Made available in DSpace on 2014-12-17T14:36:09Z (GMT). No. of bitstreams: 1 DanieleEP.pdf: 3484438 bytes, checksum: abb432e59f7bf710af1ca5618f255cda (MD5) Previous issue date: 2008-02-22 / The following dissertation has as its main advantage the privilege of visualizing the literacy processes through the angle of the functional perspective, which does not see the literary process as a practice solely based on the decoding of alphabetical codes, and then allows for the opening of ample spaces for the allocation of mathematical skills in the realms of the functional literacy. The main object of this study was to investigate which are the contributions that a sequence of activities and of methodologies developed for the teaching of Geometry could provide for a part of the functional literacy process in mathematics of youngsters and adults of EJA, corresponding to the acquisition or to the improvement of skills related to the orientation capacity. The focus of the analyses consisted in the practice of these activities with the young and adult students of an EJA class belonging to a municipal public school of Natal/RN. The legacies of Paulo Freire about the redimensioning of the role of the teacher, of the students, of the knowledge and of their connections within the teaching-learning process, prevailed in the actions of the methodology implemented in the classroom and, especially, in the establishing of dialogic connections with the students, which directed all the observations and analyses regarding the collected information. The results indicated that the composition of articulations between the teaching of mathematics and the exploration of maps and the earth globe enabled the creation of multidisciplinary learning environments and situations, where we could observe, gradually, the development of procedures and attitudes indicating the evolution of space-visual type skills / A disserta??o que se apresenta tem como pressuposto principal a prerrogativa de visualizar os processos de alfabetiza??o sob o ?ngulo da perspectiva funcional, fato que destitui o alfabetismo de ser uma pr?tica unicamente vinculada ? decodifica??o de c?digos alfab?ticos e permite a abertura de amplos espa?os para a aloca??o de habilidades matem?ticas nos dom?nios da alfabetiza??o funcional. O objetivo principal deste estudo foi investigar quais as contribui??es que uma seq??ncia de atividades e de metodologias elaboradas para o ensino de Geometria poderiam proporcionar a uma parcela do processo de alfabetiza??o funcional em matem?tica de jovens e adultos da EJA, correspondente ? aquisi??o ou ao aprimoramento de habilidades relativas ? capacidade de orienta??o. O foco das an?lises consistiu na efetiva??o dessas atividades junto aos alunos jovens e adultos de uma classe de EJA pertencente a uma escola p?blica municipal de Natal/RN. Prevaleceram os legados de Paulo Freire sobre o redimensionamento do papel do educador, dos educandos, do conhecimento e de suas conex?es dentro do processo de ensino-aprendizagem, nos encaminhamentos da metodologia utilizada na sala de aula e, principalmente, no estabelecimento de liga??es dial?gicas com os alunos, as quais direcionaram todas as observa??es e an?lises a respeito das informa??es obtidas. Os resultados indicaram que a composi??o de articula??es entre o ensino de matem?tica e a explora??o de mapas e do globo terrestre favoreceu a cria??o de ambientes e situa??es de aprendizagem multidisciplinares, onde verificamos, gradativamente, o desenvolvimento de procedimentos e atitudes indicativos da evolu??o de habilidades do tipo espa?o-visual

Made available in DSpace on 2014-12-17T14:36:15Z (GMT). No. of bitstreams: 1 EdileuzaCRM_TESE_1-160.pdf: 4180060 bytes, checksum: 82ed81b1a91779f598b488ead2fd156c (MD5) Previous issue date: 2010-08-03 / This work contains the problematic of sub-education among the population that was excluded from school attendance in the regular time, contributing to knowledge production about educational practices developed in EJA (the Young and Adult Education). It focuses on the Pedagogical proposal and on the experience in young and adult literacy in the context of the mobilization of people affected by dam building. It depicts the international, national and regional mobilization against huge dams building and the emergence of the Movement of Dam Affected People (MAB), highlighting their general project and registering their teaching performance, particularly in young and adult literacy. In methodological and theoretical approaches, two interconnected categories are considered: the historical entirety, essentially theoretical, and the young and adult education practice. Based on the entirety, it outlines a contextualized explanation about the stakeholder s situation and, respecting the second category, which is part of the first one, places literacy as one of the basic aspects of an omnilateral man upbringing. The study broaches a wide context of dams in the world, placing the socio-environmental effects resulting from dams building in Brazil, in Northeast region and in Para?ba, and emphasizing the consequences of Acau? Dam building in the Para?ba cities of Aroeiras, Itatuba and Natuba. It presents the particular context of the population affected by Acau?, summarizing a panoramic view about the involved Para?ba cities and learning the conditions of residents relocation. It appraises the educational project and the National-MAB literacy proposal, operationalized by Para?ba-MAB in resettlements sited on Acau? s surroundings. It ensures that, besides public policies including financing, the feasibility of literacy problem solution can be completed with Pedagogical actions attached to the target people peculiarities and immediate necessities, respecting actions connected through one comprehensive and contextualized educational project. It evaluates the young and adult literacy project developed in the restricted Para?ba-MAB area, as an example of a Pedagogical action minimally contextualized. Eventually, it recommends researchers and teachers in general, that are committed to this work perspective, to pay attention to the way they articulate discussions and participation, so as to contemplate these communities expectations and necessities in Pedagogical projects and spaces based on discussion, dialogue and collective reflection / O trabalho circunscreve-se na problem?tica da subescolariza??o da popula??o exclu?da da educa??o no tempo regular, contribuindo para a produ??o do conhecimento sobre pr?ticas educativas desenvolvidas na EJA. Focaliza a proposta pedag?gica e a experi?ncia com a alfabetiza??o de jovens e adultos no contexto da mobiliza??o de popula??es afetadas pela constru??o de barragens. Retrata a mobiliza??o internacional, nacional e estadual contra a constru??o de grandes barragens e o surgimento do Movimento dos Atingidos por Barragens (MAB), destacando seu projeto geral de educa??o e registrando a sua atua??o na educa??o, particularmente na alfabetiza??o de jovens e adultos. Te?rico-metodologicamente, s?o consideradas duas categorias interligadas: a totalidade hist?rica, essencialmente te?rica, e a pr?tica na educa??o de jovens e adultos. Com base na totalidade, esbo?a uma explica??o contextualizada da situa??o dos atingidos e, respeitando a segunda categoria, que faz parte da primeira, situa a alfabetiza??o como um dos aspectos b?sicos do processo de forma??o do homem omnilateral. O estudo aborda o contexto amplo das barragens no mundo, situando os efeitos socioambientais decorrentes da constru??o de barragens no Brasil, na Regi?o Nordeste e na Para?ba e sublinhando consequ?ncias da constru??o da Barragem de Acau? nos munic?pios paraibanos de Aroeiras, Itatuba e Natuba. Apresenta o contexto particular da popula??o afetada por Acau?, resumindo uma vis?o panor?mica dos munic?pios paraibanos envolvidos e apreendendo as condi??es de realoca??o da popula??o. Aprecia o projeto educativo e a proposta de alfabetiza??o do MAB-Nacional, operacionalizada pelo MAB-Para?ba nos reassentamentos localizados no entorno de Acau?. Assevera que, para al?m das pol?ticas p?blicas que incluem o financiamento, a viabilidade da resolu??o do problema do analfabetismo pode ser completada pela via de a??es pedag?gicas atreladas ?s especificidades e necessidades imediatas da popula??o a que se destinam, respeitando a??es conectadas por meio de um projeto de educa??o, amplo e contextualizado. Avalia o projeto de alfabetiza??o de jovens e adultos desenvolvido no espa?o delimitado pelo MAB-Para?ba, como exemplo de uma a??o pedag?gica contextualizada. Por fim, recomenda aos pesquisadores e educadores em geral, comprometidos com essa perspectiva de trabalho, que atentem ? forma de articular as discuss?es e a participa??o, para que as expectativas e necessidades dessas comunidades sejam contempladas, em projetos pedag?gicos e espa?os fundados no debate, no di?logo e na reflex?o coletiva

Made available in DSpace on 2014-12-17T15:05:04Z (GMT). No. of bitstreams: 1 RogerioGA_DISSERT.pdf: 8092447 bytes, checksum: 8092c9fc8e1a9696dd331b3c086d01ac (MD5) Previous issue date: 2013-09-05 / The National Program of Professional Education Integration with Basic Education for Youngsters and Adults (PROEJA) Technical Professional Education Ensino M?dio has opened a new chapter in the history of education in Brazil, making possible the integration of basic education and professional education. This new form of education, which is still in its early implementation, presents a series of challenges to be overcome. Specifically about the teaching of Chemistry, didactic material to match PROEJA s specific needs is practically inexistent. Thus, this work has the purpose of developing didactic material for the teaching of Chemistry for Professional and Technological Education of Youngsters and Adults in the courses of Electronics, Technical Electronics and Maintenance and Support for Computing at Instituto Federal de Educa??o,Ci?ncia e Tecnologia do Rio Grande do Norte. This material aims at working chemical concepts of oxi-reduction reactions through a theme approach following Freire s conceptions for the teaching of Youngsters and Adults / O Programa Nacional de Integra??o da Educa??o Profissional com a Educa??o B?sica na Modalidade de Educa??o de Jovens e Adultos - Educa??o Profissional T?cnica de N?vel M?dio / Ensino M?dio (PROEJA) abriu um novo cap?tulo na hist?ria da educa??o de jovens e adultos, possibilitando a integra??o da educa??o profissional ? educa??o b?sica. Essa modalidade de educa??o, que ainda se encontra em fase inicial de implementa??o, apresenta uma s?rie de desafios a serem superados. No caso espec?fico de ensino de Qu?mica, ? praticamente inexistente material did?tico elaborado para atender ?s especificidades dos alunos do PROEJA. Nesse sentido, tivemos como prop?sito, no presente trabalho, o desenvolvimento de um material did?tico para o ensino de Qu?mica na Educa??o Profissional e Tecnol?gica de Jovens e Adultos nos cursos de eletr?nica, eletrot?cnica e manuten??o e suporte em inform?tica oferecidos pelo Instituto Federal de Educa??o,Ci?ncia e Tecnologia do Rio Grande do Norte. Esse material did?tico tem como objetivo trabalhar o conceito qu?mico de rea??es de oxirredu??o atrav?s de uma abordagem tem?tica seguindo as concep??es freireanas para Educa??o de Jovens e Adultos

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-08-28T18:43:15Z No. of bitstreams: 1 2017 - Rennan Furtado.pdf: 3276259 bytes, checksum: 8cafeadb184e367812582c17e230792f (MD5) / Made available in DSpace on 2018-08-28T18:43:15Z (GMT). No. of bitstreams: 1 2017 - Rennan Furtado.pdf: 3276259 bytes, checksum: 8cafeadb184e367812582c17e230792f (MD5) Previous issue date: 2017-03-29 / CAPES / This work aims to develop a didactic mediation, of collaborative basis, for anaphoric direct objetcs study and use, from stand up comedy discursive genre, in groups of youngsters and adults who did not continue their studies and those who have not joined primary and/or elementary school at appropriate age. This is youth and adults education (EJA). The aim is to encourage student's participation in Portuguese classes, in public schools of the State of Rio de Janeiro (NEJA) assuming that the use of stand up comedy discursive genre would stimulate them to develop reading activities, textual production and reflection on linguistic uses, focusing on the study and use of anaphoric direct object. For this purpose, this research was based on Collaborative Learning Theory (BEHRENS, 2013), which enabled the organicity of mediation in order to promote a participatory education in which the interaction between student and teacher is the basis of the work. In addition, in linguistic theories we searched assumptions to justify the proposal. Namely: Referencing Theory (KOCH and ELIAS, 2012; CHAN, 2004) and the continuous variation of Linguistics (BORTONI-RICARDO, 2004, 2005), with emphasis on continuous orality-literacy. The first one allowed the understanding of anaphoric relations, especially the Anaphoric Direct Objetc one, in a text; the second one enabled the recognition that linguistic accomplishments, variables, such as those in this category, are in a continuous line rather than on opposite sides. We also keep this continuous association with the discursive genres continuous proposed by Marcuschi (2001). This work also aimed to achieve specific objectives in Portuguese classes just as teaching referral strategies in acusativess forms, as well as other more general like promoting discussion, the collectivity, the sharing of ideas and mutual respect between teacher and students. / Este trabalho tem por objetivo desenvolver uma media??o did?tica, de base colaborativa, para estudo e uso do objeto direto anaf?rico (ODA), a partir do g?nero discursivo stand-up comedy, em turmas de educa??o para jovens e adultos que n?o deram continuidade aos estudos e para os que n?o ingressaram no Ensino Fundamental e/ou M?dio com a idade apropriada. Trata-se do segmento Educa??o de Jovens e Adultos (EJA). Busca-se incentivar a participa??o, nas aulas de L?ngua Portuguesa, dos alunos inseridos nos cursos da Educa??o de Jovens e Adultos da rede p?blica do estado do Rio de Janeiro (NEJA), partindo-se da hip?tese de que o uso do referido g?nero os estimularia a desenvolver atividades de leitura, produ??o textual e reflex?o sobre usos lingu?sticos, com foco no estudo e uso do ODA. Para tanto, esta pesquisa baseou-se na Teoria Colaborativa de Aprendizagem (BEHRENS, 2013), que possibilitou a organicidade da media??o para promovermos um ensino participativo em que a intera??o entre aluno e professor constitui a base do trabalho. Al?m disso, buscamos, em teorias lingu?sticas, pressupostos para fundamenta??o da proposta. A saber: a teoria da Referencia??o (KOCH E ELIAS, 2012; CAVALCANTE, 2004) e a dos Cont?nuos de varia??o lingu?stica (BORTONI-RICARDO, 2004, 2005), com ?nfase no cont?nuo oralidade-letramento. A primeira permitiu o entendimento das rela??es anaf?ricas, sobretudo a do ODA, em um texto; a segunda possibilitou o reconhecimento de que as realiza??es lingu?sticas, as vari?veis, como as dessa categoria, situam-se em uma linha cont?nua e n?o em lados opostos. Procedemos ainda ? associa??o desse cont?nuo com o cont?nuo dos g?neros discursivos proposto por Marcuschi (2001). Este trabalho buscou, ainda, atingir objetivos espec?ficos da disciplina de L?ngua Portuguesa, como ensinar estrat?gias de referencia??o em formas acusativas, al?m de outros mais gerais, como promover o debate, a coletividade, o compartilhamento de ideias e o respeito m?tuo entre professor e alunos.