pesquisa
bibliogr??fica, an??lise documental e entrevistas. A disserta????o est?? dividida em 5
cap??tulos. O cap??tulo primeiro aborda a educa????o como direito inalien??vel e pr??requisito
para a pr??tica da cidadania. O segundo cap??tulo apresenta uma revis??o de
literatura sobre as pesquisas educacionais desenvolvidas no Brasil. O cap??tulo terceiro
apresenta um retrato da p??s-gradua????o stricto sensu no Brasil e no Distrito Federal. O
quarto cap??tulo apresenta a educa????o p??blica no Distrito Federal, sua estrutura e perfil
da carreira magist??rio P??blico. O cap??tulo quinto apresenta os resultados da pesquisa
documental realizada nos sistemas de biblioteca da UCB e UnB, na Escola de
Aperfei??oamento dos Profissionais da Educa????o no DF (EAPE) e das entrevistas
realizadas. Os resultados da pesquisa demonstram uma converg??ncia entre os pontos
de vista de pesquisadores, universidades e institui????es p??blicas no que se refere ??
possibilidade de se estabelecer uma conex??o entre a produ????o acad??mica e o
enfrentamento dos problemas e desafios da educa????o p??blica no Distrito Federal.
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Implementa??o das diretrizes operacionais para a educa??o b?sica nas escolas do campo: embates e limita??es do trabalho docente no Rio Grande do NorteLira, D?bora Am?lia Nunes de 31 August 2015 (has links)
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Previous issue date: 2015-08-31 / Considerando a situa??o de descaso existente no ensino p?blico brasileiro e, especialmente, no processo de escolariza??o rural, a presente disserta??o objetiva analisar o processo de implementa??o das Diretrizes Operacionais para a Educa??o B?sica nas Escolas do Campo (DOEBEC), marco regulat?rio da pol?tica nacional de educa??o do campo. Ser?o analisadas, nesse sentido, as condi??es de trabalho docente em escolas do meio rural do Rio Grande do Norte (RN), no ano de 2010. A amostra da pesquisa toma como refer?ncia a representatividade do universo escolhido em rela??o ? totalidade das escolas rurais pertencentes ao estado do RN. Para responder aos objetivos da investiga??o, optamos por apresentar uma an?lise cr?tica dos seguintes eixos: 1) implementa??o das DOEBEC; 2) condi??es de trabalho e forma??o docente. Os eixos ou categorias de investiga??o foram escolhidos com base nas determina??es das DOEBEC (Resolu??o CNE/CEB n. 01/2002). Para o levantamento de dados nas referidas escolas, optamos pela realiza??o de entrevistas com os professores e gestores que compunham o quadro docente desses estabelecimentos de ensino em 2010. Tamb?m foram utilizados, para a caracteriza??o do atendimento escolar em escolas rurais do RN, no mesmo ano, dados estat?sticos oficiais disponibilizados pela Secretaria Estadual de Educa??o e Cultura (SEEC/RN). O estudo estat?stico e dos dados prim?rios coletados na pesquisa de campo apontou que as condi??es de trabalho docente ainda s?o um entrave para o desenvolvimento do trabalho educativo do professor em ?reas rurais. De acordo com as entrevistas concedidas pelos participantes da pesquisa, percebemos que as DOEBEC, apesar de terem sido sancionadas no ano de 2002, em 2010, ainda eram pouco conhecidas e discutidas pelos entrevistados das referidas escolas. Dessa forma, propomos que a implementa??o da pol?tica de educa??o do campo no estado do RN, institu?da pelo marco legal das DOEBEC e reafirmada pela Carta do Rio Grande do Norte para a Educa??o do Campo (BRASIL, 2005), seja repensada e reavaliada, no sentido de assegurar que as mudan?as propostas nesse texto legal, inerentes ao funcionamento escolar, ?s condi??es de trabalho docente, ? gest?o das escolas do campo, ? remunera??o e ? valoriza??o do trabalho docente, ? forma??o docente, ?s condi??es do transporte escolar, entre outros, sejam transformadas em a??es concretas para a melhoria da qualidade do ensino ofertado nas escolas rurais do estado do RN. / Considering the situation of neglect existing in Brazilian public education and, specially, in the process of rural schooling, this dissertation aims to analyze the process of implementation of the Operational Guidelines for Basic Education in Rural Schools (DOEBEC), regulatory framework of the national policy of rural education. On it, we analyze the conditions of teaching work in rural schools of Rio Grande do Norte (RN), in 2010. The sample of the survey has as reference the representativeness of the chosen universe in relation to the totality of rural schools belonging to the state of RN. To answer the goals of the research, we opted to present a critical analysis of the following points: 1) Implementation of the DOEBEC; 2) Conditions of teaching work and teaching training. The points or categories of research were chosen based in the determinations of the DOEBEC (Resolution CNE/CEB n. 01/2002). For the data collection in the referred schools, we opted for the realization of interviews with the teachers and managers of these teaching establishments, in 2010. It was also utilized, for the characterization of school attendance in rural schools of RN, in 2010, official statistical data available by the State Secretary of Education and Culture (SEEC/RN). The analysis of the statistical data and of the primary data collected in field research indicated that the conditions of teaching work are still an obstacle to the development of the educative work of the teacher in rural areas. According to interviews with the participants of the research, we realized that the DOEBEC, despite being sanctioned in 2002, were still dimly known and discussed by the interviewees of the referred schools in 2010. Thus, we propose that the implementation of the policy of rural education in RN, instituted by DOEBEC?s legal landmark, and reaffirmed by the Rio Grande do Norte?s Charter to Rural Education (Brazil, 2005), is rethought and reconsidered, in the sense of ensuring that the changes proposed in this legal text, inherent to the school functioning, to the conditions of teaching work, to the rural schools? management, to the remuneration and valorization of teaching work, to the teaching training, to the conditions of school transport, among others, be turned into concrete actions to improve the quality of education offered in the rural schools of RN state.
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Proposta de material paradid?tico sobre as origens do universo e da vidaNascimento, Jociene Oliveira Vit?ria 27 August 2015 (has links)
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Previous issue date: 2015-08-27 / Natural science fields of research, especially Astronomy, have been expanded with a lot of information produced from technological advances. The study of the origins of the universe and life attracts men throughout their existence on Earth. So far, life has been not detected in other universe system apart from our solar one, but we already know that there are many planetary systems with good possibilities for that existence. This information come to school and must be worked on, in order to generate knowledge. The Brazilian education, especially in public schools, presents numerous problems related to learning, avoidance, lack of motivation for learners and teachers and little credibility as to the capacity of that educational structure to form citizens. From astronomy topics listed in Elementary Education curriculum and finding that there is deficiency in teacher?s training on basic knowledge of this science, it is proposed to draw up a paradidactic grounded in scientific conceptions, to be used in Basic Education. The paradidactic material was thought to be developed in comic format (HQ) in view of the official documents governing the Brazilian education when it is proposed the use of different languages in teaching. We have consulted the bibliography and have used the methods of qualitative and quantitative research. For the preparation of the paradidactic, there was a concern to support it at assumptions of the Theory of Meaningful Learning. We justified the preparation of the paradidactic and themes chosen from finding that there is little use of this science, which is interdisciplinary in basic education, since their subjects are part of the Basic Education curriculum, so they are attractive and offer possibilities to change the way education is conceived, pointing to the development of transdisciplinary proposals. / As ?reas das ci?ncias da natureza, especialmente a Astronomia, v?m sendo enriquecidas com muitas informa??es produzidas a partir do avan?o tecnol?gico. O estudo das origens do Universo e da vida atrai o homem ao longo de sua exist?ncia sobre a Terra. At? o momento, n?o foi detectada vida em outros astros do Universo, mas j? sabemos que existem v?rios sistemas planet?rios com boas possibilidades. Estas informa??es chegam ? escola e devem ser trabalhadas a fim de gerarem conhecimento. A educa??o brasileira, especialmente na escola p?blica, apresenta in?meros problemas relacionados com aprendizagem, evas?o, desmotiva??o de discentes e docentes e pouca credibilidade quanto a capacidade de formar cidad?os. A partir dos temas de Astronomia que constam no curr?culo do Ensino Fundamental e da constata??o de que existe defici?ncia na forma??o docente sobre conhecimentos b?sicos desta ci?ncia, prop?e-se a elabora??o de um paradid?tico embasado em concep??es cient?ficas, a ser utilizado na Educa??o B?sica. O paradid?tico foi pensado no formato de hist?ria em quadrinhos atendendo aos documentos oficiais que regulam a educa??o brasileira quando estes prop?em o uso de diferentes linguagens no ensino. Utilizou-se a consulta bibliogr?fica e os m?todos da pesquisa quali e quantitativa. Para a elabora??o do paradid?tico, houve a preocupa??o em apoi?-lo em pressupostos da Teoria da Aprendizagem Significativa. A elabora??o do paradid?tico e os temas escolhidos s?o justificados a partir da constata??o da pouca utiliza??o da Astronomia enquanto ci?ncia com um potencial muito grande para o desenvolvimento de a??es interdisciplinares, uma vez que seus temas fazem parte do curr?culo da Educa??o B?sica e oferecem possibilidades de transformar a maneira como se concebe a educa??o, favorecendo o letramento cient?fico e apontando para o desenvolvimento de propostas transdisciplinares.
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Proinfo e o ensino de matem?tica em Pimenta Bueno-RO : implica??es e desafios / This research is aimed to understand how Math teachers of Basic Education in state public schools, in the city of Pimenta Bueno, country of Rond?nia state, incorporate to their teaching techniques the TIC Technologies of Information and Communication, nowadays considered inseparable in all educational spheres. Programs to stimulate the TICs use have been articulated by MEC - Education Ministry, through SEED Distance Education Secretariat, in partnership with government of states, cities and Distrito Federal. As an example, the most recent National Program of Computing in Education ProInfo, created by the Governmental Regulation number 522, on April, 9th, 1997 and having its denomination changed to National Program of Educational Technology ProInfo Integrated, Presidential Decree number 6.300, in December, 2007, due to expansion of TICs and availability of Continuing Education Program to pedagogical use by teachers. In Rond?nia state, the ProInfo implementation was in 1997 and from this time on has been gradually implemented the LIE - Educational Computer Labs, in public schools of basic education. In the presented context was relevant for this research the qualitative approach, being used the case study, that researched the four participant professionals, four Math teachers. These teachers answered the questions in the interview semi-structured that, with the documental analysis and the observation, composed the methods of data collection.To analyze the documents data, the researcher appealed to discursive textual analysis, supported by Moraes and Galiazzi (2007). After data analysis, it reached three categories, being them: Implementation of ProInfo‟s TIC: challenges to the teaching practice; Use of ProInfo‟s TIC and Training for Pedagogical Use of ProInfo‟s TIC. As main results, they aim to redirect the actions: from schools, contemplating these TICs use in Pedagogical Projects; from MEC, increasing the computer‟s quantity in LIEs; from State Education Secretariat, enabling through NTE technicians to maintenance of damaged equipment and restructuration of Continuing Education courses that satisfy the expectations of Math‟s teachers.Nonato Filho, Raimundo 16 December 2011 (has links)
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Previous issue date: 2011-12-16 / Esta investiga??o objetivou compreender como professores de Matem?tica da Educa??o B?sica de escolas p?blicas estaduais do munic?pio de Pimenta Bueno, interior do estado de Rond?nia, incorporam ?s suas pr?ticas docentes as Tecnologias da Informa??o e Comunica??o, TIC, hoje consideradas indissoci?veis em todas as esferas educacionais. Programas de incentivo ao uso das TIC est?o sendo articulados pelo Minist?rio da Educa??o MEC, por interm?dio da Secretaria de Educa??o a Dist?ncia SEED, em parceria com governos Estaduais, Municipais e o Distrito Federal. Como exemplo, o mais recente Programa Nacional de Inform?tica na Educa??o ProInfo, criado por meio da Portaria n? 522 de 09 de abril de 1997 e tendo sua denomina??o alterada para Programa Nacional de Tecnologia Educacional ProInfo, Decreto Presidencial n? 6.300, de dezembro de 2007, em virtude da expans?o das TIC e da disponibilidade do Programa de Forma??o Continuada para a utiliza??o pedag?gica destas pelos professores. No estado de Rond?nia, a implanta??o do ProInfo deu-se no ano de 1997, e, a partir da?, vem sendo, paulatinamente, implantados Laborat?rios de Inform?tica Educativa LIE nas escolas p?blicas da educa??o b?sica. No contexto apresentado, foi pertinente, para essa investiga??o, a abordagem qualitativa, tendo se utilizado o estudo de caso, que investigou os quatro sujeitos participantes, quatro professoras de Matem?tica. Essas professoras, responderam aos questionamentos da entrevista semiestruturada que, juntamente com a an?lise documental e a observa??o compuseram os m?todos da coleta de dados. Para analisar os dados desses instrumentos, o pesquisador recorreu ? an?lise textual discursiva, ? luz de Moraes e Galiazzi (2007). Depois de analisados os dados, chegou-se a tr?s categorias, sendo estas: Implanta??o das TIC do ProInfo: desafios ? pr?tica docente; Utiliza??o das TIC do ProInfo e Forma??o para o uso pedag?gico das TIC do ProInfo. Como principais resultados, aponta-se para redirecionamento nas a??es: das escolas, contemplando o uso dessas TIC nos Projetos pedag?gicos; do MEC, ampliando o quantitativo de computadores nos LIE; da Secretaria de Estado da Educa??o, viabilizando, por meio dos NTE t?cnicos para a manuten??o dos equipamentos danificados e reestrutura??o nos cursos de Forma??o Continuada, que atenda aos anseios dos professores da disciplina de Matem?tica.
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Protagonismo da leitura : escola e forma??o de leitores (Alvorada/RS)Bitencourt, Tamara V?ras de 26 February 2014 (has links)
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Previous issue date: 2014-02-26 / The aim of this study was to contextualize the place of reading in Basic Education, more specifically, in the final grades of Elementary School. It starts of problematic about the existing paradox between recurrent speech that students do not read and / or cannot read and how the reading appears in daily school, It was used the Ideb 's of two municipal schools of Alvorada / RS for the choice of contexts to be researched . The methodological resources used were: literature review, questionnaires to identify the reader profile of subjects and ethnography of the classroom. The schools were chosen according to Ideb 's 2011 : Municipal Elementary School Herbert Jose de Souza the most Ideb, and Municipal Elementary School Antonio Godoy the lowest Ideb. In each of the schools a class of seventh grade and their teachers formed the corpus of subjects of this research. In addition to students and teachers, the responsible for school supervision and responsible for libraries also answered questionnaires. The researcher followed the two selected classes for a period of thirty days, composing the ethnography. The protagonism of reading is seen only in its informative dimension. Students read to learn the contents, without that they are taught to read. The readers profiles, both students and teachers, are very similar and do not justify the difference in Ideb 's of two schools. The library of school with the most Ideb was more engaged with the formation of readers than the school with the lowest index. The ethnographic writing becomes apparent the little space dedicated to reading and problems that students and teachers have faced in routine of the school. This study appoints to the need to think about the training of teachers as responsible for the development of literacy throughout the final grades of Elementary School. For the reading becomes protagonist in the school context, it has to be understood in all its dimensions and functions, mainly, it must be the responsibility of all. / O objetivo deste trabalho foi contextualizar o lugar da leitura na Educa??o B?sica, mais especificamente, nas s?ries finais do Ensino Fundamental. Partindo da problem?tica acerca do paradoxo existente entre o discurso recorrente de que os alunos n?o leem e/ou n?o sabem ler e a forma como a leitura aparece no cotidiano escolar, utilizou-se os Ideb s de duas escolas municipais de Alvorada/RS para a escolha dos contextos a serem pesquisados. Os recursos metodol?gicos utilizados foram: revis?o bibliogr?fica, question?rios para identifica??o do perfil leitor dos sujeitos e etnografia da sala de aula. As escolas foram escolhidas de acordo com os Ideb s 2011: Escola Municipal de Ensino Fundamental Herbert Jos? de Souza maior Ideb, e Escola Municipal de Ensino Fundamental Ant?nio de Godoy menor Ideb. Em cada, uma turma de s?timo ano e seus respectivos professores compuseram o corpus de sujeitos da pesquisa. Al?m de alunos e professores, as respons?veis pela supervis?o escolar e as respons?veis pelas bibliotecas tamb?m responderam a question?rios. A pesquisadora acompanhou as turmas selecionadas por um per?odo de trinta dias, compondo a etnografia. O protagonismo da leitura ? evidenciado apenas na sua dimens?o informativa. Os alunos leem para aprender os conte?dos, sem que sejam ensinados a ler. Os perfis leitores, tanto de alunos quanto de professores, s?o muito semelhantes, n?o justificando a diferen?a nos Ideb s das duas escolas. A biblioteca da escola com maior Ideb mostrou-se mais engajada com a forma??o de leitores do que a da escola com o ?ndice menor. A escrita etnogr?fica torna evidente o pouco espa?o destinado ? leitura e os problemas que t?m enfrentado alunos e professores no dia a dia da escola. O estudo aponta para a necessidade de se pensar na forma??o dos professores como respons?veis pelo desenvolvimento do letramento ao longo das s?ries finais do Ensino Fundamental. Para que a leitura se torne protagonista no contexto escolar, ela ter? que ser entendida em todas as suas dimens?es e fun??es e ser responsabilidade de todos.
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Percep??es de professores de ci?ncias da natureza da educa??o b?sica sobre a pesquisa em sala de aula presentes em narrativasSilva, Carla Melo da 14 March 2017 (has links)
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Previous issue date: 2017-03-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The objective of this dissertation is to analyze narratives of teachers of Natural Sciences, of Basic Education, about research in the classroom. For this, was analyzed the narratives of 27 teachers, who were enrolled in a postgraduate program in Education in Science and Mathematics of a Communitary University from the South of Brazil. These participants narrated situations in which they experienced the research in the classroom, as a teacher or as a student. For analysis, the narratives were transformed in monads, following propose by Walter Benjamin. For the monads composition, it was used Labov?s Logic to avoid narratives variability. The monads with similar contents were gathered, constituting the amalgams of monads. In these groups, the teachers' perceptions about the research in the classroom were identified, based on the following investigation question.: How the perceptions of Nature Science teachers? of the Basic Education about research in classroom are presents in your narratives? Research has shown that participants consider relevant classroom research. They affirm that it is a way of enhancing relations between the subjects of learning and of making autonomy and critical formation possible. They point to several positive factors when compared to traditional teaching practices. However, they say that it is a little used practice in classrooms. They mention that teacher education does not qualify for the use of classroom research in schools. Therefore, research as a pedagogical principle and as a method of teaching and learning needs to be studied in theory and practice in teacher training courses. This may allow the teacher in training to see himself as a researcher and recognize the relevance of research to learning. / O objetivo desta disserta??o ? analisar narrativas de professores de Ci?ncias Naturais, de Educa??o B?sica, sobre pesquisa em sala de aula. Para isso, foram analisadas as narrativas de 27 professores, que foram matriculados em um programa de p?s-gradua??o em Educa??o em Ci?ncias e Matem?tica de uma Universidade Comunit?ria do Sul do Brasil. Esses participantes narraram situa??es nas quais eles experimentaram a pesquisa na sala de aula, como professor ou como aluno. Para an?lise, as narrativas foram transformadas em m?nadas, seguindo a proposta de Walter Benjamin. Para a composi??o das m?nadas, utilizou-se a L?gica de Labov para evitar a variabilidade narrativa. As m?nadas com conte?do similar foram reunidas, constituindo as am?lgamas das m?nadas. Nesses grupos foram identificadas as percep??es dos professores sobre a pesquisa na sala de aula, a partir do seguinte quest?o de pesquisa: De que modo as percep??es dos professores de Ci?ncias da Natureza da Educa??o B?sica sobre pesquisa em sala de aula est?o presentes em suas narrativas? A investiga??o mostrou que os participantes consideram a pesquisa em sala de aula relevante. Eles afirmam que ? um modo de potencializar as rela??es entre os sujeitos da aprendizagem e de possibilitar a constru??o da autonomia e a forma??o cr?tica. Apontam v?rios fatores positivos, quando a comparam com as pr?ticas tradicionais de ensino. Entretanto, afirmam que ? uma pr?tica pouco utilizada nas salas de aula. Mencionam que a forma??o docente n?o qualifica para o uso da pesquisa em sala de aula nas escolas. Por isso, a pesquisa como princ?pio pedag?gico e como m?todo de ensino e aprendizagem necessita ser estudada, na teoria e na pr?tica nos cursos de forma??o de professores. Isso pode oportunizar ao professor em forma??o ver-se como pesquisador e reconhe?a a relev?ncia da pesquisa para a aprendizagem.
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A pesquisa como princ?pio educativo no ensino de ci?ncias : concep??es e pr?ticas em contextos brasileirosPauletti, Fabiana 20 March 2018 (has links)
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Previous issue date: 2018-03-20 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research presents the main concepts and survey practices as an educational principle in Science Teaching in Basic Education in Brazilian contexts. The question that guided this study was: What are the conceptions and survey practices as an educational principle in Science Teaching, in Basic Education in Brazil? Therefore, the general purpose it is to understand the research as an educational principle in the Science Teaching in Basic Education in Brazilian contexts. This is a theoretical study with a qualitative approach, whose survey?s method consists in a Literature Systematic Review (LSR). The work consisted in the identification of Brazilian PhDs researchers, with at least two productions, in the period from 2000 to 2015. The key-words, in addition, should mention the expression " Sciences teaching ", referring also expressions such as: "educating by the research", "survey in the classroom", "investigation in the classroom", "teaching by survey", "research in school", "education through research," "classroom with research," "investigative classes", " investigative class ", "teaching by investigation" and "learning by survey". Therefore, it was found 88 researchers from several regions of the country, with the exception of the North Region. The production of these researchers related to the theme, in this period, formed the analysis? corpus, consisting qualified articles (Qualis/CAPES), books and book chapters and complete works in relevant events. The LSR of this corpus, plentifully detailed in the work, conducted, mainly, the two main conceptions of research as an educational principle in the context of the teaching of the Sciences, focused on the Basic Education, but may also extend to the Higher Education and in other areas: educating for research/survey in the classroom and teaching by investigation. These conceptions were characterized in order to clarify its vicinity and estrangements. / Esta investiga??o apresenta as principais concep??es e pr?ticas de pesquisa como princ?pio educativo no ensino de Ci?ncias na Educa??o B?sica em contextos brasileiros. A quest?o que guiou esta investiga??o foi: Quais as concep??es e pr?ticas de pesquisa como princ?pio educativo no ensino de Ci?ncias na Educa??o B?sica no Brasil? Desse modo, o objetivo geral ? compreender a pesquisa como princ?pio educativo no ensino de Ci?ncias na Educa??o B?sica em contextos brasileiros. Trata-se de um estudo te?rico, com abordagem qualitativa, cujo m?todo de pesquisa consiste na Revis?o Sistem?tica de Literatura (RSL). O trabalho consistiu na identifica??o de pesquisadores doutores brasileiros, com pelo menos duas produ??es, no per?odo de 2000 a 2015, cujas palavras-chave, al?m de referir a express?o ?ensino de Ci?ncias?, referissem tamb?m express?es como: ?educar pela pesquisa?, ?pesquisa em sala de aula?, ?investiga??o na sala de aula?, ?ensino pela pesquisa?, ?investiga??o na escola?, ?educa??o pela pesquisa?, ?sala de aula com pesquisa?, ?aulas investigativas?, ?aula investigativa?, ?ensino por investiga??o? e ?aprendizagem por investiga??o?. Desse modo, chegou-se a 88 pesquisadores das v?rias regi?es do pa?s, com exce??o da Regi?o Norte. A produ??o desses pesquisadores relativas ao tema, nesse per?odo, formou o corpus de an?lise, constitu?do de artigos qualificados (Qualis/Capes), livros e cap?tulos de livros e trabalhos completos em eventos relevantes. A RSL desse corpus, fartamente detalhada no trabalho, conduziu, principalmente, a duas concep??es principais de pesquisa como princ?pio educativo no ?mbito do ensino de Ci?ncias, voltada ? Educa??o B?sica, mas podendo tamb?m se estender ao Ensino Superior e em outras ?reas: o educar pela pesquisa/pesquisa em sala de aula e o ensino por investiga??o. Essas concep??es foram caracterizadas de modo a explicitar suas proximidades e distanciamentos.
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Estudo de uma ferramenta online para o ensino de ingl?s: subs?dios para uma Pol?tica P?blicaSantos, Altamir Gomes dos 24 February 2017 (has links)
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Previous issue date: 2017-02-24 / In a bibliographical survey process with the Bank of Theses and Dissertations (BTD), the various public policies that deal with foreign language teaching, especially English, do not contemplate the use of specific tools for middle school. The learning of a second language in a process of globalization is very important in the development of the subject, and this is why the legislation presupposes the teaching of English to students of basic education in grades 5-8. Considering the mapping of the specific literature, it is possible to affirm that the students' learning has been deficient, even with four consecutive years of teaching English. Similarly, some authors still claim that the teacher is responsible for the students' lack of learning. Faced with the insertion of new technologies in schools, it is necessary to make available to our school institutions, through the formulation of public policy, tools that contribute as a proposal to meet the demands of education and student learning. This research investigated the application of a specific software in a private school in the interior of the State of S?o Paulo, involving two groups of 8th graders, with the purpose of evaluating the referred tool. The research problem was thus formulated: what results, after applying the software, can be evaluated as subsidies for a public policy? The method used was documentary, bibliographic and field study, and the instruments were: two questionnaires and class observation, in addition to the perspective of teachers as interlocutors of this process. As a result, the importance of the English teaching tool was evidenced, which acts as an ally in the daily experience of teaching and learning English, as well as motivating students to practice the foreign language out of the traditional classroom environment. Difficulties were encountered with the connection of the tool with the internet in the first two months of implantation, mainly with respect to the speech device that gave access to the program. / Por meio de um levantamento bibliogr?fico junto ao Banco de Teses e disserta??es (BTD), as diversas pol?ticas p?blicas que tratam do ensino de l?ngua estrangeira, em especial o ingl?s, n?o contemplam a utiliza??o de ferramentas espec?ficas para o Ensino Fundamental II. O aprendizado de uma segunda l?ngua em um processo de globaliza??o ? muito importante na forma??o do sujeito, e esta afirma??o ? confirmada pela determina??o da LDB (Leis de Diretrizes e Bases) para que haja o ensino de pelo menos uma l?ngua estrangeira para alunos da educa??o b?sica de 6? ao 9? ano, que geralmente ? o Ingl?s; e a escolha depender? de cada esfera estadual ou municipal conforme as realidades regionais. Considerando o mapeamento da literatura espec?fica, ? poss?vel afirmar que a aprendizagem dos alunos tem sido deficit?ria, mesmo com quatro anos seguidos de ensino de ingl?s. Igualmente, alguns autores ainda afirmam ser o professor o respons?vel pela aus?ncia de aprendizagem dos alunos. Face ? inser??o das novas tecnologias nas escolas, percebe-se a necessidade de ser colocada ? disposi??o de nossas institui??es escolares, por meio da formula??o de pol?tica p?blica, ferramentas que contribuam como proposta para atender as demandas da educa??o e a aprendizagem dos estudantes. Esta pesquisa investigou a aplica??o de um software espec?fico em uma escola privada no interior do Estado de S?o Paulo, envolvendo duas turmas do 8? ano, com o prop?sito de avaliar a referida ferramenta. O problema da investiga??o estava assim formulado: que resultados, ap?s aplicar o referido software, podem ser avaliados como subs?dios para uma pol?tica p?blica? O m?todo utilizado diz respeito ? pesquisa documental, bibliogr?fica e estudo de campo, e os instrumentos foram: dois question?rios e observa??o de classe, al?m da perspectiva dos professores como interlocutores deste processo. Como resultado, evidenciou-se a import?ncia da ferramenta de ensino de ingl?s, a qual atua como aliada na experi?ncia di?ria do ensino e aprendizagem do ingl?s, como tamb?m motivar os alunos para a pr?tica da L?ngua Estrangeira fora do ambiente de sala de aula tradicional. Evidenciou-se tamb?m dificuldades de conex?o da ferramenta com a internet nos primeiros dois meses de implanta??o, principalmente com rela??o ao dispositivo de fala que dava acesso ao programa.
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A avalia??o formativa na forma??o de professores para o ensino b?sico em Angola / The formative evaluation of the training of teachers at the primary level in AngolaAlfredo, Francisco Caloia Hombo 06 February 2013 (has links)
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Previous issue date: 2013-02-06 / Universidade Estadual Paulista J?lio de Mesquita Filho / This study is designed to understand the process of formative assessment of everyday activities of the Training School for Teachers (EFP) in the city of Lubango in Angola, having reference to policy learning assessment implemented by the Ministry of Education for teacher training. It is a descriptive case study which focuses on the analysis of education reform. The study combined both quantitative and qualitative approaches. The qualitative data was analyzed with the software support of WebQda (Web Qualitative Data Analysis), and the quantitative analysis in the spreadsheet program Microsoft Excel 2010. We administered surveys to 238 students and 20 teachers. Among those, five also participated in a semistandardized interview. We observed five classes of about 50 minutes each, from a previously
constructed protocol which identified the practice of formative assessment and its processes in the classroom. The protocol further analyzed the politics of the learning assessment, indicating the aspects that constitute the guidelines for the practice of assessment. The final text consists of four parts: the first analyzes the educational policy in Angola implemented in 1978 and 2004 respectively, by looking at its organization and structure, as well as the goals, failures, and corrections resulting from the second reform. It examines the training policy of teachers and the respective policy of the evaluation of their learning. In the second part, we carried out a review of the reasons for the evaluation of learning to comprehensively address the formative assessment which highlights the two perspectives on its conception. A description of the methodology and organization of the research is highlighted in the third
part. In the final chapter, we have the presentation and analysis of the data collected. It examines the assertions of the teachers and students on the politics of the learning assessment as well as the conception and practice of formative assessment in daily school activities. It appears that the guidelines on the learning assessment distance themselves from the assumptions of the formative evaluation, which is described in various procedures and also graded. Although teachers and students are shown to have an unfavorable attitude towards such a policy because it values the result of the final test of the school year that is held by the school over the results of the evaluations that the teacher administers during the school year, they agree with the purpose of the formative assessment. They still claim to have difficulties in implementing the learning assessm nt due to lack of working conditions and the increasing number of students in each class. It has been considered that such allegations may negatively affect the process of teaching and learning, but they unite the needs of democratization of the
teaching process, training within the domain of learning assessment, and especially the necessity of political will that enables and promotes the educational system. / Este trabalho tem como objetivo compreender a operacionaliza??o da avalia??o formativa no cotidiano da Escola de Forma??o de Professores (EFP) na cidade do Lubango, em Angola, tendo em refer?ncia a pol?tica da avalia??o da aprendizagem implementada pelo Minist?rio da Educa??o para forma??o de professores. Trata-se de uma pesquisa descritiva do tipo estudo de caso instrumental por centrar-se na an?lise da reforma educacional em Angola. Utilizou-se a abordagem quantitativa e qualitativa de forma combinada, sendo que os dados qualitativos foram analisados com suporte do software WebQda (Web Qualitative Data Analysis), e os quantitativos analisados na planilha eletr?nica do programa Microsoft Excel 2010. Na utiliza??o destes suportes, os dados qualitativos foram desenvolvidos em temas, a partir de categorias de conte?do previamente estabelecidas. Aplicaram-se question?rios a 283 alunos e a 20 professores; dentre ?ltimos, cinco tamb?m participaram da entrevista semipadronizada. Foram observadas cinco aulas, cada uma com dura??o de 50 minutos, a partir de um roteiro previamente constru?do, que permitiu identificar a pr?tica da avalia??o formativa e seus processos na sala de aula. Ainda analisou-se a pol?tica de avalia??o da aprendizagem, tamb?m a partir de um roteiro, indicando-se os aspectos que a constituem nas diretrizes para a pr?tica da avalia??o. O texto final destaca quatro momentos: o primeiro analisa a pol?tica educacional em Angola veiculada nas reformas, respectivamente, de 1978 e 2004, de que se apontam a organiza??o, a estrutura e os objetivos, al?m das falhas e medidas de corre??o decorrentes da implementa??o da segunda reforma. Analisam-se a pol?tica de forma??o de professores e de avalia??o da aprendizagem. No segundo momento, realiza-se uma revis?o da fundamenta??o da avalia??o da aprendizagem de forma abrangente para, em seguida, abordar-se a avalia??o formativa da qual s?o destacadas as duas perspectivas de concep??o: (1) a inicial, proposta por Bloom, e (2) a proposta por Allal que amplia a primeira. A descri??o da metodologia utilizada e a organiza??o da pesquisa s?o destacadas no terceiro momento. Tem-se, no ?ltimo cap?tulo, a apresenta??o e a an?lise dos dados coletados. Analisam-se (1) as afirma??es dos professores e dos alunos sobre a pol?tica de avalia??o da aprendizagem e (2) as concep??es e pr?ticas da avalia??o formativa no cotidiano escolar. Verifica-se que as orienta??es sobre a avalia??o da aprendizagem distanciam-se dos pressupostos da avalia??o formativa, estando descrita em v?rios procedimentos que terminam com a atribui??o de nota ao aluno. Os professores e os alunos mostram-se desfavor?veis com a tal pol?tica pelo fato de valorizar mais o resultado da prova final do ano letivo, realizada pela escola, em detrimento do resultado das avalia??es que o professor realiza durante o ano letivo, mas todos concordam com a classifica??o da avalia??o formativa. Os professores tamb?m alegam ter dificuldades para operacionalizar a pol?tica de avalia??o da aprendizagem por falta de condi??es de trabalho e elevado n?mero de alunos por turma. Tais alega??es podem influenciar
negativamente para o processo de ensino e aprendizagem, mas a elas juntam-se a necessidade da democratiza??o do processo de ensino, da forma??o no dom?nio da avalia??o da
aprendizagem e, sobretudo, a necessidade da vontade pol?tica que viabilize e promova o sistema de ensino.
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