Made available in DSpace on 2016-04-27T14:31:15Z (GMT). No. of bitstreams: 1 Ivete Picarelli.pdf: 5924486 bytes, checksum: f9fcec31acfaba8dc397ebd1ca129ec9 (MD5) Previous issue date: 2013-11-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aimed to check the way how the pedagogical practice takes place in face of the cognitive diversities, shown in this thesis, such as the variability of factors and/or elements which influence on individual learning, in heterogeneous classes at the early years of Elementary School. Thus, the question guiding this research was: ―Which are the conceptions and pedagogical practices that favor teaching and learning, taking into account the cognitive diversity of students in classes, necessarily heterogeneous, at the early years of Elementary School?‖. In order to clearly answer to the question proposed, we conducted a documentary analysis, a bibliographic survey, and a field research. Through documentary analysis, the study analyzed data on the universalization of primary education and the heterogeneity observed in this universalization, some aspects of the Program ―Ler e Escrever‖ and the Program ―Bolsa Alfabetização‖, in addition to the search for documents, such as the initial diagnoses of students and partial feelers recorded by teachers and coordinators. By means of the bibliographical survey, an increased literature review was carried out, addressing the principles, concepts, and assumptions which provide this study with theoretical support. The field research was used to supplement the documentary analysis and the bibliographic survey with the data obtained along with the research subjects, teachers, coordinator, vice principal, and principal at a school of the Cycle I of Elementary School. This thesis contributes to a reflection on teaching and learning in each heterogeneous class as a micro space with multiple interactions that have strong meaning and sense which characterize the teaching work as being also an emotional activity, where the watchful and loving look, the sensitive perception, and intentionality provide the pedagogical practice with meaning / O objetivo desta pesquisa foi verificar como ocorre a prática pedagógica diante das diversidades cognitivas, evidenciadas nesta tese, como a variabilidade de fatores e/ou elementos que influenciam a aprendizagem individual, em classes heterogêneas dos anos iniciais do Ensino Fundamental. Nesse sentido, a questão que norteou esta pesquisa foi: ―Quais são as concepções e práticas pedagógicas que favorecem o ensino e a aprendizagem, considerando-se a diversidade cognitiva dos alunos em classes, necessariamente heterogêneas, dos anos iniciais do Ensino Fundamental?‖. A fim de responder com clareza a questão proposta, foi realizada uma análise documental, um levantamento bibliográfico e uma pesquisa de campo. Via análise documental, o estudo analisou dados sobre a universalização da educação básica e a heterogeneidade observada nessa universalização, aspectos do Programa Ler e Escrever e do Programa Bolsa Alfabetização, além da busca de outros documentos, tais como os diagnósticos iniciais dos alunos e as sondagens parciais registradas pelos professores e coordenadores. Por meio da pesquisa bibliográfica, uma revisão ampliada da literatura foi realizada, abordando os princípios, conceitos e pressupostos que proporcionam sustentação teórica a este estudo. A pesquisa de campo foi utilizada para complementar a análise documental e a pesquisa bibliográfica com os dados obtidos junto aos sujeitos da pesquisa, professores, coordenador, vice-diretor e diretor de uma escola de Ciclo I do Ensino Fundamental. Esta tese contribui para uma reflexão sobre o ensino e a aprendizagem em cada classe heterogênea como um microespaço com múltiplas interações de intenso significado e sentido que caracterizam o trabalho docente como uma atividade também emocional, onde o olhar atento e amoroso, a percepção sensível e a intencionalidade dão significado e sentido à prática pedagógica

This thesis is about strategies applied by the teaching assistant and his tools of help in connection with the pupil in the learning process. The theoretical part includes the following themes: the inclusion, the position of teaching assistant and the pupils with special educational needs. The practical part of thesis solves the problems of two individual pupils with special educational needs visiting the first grade of elementary school. This part aims at searching and reflection of effective help from the teaching assistant to the pupil. The practical part is based on an action research that is divided into two parts. Each practical part is dedicated to one pupil. The first part of the action research dedicated to pupil J. solves a problem with pupil's seisures and his return to the learning proces. During the research, it has been observed that the pupil is returned to the learning proces through the quiet handling of teaching assistant connected with an eye contact. The second part of the action reasearch is dedicated to the pupil P. The problem of low self-confidence and often giving up of his work before its completion is solved in this part. In this case the tool prepared in cooperation with the teaching assistant and the class teacher seems to be effective. This tool helps the pupil to...

This thesis deals with the problematics of the work of a novice teacher, who has a pupil with a different mother tongue in his class. Its aim is to identify the specifics that usually accompany the work of novice teachers when integrating these pupils. The text is structured into two parts, each of which is further divided into several chapters. The first, theoretical, part compiles and then presents expert knowledge on migration, inclusion and then education of pupils with a different mother tongue and, last but not least, the role of the school as well as teachers in the process of integration of these children. It also sets out the criteria that affect and influence pupil integration with a different mother tongue. The second part of the thesis is practical. It contains an analysis of the work of two teachers who currently have pupils with a different mother tongue in their class and are trying to integrate them. It is focused on the specifics of working with them. The analysis of their work is carried out on the criteria set out at the end of the theoretical part of this thesis. These criteria are based on the study of professional literature. The result of the thesis is the description of teaching strategies and procedures of these pedagogues, the analysis of their approaches to teaching in a...

Résumé This thesis deals with finding differences between homogeneously and heterogeneously assorted classes in nursery schools and their influence on the readiness of a child to enter the first class in elementary school. The theoretical part focuses on school maturity and readiness, general characterization of a pre-school child before entering the first class in elementary school, differences between heterogeneously and homogeneously assorted classes in nursery schools and finally on a child's preparedness for the compulsory education. The practical part shows the results of a research carried out by the means of an author's test of school maturity method and a questionnaire. The research sample consisted of children of pre-school age before entering elementary schools from heterogeneous and homogeneous nursery school classes and pedagogues from nursery and elementary schools. The main objective of this research was to find out which children are better prepared for entering elementary school, whether from homogeneous or heterogeneous classes in nursery schools. The results of the research showed that children from homogeneous classes are prepared for entering elementary schools on the same level as children from heterogeneous classes, which leads to the conclusion that age composition of classes in...