<p>The aim of this study is to establish an understanding of how the concept educational materials can be interpreted, as well as to investigate how teachers describe their use of educational materials. The focus of this study is the subject “Sign Language for the hearing”, at the upper secondary level. We, the authors of this essay, both have a great personal interest in this language. Swedish Sign Language is the sign language mainly used in Sweden. In colloquial conversation, Swedish Sign Language is often called “Sign Language”, as American Sign Language is often called Sign Language in the USA. Swedish Sign Language is referred to as Sign Language in the current curriculum for the compulsory school and the non-compulsory school, which explains the title of this essay. Although this essay does not focus on research concerning the linguistic qualities of Swedish Sign Language, but we still wish to emphasize that sign language is not one, international, language.</p><p>The results presented in this study are derived from the collected knowledge mediated through a field study, in which eight teachers, with experience of working with the subject Sign Language for the hearing, have described their thoughts and experiences of the meaning of the concept educational materials, and how they explain that they use educational materials. These results are put in relation to curriculums, past and present, as well as previous litterature about educational materials.</p><p>By analysing the answers given by the teachers, who particiated in this study field, the curriculums are said to affect how they work with educational materials. The results of the field study comfirm the historical interpretation of educational materials as synonymous with a text-book. This being said, the participants in this study state that they have a wider understanding of the concept in relation to the subject Sign Language for the hearing. They explain that this is due to the fact that there is no text-book to work with, within the subject. They further describe that they work with different forms of experiences, such as theater, educational visits and interviews, in order to induce their students’ interest to want to learn and commuicate by using the language.</p>

The aim of this study is to establish an understanding of how the concept educational materials can be interpreted, as well as to investigate how teachers describe their use of educational materials. The focus of this study is the subject “Sign Language for the hearing”, at the upper secondary level. We, the authors of this essay, both have a great personal interest in this language. Swedish Sign Language is the sign language mainly used in Sweden. In colloquial conversation, Swedish Sign Language is often called “Sign Language”, as American Sign Language is often called Sign Language in the USA. Swedish Sign Language is referred to as Sign Language in the current curriculum for the compulsory school and the non-compulsory school, which explains the title of this essay. Although this essay does not focus on research concerning the linguistic qualities of Swedish Sign Language, but we still wish to emphasize that sign language is not one, international, language. The results presented in this study are derived from the collected knowledge mediated through a field study, in which eight teachers, with experience of working with the subject Sign Language for the hearing, have described their thoughts and experiences of the meaning of the concept educational materials, and how they explain that they use educational materials. These results are put in relation to curriculums, past and present, as well as previous litterature about educational materials. By analysing the answers given by the teachers, who particiated in this study field, the curriculums are said to affect how they work with educational materials. The results of the field study comfirm the historical interpretation of educational materials as synonymous with a text-book. This being said, the participants in this study state that they have a wider understanding of the concept in relation to the subject Sign Language for the hearing. They explain that this is due to the fact that there is no text-book to work with, within the subject. They further describe that they work with different forms of experiences, such as theater, educational visits and interviews, in order to induce their students’ interest to want to learn and commuicate by using the language.

The dilemma of diversity is the tension that exists when prescriptive claims are required across reasonable pluralism. Scholar and philosopher Dwight Boyd believes that the dilemma of diversity must be addressed for the continued health of multicultural societies, and suggests that the solution can be found through democratic reciprocity. Though the International Olympic Committee (IOC) markets unity and peace through its Olympic Games, does the Olympics relieve the dilemma of diversity? By critically examining the IOC’s historic and recent treatment of Aboriginals, its encouragement of divisive nationalism, and its educational programs, it is clear that the IOC does not embrace reasonable pluralism. The IOC’s public pedagogy is one that conceals its dominance through diversity. In exposing this dominance, I will argue that the IOC must embrace democratic reciprocity that allows for conversation across difference. Adopting an authentic acceptance of difference will alleviate the IOC’s propagation of Western ideology through neo-imperialism.

The dilemma of diversity is the tension that exists when prescriptive claims are required across reasonable pluralism. Scholar and philosopher Dwight Boyd believes that the dilemma of diversity must be addressed for the continued health of multicultural societies, and suggests that the solution can be found through democratic reciprocity. Though the International Olympic Committee (IOC) markets unity and peace through its Olympic Games, does the Olympics relieve the dilemma of diversity? By critically examining the IOC’s historic and recent treatment of Aboriginals, its encouragement of divisive nationalism, and its educational programs, it is clear that the IOC does not embrace reasonable pluralism. The IOC’s public pedagogy is one that conceals its dominance through diversity. In exposing this dominance, I will argue that the IOC must embrace democratic reciprocity that allows for conversation across difference. Adopting an authentic acceptance of difference will alleviate the IOC’s propagation of Western ideology through neo-imperialism.

Made available in DSpace on 2016-06-02T19:32:08Z (GMT). No. of bitstreams: 1 5608.pdf: 2890386 bytes, checksum: aba05420f7cabea67c4a31c1d3e38b93 (MD5) Previous issue date: 2013-10-04 / Universidade Federal de Sao Carlos / Participation, as one of the assumptions of a critical and emancipatory Environmental Education, is essential to promote the meeting of people with different knowledges that create a new knowledge, that is the dialogue.Starting from concrete experiences and seeking to substantiate them, this study aims to understand how the processes of participatory elaboration of materials with the context of Hydrographical Basins contributes to the critical educational process ( involving three dimensions : knowledge, ethical and aesthetic values and political participation ) for the proposed theme and the concept of participation, to contribute to consideration of new processes. From five interviews, the first step to answer our purpose was to analyze the participatory methodological approaches, degrees and concepts of participation and identifiable complex concept Basin in these processes. The development of materials based on the concept of participation is an alternative to overcome the linear view and simplifying the understanding of environmental issues and allows for a critical understanding of the environment and their interrelationships. The socioenvironmental issues may generate a critical and boost the subjects to participate, acting on a broader field, in decision making, as a way of strengthening their citizenship through dialogue in reflective action. The materials bring one of the most prominent themes of the present time, namely the management of water in the context of watersheds or hydrological basins. The holistic concept of basins can help the educational process as a means of integrating the collective. And, in this sense, the materials elaboration through participative methodologies represents a constitutive process to the remaking of the relationship between society and environment, and represents an act of citizen participation. When we understand that the major product of the process is the shaping experience and not only the materials, we understand the importance of encouraging participative methodologies. Furthermore, we believe that a good practice that should be assumed by a/one educator/environmental educator when facing a new process of developing materials based on the evaluation is guided by similar materials. The second stage of the research resulted from analysis of seven materials, resulting from projects systematized interviews, aiming the occurrence of the three dimensions of educational practice which we consider inseparable in an effective work of Environmental Education. The exercise of reflection on past experience provides the teacher/educator the opportunity to learn and not to stumble on the same obstacles encountered by other/the educators/s, thus avoiding presenting the same weaknesses. We understand that this reflection brings methodological contributions to research in environmental education, while, at some point, innovates to analyze and reflect on participation, a concept that permeates the educational action critique, and on the concept and theme Hydrographical Basins. A reflective analysis of the processes of development and some aspects of the materials showed that we deem interesting for the field, and so we gathered in ten guidelines for the participatory preparation of materials to support environmental education. The importance of having guidelines is to support the initiative to the dialogue and to the transforming actions. / A participação, dentre os pressupostos de uma Educação Ambiental crítica e emancipatória, é fundamental para que ocorra o encontro de pessoas com diferentes saberes na criação de um novo saber, ou seja, o diálogo. Partindo de experiências concretas e buscando compreender sua fundamentação, este trabalho teve como objetivo compreender como os processos de elaboração participativa de materiais com o contexto de Bacia Hidrográfica contribui com o processo educativo crítico (envolvendo as três dimensões: conhecimentos, os valores éticos e estéticos e a participação política) referentes a temática proposta e ao conceito de participação, visando contribuir para reflexão de novos processos. A partir de cinco entrevistas, a primeira etapa para responder nosso objetivo foi analisar os caminhos metodológicos participativos, os graus e os conceitos de participação identificáveis e o complexo conceito de Bacia Hidrográfica nestes processos. A elaboração de materiais baseados no conceito de participação é uma alternativa para a superação da visão linear e simplificadora na compreensão das questões ambientais e possibilita um entendimento crítico do ambiente e suas interrelações. Os temas socioambientais podem gerar uma postura crítica e impulsionar os sujeitos a participarem, atuando em um campo mais amplo, na tomada de decisões, como uma forma de fortalecer sua cidadania por meio do diálogo na ação reflexiva. Os materiais trazem um dos temas mais eminentes da atualidade, a gestão das águas no contexto de Bacias Hidrográficas. O conceito holístico de bacias pode auxiliar no processo educativo como integrador do coletivo. Nesse sentido, a elaboração de materiais por metodologias participativas representa um processo formativo para a transformação das relações entre sociedade e ambiente e representa um exercício de participação cidadã. Ao entendermos que o produto maior do processo é a experiência formativa e não somente os materiais, compreendemos a importância de incentivar o uso de metodologias participativas para a elaboração de materiais. Além disso, acreditamos que uma boa prática que deve ser assumida por uma/um educadora/educador ambiental quando enfrenta um novo processo de elaboração de materiais é partir da avaliação pautada em materiais similares. A segunda etapa da pesquisa resultou da análise de sete materiais, resultantes dos projetos sistematizados das entrevistas, visando a ocorrência das três dimensões da prática educativa que consideramos indissociáveis em um trabalho efetivo de Educação Ambiental. O exercício de reflexão sobre experiências anteriores proporciona a educadora/educador a possibilidade de aprender e de não tropeçar nos mesmos obstáculos encontrados por outras/os educadoras/es, evitando assim apresentar as mesmas fragilidades. Entendemos que esta reflexão traz contribuições metodológicas à pesquisa em Educação Ambiental, ao passo que, em certo ponto, inova ao analisar e refletir sobre a participação, conceito que permeia a ação educativa crítica, e sobre o conceito e a temática de Bacias Hidrográficas. A análise reflexiva dos processos de elaboração e dos materiais evidenciou alguns aspectos que julgamos interessantes para o campo, e por isso reunimos em dez diretrizes para a elaboração participativa de materiais de apoio a Educação Ambiental. A importância de reunir diretrizes é a de apoiar iniciativas para o diálogo e para as ações transformadoras.

Submitted by Vânia Bitencour Serrasqueiro (vaniabitencour@uol.com.br) on 2018-09-13T10:19:11Z No. of bitstreams: 1 DISSERTAÇÃO VANIA B SERRASQUEIRO.pdf: 4959102 bytes, checksum: a5786c270d90ce44f2b7304b9e398434 (MD5) / Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2018-09-13T12:53:58Z (GMT) No. of bitstreams: 1 serrasqueiro_vb_me_bauru.pdf: 4955159 bytes, checksum: 7919c9480cb3673f734d00eb74cae9f2 (MD5) / Made available in DSpace on 2018-09-13T12:53:58Z (GMT). No. of bitstreams: 1 serrasqueiro_vb_me_bauru.pdf: 4955159 bytes, checksum: 7919c9480cb3673f734d00eb74cae9f2 (MD5) Previous issue date: 2018-08-17 / Os materiais educacionais são instrumentos decisivos no processo de ensino e aprendizagem da criança, em especial aquelas com transtornos de aprendizagem. A presente pesquisa se propôs a verificar que aspectos do Design Gráfico tornam os materiais educacionais de intervenção e avaliação aplicados às crianças portadoras de dificuldade ou transtornos da aprendizagem mais inclusivos. Para isso foram levantados conceitos relacionados ao Design Inclusivo, Design da Informação e Design Educacional, gerando subsídios que embasam a coleta de dados através de entrevistas com especialistas em transtornos da aprendizagem, a fim de identificar os materiais educacionais mais usados em intervenção junto ao público infantil, bem como os problemas que apresentam neste processo. Tais materiais foram analisados e problemas relativos ao design dos mesmos foram evidenciados. Por fim, alcançou-se um conjunto de diretrizes capazes de auxiliar no desenvolvimento e projeto de novos materiais tendo como norte o Design Gráfico Inclusivo. / Educational materials are decisive instruments in the teaching and learning process of children, especially those with learning disorders. The present research aimed to verify which aspects of Graphic Design make the educational materials of intervention and evaluation applied to children with difficulty or learning disorders, more inclusive. In order to do, concepts related to Inclusive Design, Information Design and Educational Design were developed, generating support that supports the collection of data through interviews with specialists in learning disorders, in order to raise the educational materials most used in intervention with children, as well as the problems they present in this process. These materials were analyzed and problems related to their design were evidenced. Finally, a set of guidelines capable of assisting in the development and design of new materials based on Inclusive Graphic Design, were reached

The Dissertation deals with educational materials for patients with celiac disease. It describes general requirements for teaching materials and the didactical principles suitable for educational materials for patients with celiac disease. It presents a draft criteria for assessment of web sites intended for people suffering of celiac disease. Five Czech, as well as foreign Internet-based resources, have been selected and assessed for compliance with the criteria given by technical properties, contents, page structures, criteria evaluating credibility of the sites and educational criteria. All the sites assessed can be used for education of patients with celiac disease, but they are rather information sites with a low content of educational characteristics.

A presente pesquisa busca analisar ações de mediação dos projetos pedagógicos de cinco edições da Bienal do Mercosul (6ª – 2007, 7ª – 2009, 8ª – 2011, 9ª – 2013 e 10ª – 2015), a partir dos documentos e publicações disponíveis ao público, e utilizando o conceito de experiência segundo Jorge Larrosa como base teórica das questões de mediação. As ações analisadas são: as visitas mediadas que ocorrem dentro dos espaços de exposição, com a presença de um mediador; os materiais educativos que são produzidos e distribuídos aos públicos como forma de atuação fora da instituição de arte e os espaços físicos ocupados pelos programas educativos dentro da expografia das mostras. Com isso procura-se mostrar que a mediação vai além de um processo dialógico que exige um sujeito mediador, mas um processo que se utiliza também de objetos e estruturas para estabelecer uma relação de experiência entre públicos e arte. A escolha do uso de documentações disponíveis vem a mostrar de que formas essas experiências são registradas e quais acessos temos a elas atualmente. / The present research aims to analyze actions of mediation of the pedagogical projects of five editions of the Mercosur Biennial (6th - 2007, 7th - 2009, 8th - 2011, 9th - 2013 and 10th - 2015), based on documents and publications available to the public, and using the concept of experience according to Jorge Larrosa as the theoretical basis of mediation questions. The actions analyzed are: the mediated visits that occur within the exhibition spaces, with the presence of a mediator; the educational materials that are produced and distributed to the public as a way of acting outside the art institution and the physical spaces occupied by the educational programs within the expografia of the shows. The purpose of this work is to show that mediation goes beyond a dialogic process that requires a mediating subject, but a process that also uses objects and structures to establish a relationship of experience between public and art. The choice of the use of available documentation comes to show how these experiences are recorded and what accesses we have to them currently.

A presente tese tem como finalidade elaborar uma metodologia para a construção de materiais educacionais digitais (MEDs), a qual integre orientações técnicas, gráficas e pedagógicas. O objetivo é colaborar para a prática de equipes desenvolvedoras de MEDs e para a articulação entre seus membros. Como base teórica, são abordados o construtivismo de Piaget, o conceito de design pedagógico, a educação por competências e a experiência estética. A metodologia utilizada classifica-se como quantiqualitativa. Primeiramente, é realizada uma pesquisa bibliográfica sobre os conceitos envolvidos, assim como a revisão de produções nacionais e internacionais acerca dos temas abordados. Após, é efetuado o mapeamento das competências da equipe desenvolvedora de MEDs com base no design pedagógico. Na sequência, é construído o objeto de aprendizagem CompEMed. Por meio da sua aplicação em curso de extensão, é realizada a validação do referido mapeamento. Baseando-se nele, uma metodologia é elaborada para a construção de materiais educacionais digitais baseados no design pedagógico. Ela é disponibilizada na web por meio da construção do objeto de aprendizagem ConstruMed que, por sua vez, contém as etapas da referida metodologia e textos explicativos sobre os principais conceitos envolvidos. O intuito é fornecer suporte a equipes desenvolvedoras durante o processo de construção de MEDs. / The present research study aims at developing a methodology for the making of digital educational materials (DEM) which integrates technical, graphic and pedagogical instructions. The objective is to support the practices of the DEM development staff and its members’ articulation. For the theoretical basis, Piaget’s constructivism, the concept of pedagogical design, competency-based education and aesthetic experience are approached. The methodology used is classified as quantiqualitative. Firstly, a bibliographic research about the concepts involved is performed, as well as the review of local and international works on the approached themes. Then, the competencies of the DEM development staff are mapped, based on pedagogical design. Finally, a CompEMed learning object is designed. Through its use in an extension program, the referred mapping is validated. Supported by it, a methodology for the making of digital educational materials based on pedagogical design is developed. It is made available on the web through the development of the learning object ConstruMed, which contains the steps of the referred methodology and texts explaining the main concepts involved in the process. The aim is to provide support to development staffs during the making of DEM. / Esta tesis tiene por finalidad elaborar una metodología para la construcción de materiales educacionales digitales (MEDs), la cual integre orientaciones técnicas, gráficas y pedagógicas. El objetivo es colaborar con la práctica de equipos que desarrollen MEDs y también en la articulación entre sus miembros. Como base teórica, se abordan el constructivismo de Piaget, el concepto de diseño pedagógico, la educación por competencias y la experiencia estética. La metodología utilizada se clasifica como cuantitativa y cualitativa. Primeramente, se realiza una investigación bibliográfica acerca de los conceptos relacionados, además de una revisión de producciones nacionales e internacionales sobre los temas planteados. Enseguida, se identifican las competencias del equipo que desarrolló los MEDs con base en el diseño pedagógico. A continuación, se construye el objeto de aprendizaje CompEMed. A través de su empleo en un curso de extensión universitaria, se valida la referida identificación de competencias. Con base en esta identificación, se elabora una metodología para la construcción de materiales educacionales digitales basados en el diseño pedagógico. Dicha metodología se pone a disposición en la red a través de la construcción del objeto de aprendizaje ConstruMed, el cual, a su turno, contiene las etapas de la referida metodología y textos que explican los principales conceptos relacionados. El objetivo es apoyar, durante el proceso, a equipos que desarrollen MEDs.

Submitted by Jordan (jordanbiblio@gmail.com) on 2017-04-25T15:03:32Z No. of bitstreams: 1 DISS_2015_Valdite Aparecida Heinzen.pdf: 2272694 bytes, checksum: 51713938a1c9a7025f93f8d9d93de97d (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-04-27T14:13:27Z (GMT) No. of bitstreams: 1 DISS_2015_Valdite Aparecida Heinzen.pdf: 2272694 bytes, checksum: 51713938a1c9a7025f93f8d9d93de97d (MD5) / Made available in DSpace on 2017-04-27T14:13:27Z (GMT). No. of bitstreams: 1 DISS_2015_Valdite Aparecida Heinzen.pdf: 2272694 bytes, checksum: 51713938a1c9a7025f93f8d9d93de97d (MD5) Previous issue date: 2015-12-14 / Nosso objetivo foi investigar tanto a produção quanto o uso ou não de mapas táteis como recursos didáticos-suporte para o ensino de ciências aos alunos com deficiência visual (DV) e identificar necessidades que indicassem a proposição de formação continuada em produção de mapas táteis, para professores que atendem alunos com DV em Salas de Recursos Multifuncionais (SRM). O problema da pesquisa consistiu em saber como os mapas táteis podem servir de recursos didáticos-suporte significativos, para mediação do ensino e da aprendizagem de conteúdos de ciências aos alunos deficientes visuais do ensino fundamental? Supomos que os mapas táteis (elementos sensoriais), quando utilizados como suporte didático ao ensino de ciências, permitem: a) - aos professores que atuam nas SRM o ensino complementar e mediação da aprendizagem de conteúdos de ciências do ensino fundamental aos alunos DV; b) - a percepção tátil e mentalização de conceitos científicos, por meio de objetos representativos, possibilitando ao aluno o entendimento significativo e ampliação das suas possibilidades de aprendizagem. Utilizamos a pesquisa bibliográfica, documental e de levantamento, com uso do questionário aplicado a 27 professoras que atuam nas SRM das Escolas Estaduais de Cuiabá e Várzea Grande. Para análise dos dados utilizamos técnicas de análise estatística básica (representação gráfica e tabelas) e análise documental. Os resultados indicam que 22 professoras são efetivas, 9 contratadas, predominantemente pedagogas com especialização em atendimento educacional especializado e possui de 36 a 45 anos de idade. Alguns temas estudados nas SRM têm relação com os conteúdos de ciências na Educação Infantil e Fundamental. Constatamos o desconhecimento do que sejam recursos de Tecnologia Assistiva, pois, os indicados não são de fato (“computador”, “internet” e “televisão”). As 31 professoras afirmam que utilizam materiais concretos, mas a maioria não produz material didático que sirva de suporte didático para ensinar ciências aos alunos deficientes visuais. Quanto à formação continuada observamos que nenhuma das formações informadas se refere à produção de material didático e, em especial, de mapas táteis ou material em alto relevo para o ensino de ciências aos alunos DV. Dentre as dificuldades apresentadas estão a falta de material pedagógico adaptado e de confecção de materiais para o atendimento educacional especializado. Como possível solução das dificuldades as professoras apontam a formação continuada e existência de materiais adaptados, indicando assim a necessidade de formação continuada como forma de subsidiar sua prática docente, promovendo possibilidades de produção de material didático adaptado (mapas táteis), que atendam à especificidade pedagógica desses alunos. / Our goal was to investigate both the production and the use or not of tactile maps as learning-support resources for teaching science to students with visual impairment, as well as identify needs to indicate the proposition of continuing education in producing tactile maps for teachers serving students with visual impairment. The research’s problem was how tactile maps can serve as a significant learning-support resources for mediation of teaching and learning science content to visually impaired elementary school students? The hypothesis is that the tactile maps (sensory elements) allow the tactile perception and mentalizing concepts through representative objects, enabling the student to meaningful understanding and expanding their learning opportunities. We use the bibliographical research, documentary and survey, using the questionnaire as a dice technique collection applied to 27 teachers who work in the Resource Rooms Multifunction of state schools of Cuiabá and Várzea Grande. For dice analysis we use basic statistical techniques (with representation in graphs and tables) and document analysis. The results indicate that 22 teachers are effective, 9 contracted predominantly pedagogues with expertise in educational specialized services who have between 36-45 years of age. Some topics studied in the Multifunction Resource living rooms are related to the science content in Elementary Education. We notice that the lack of resources as Assistive Technology, therefore the nominees are not actually ("computer", "internet" and "TV"). The 31 teachers say that they use concrete materials, but most of them do not produce educational materials to serve as a didactic support for teaching science for visually impaired students. As for continuing education we noted that none of the formations informed refer to the production of teaching materials and, in particular, production of tactile maps or materials embossed for teaching science for students with visual impairment. Among the difficulties faced are the lack of teaching materials and adapting/making materials for specialized educational services. As a possible solution for the difficulties, the teachers pointed the continuing education and the existence of adapted materials. From the survey we see the need to present to teachers who work with visually impaired students grants to assist their teaching practice, promoting adapted courseware production possibilities (tactile maps) that comply with the educational specificity of these students.