Made available in DSpace on 2016-04-28T20:56:23Z (GMT). No. of bitstreams: 1 Maria Tereza Antonia Cardia.pdf: 738454 bytes, checksum: 1a16810dec7fc2e071e4751df9409384 (MD5) Previous issue date: 2011-05-19 / This work is aimed at the understanding of the experience of teaching to write a text genre the opinion article to high school students. In order to do so, five Brazilian-Portuguese language teachers statements were analyzed in this study. These teachers worked with high school students who participated in a national writing competition and were shortlisted as finalists. The statements were presented to the organizers as written practice reports. They are narratives and, as such, are based, on experience, according to Benjamin, (1994). Thus, they constitute a privileged path to access indirectly the experience lived by others. The phenomenological method is considered to be especially adequate to investigate subjective phenomena such as the human experience. The undertaking of the analysis about the narratives was done following this method. The procedures described by Martins and Bicudo, (1989), complemented by Szymanski s, (2004), contributions were adopted for the understanding of the studied phenomenon. Based on immersion into the narratives, seven constellations were revealed and found in most of the statements. This allowed the researcher to elaborate one narrative for each statement. When the five synthesis were gathered, it was possible to recognize new configurations presented in the final synthesis. The discussion on data was enlightened by Arendt s, (2005), ideas. To write a report was a special opportunity for the teachers to reflect upon their practice. The statements indicated that there were many ways to teach, yet all of them were engaged in trying to make the process of learning truly effective. The work done by the teachers was aimed at the improvement of written skills. It was also undertaken as an opportunity to develop a critical view and a commitment to their communities by some of them. It made possible to exercise the multiplicity of perspectives, the strengthening of the feeling of belonging and a concern with the environment. Writing, as well as the opinion article make part of a cultural legacy to which the high school students are entitled because they are new human beings. According to Arendt, (2005), education fulfills its role by bringing high school students in touch with this inheritance, so that they can enjoy it and gradually become responsible for its preservation and renewal / Este trabalho tem o propósito de compreender a experiência de ensinar a escrever um gênero textual artigo de opinião para alunos do Ensino Médio. Para isso, foram analisados os depoimentos de cinco professoras de Língua Portuguesa de alunos finalistas em um concurso nacional de textos. Os depoimentos foram apresentados aos seus organizadores como relatos de prática, escritos. São narrativas e, como tal, de acordo com Benjamin (1994), estão assentadas na experiência. Assim, constituem um caminho privilegiado para se acessar, de maneira indireta, a experiência vivida pelo outro. O método fenomenológico é considerado especialmente adequado para a investigação de fenômenos subjetivos como a experiência humana. A análise das narrativas foi feita segundo esse método. Foram adotados procedimentos descritos por Martins e Bicudo (1989), complementados por contribuições de Szymanski (2004) para a compreensão do fenômeno estudado. Partindo da imersão nos textos, chegou-se ao desvelamento de sete constelações presentes na maioria dos depoimentos analisados. Isso possibilitou à pesquisadora elaborar a narrativa de cada depoimento. Quando as cinco sínteses foram reunidas, foi possível reconhecer novas configurações, apresentadas na síntese final. A discussão dos resultados foi iluminada pelo pensamento de Arendt (2005). Escrever um relato constituiu uma oportunidade especial para as professoras refletirem sobre suas práticas. Os depoimentos mostraram que muitos foram os modos de ensinar, mas todas as professoras se empenharam em garantir que o processo de aprendizagem se efetivasse. O trabalho realizado pelas professoras teve o objetivo de aprimoramento da escrita. Também foi assumido por algumas como uma oportunidade para desenvolver a visão crítica e o compromisso com suas comunidades. Possibilitou o exercício da multiplicidade de perspectivas, o fortalecimento do sentimento de pertença e a preocupação com o meio ambiente. A escrita assim como o gênero artigo de opinião fazem parte do patrimônio cultural a que os jovens têm direito por serem novos seres humanos. De acordo com Arendt (2005), ao aproximar os estudantes desse legado para que possam dele fruir e venham, gradualmente, a assumir a responsabilidade por sua preservação e renovação, a educação cumpre seu papel

Syftet med denna studie är att få en förståelse för hur rektorer väljer att organisera kompetensutveckling för lärare gällande erfarenhetsbaserad undervisning. Min empiri är insamlad med hjälp av datorstödda mailintervjuer. I och med detta söker jag mönster i respondenternas olika svar utifrån en fenomenografisk ansats. Studiens resultat har gett svar på de frågeställningar som studien utgår ifrån och resultatet visar på en stor variation. Dels finns det variation i respondenternas tolkning av begreppet erfarenhetsbaserad undervisning och det finns även variationer kring deras tolkning av styrdokumenten. Det går också att se olikheter gällande den kompetensutveckling som rektorer organiserar för lärare. På grund av de variationer som råder i samtliga utsagor så kan det bli aktuellt att lyfta vikten av centraliserad tolkning av bärande begrepp på nationell nivå för att komma så nära likvärdig undervisning som möjligt. / The aim of this study is to gain an understanding how the principals choose to develop teacher competence in experience-based teaching. I seek patterns in the different interview answers based on phenomenographic approach. My empirical data was collected with the help of computer-aided mail interviews. The results of the study have given answers to the questions on which the study is based upon and the results show a great variation. Variation in the interpretation of the concept of experience-based teaching and the governance document. But the results also vary regarding the skills development the principals offers teachers. Due to the variations that seem to prevail in all statements, it may be relevant to emphasize the importance of centralized interpretation of key concepts at the national level, in order to get as close to equivalent teaching as possible.

This study examines high school students' experience of a political role play in social studies. The purpose of the thesis is to investigate which abilities role-playing games develop for students and through this contribute to the social studies didactic research of experience-based teaching that reflects reality. The ambition of the thesis is to understand whether the effects of role-playing as a teaching method for the learning of political skills are experienced as useful for their role as citizens. Through a digital survey, the students in this study answer questions about their perceived development of their political self-confidence, their political abilities and whether the role-play motivates effort, which in turn answers the question of whether political role-play in social studies is effective for students' self-governance in society. The result shows that the political role-play has beneficial effects for most of the surveyed students development of their political abilities. The students in the study feel that their political self-confidence has increased and that the teaching has benefited their understanding of dissenting views. The result also shows that large parts of the student group have made an effort, which shows that they experience the effects of the teaching as useful in their future role as citizens. / Denna studie undersöker gymnasieelevers upplevelse av ett politiskt rollspel i samhällskunskap. Syftet med uppsatsen är att undersöka vilka förmågor rollspel utvecklar för elever för att bidra till den samhällskunskapsdidaktiska forskningen av upplevelsebaserad undervisning som speglar verkligheten. Ambitionen för uppsatsen är att förstå om effekterna av rollspel som undervisningsmetod för lärandet av politiskt förmågor upplevs som nyttiga för sin roll som medborgare. Genom en digital enkät svarar eleverna i denna studie på frågor om sin upplevda kunskapsutveckling av sin politiskt självtillit, sina politiska förmågor och om rollspelet motiverar till ansträngning, som i sin tur ger svar på frågan om politiskt rollspel i samhällskunskap är effektfullt för elevers självstyrning i samhället. Resultatet visar att det politiska rollspelet har fördelaktiga effekter för de flesta av de tillfrågade eleverna i sin utveckling av politiska förmågor. Eleverna i studien upplever att deras politiska självtillit har ökat och att undervisningen har gynnat deras förståelse för oliktänkande åsikter. Resultatet visar även att stora delar av elevgruppen har ansträngt sig vilket visar att de upplever effekterna av undervisningen som nyttiga i sin framtida rollsom medborgare.