A ausência do Cálculo Diferencial e Integral no currículo do Ensino Médio no Brasil, diferentemente do que acontece em outros países, constituiu-se na motivação original para este trabalho. Considerando as finalidades mais gerais da escola básica apresentadas nos documentos oficiais, mostramos o aporte que o ensino de Cálculo pode conduzir à formação de nossos jovens, favorecendo uma visão mais integrada das disciplinas e o desenvolvimento da capacidade de compreender e interpretar fenômenos. Trazer o estudo do Cálculo para a escola básica, porém, não pode significar uma antecipação do que é feito nos cursos universitários, como acontecia no Brasil há algumas décadas. Pelo contrário, a abordagem deve se basear nas ideias fundamentais do Cálculo, como variação, aproximação e proporcionalidade, que já estão presentes no programa da escola básica. Para tanto, apresentamos o raciocínio covariacional, definido como o conjunto de atividades cognitivas envolvidas na análise coordenada das variações de duas grandezas interdependentes. Construindo uma trajetória que começa nas séries iniciais, chega às grandezas proporcionais, perpassa todo o estudo das funções e se estende até o final do Ensino Médio, mostramos que o modelo representado pelo raciocínio covariacional pode nortear o processo de fortalecimento das ideias do Cálculo no currículo da escola básica. Para ter uma noção do cenário atual, avaliamos o nível de raciocínio covariacional de 66 alunos recém-formados no Ensino Médio brasileiro, aprovados em um competitivo exame seletivo para ingresso na universidade. A enorme dispersão dos resultados indicou a pouca consistência do atual programa de nossa escola básica em relação ao desenvolvimento do raciocínio covariacional. Aproveitando o estudo realizado, extrapolamos o contexto da escola básica para avaliar a relação entre o nível inicial de raciocínio covariacional dos alunos e seu desempenho na disciplina de Cálculo na universidade. Os resultados sinalizam para o efeito positivo que um trabalho mais efetivo com o raciocínio covariacional pode ter no enfrentamento das dificuldades vividas por alunos e professores nas disciplinas de Cálculo do ensino superior. / The absence of Differential and Integral Calculus in Brazilian high school syllabus, differently from what happens in other countries, has been the main motivation to develop this thesis. Considering the most general objectives of the K-12 education presented in the official documents, we hereby demonstrate the robust contribution of teaching Calculus to the secondary school students, by offering an integrated discipline overview, and the development of the ability of understanding and interpreting phenomena. However, the introduction of the study of Calculus to secondary school should not be an anticipation of what is developed in the university courses, as it used to be some decades ago in Brazil. The approach, on the other hand, should be based on the Calculus fundamental ideas, such as: variation, approximation and proportionality, which are already present in the K-12 curriculum. Therefore, we described the covariational reasoning, which is defined as the cognitive activities involved in the coordinated analysis of two interdependent quantities variations. We have designed a track using a covariation framework, starting in elementary school, which then achieves the study of proportionality and functions, and extends up to the end of high school, resulting in the strengthening of the Calculus ideas in the curriculum. In order to have a general view of the current scenario, we evaluated the covariational reasoning level of 66 recent graduated high school students in Brazil, who were approved in a high competitive exam in order to enter university. As a result, we detected an impressive lack of consistency regarding the development of covariational reasoning in the secondary school curriculum. Moreover, we could evaluate the relation between the initial students covariational reasoning level and their understanding of Calculus in the university. Our results indicate that fostering covariational reasoning may effectively lead to a positive influence, when dealing with difficulties faced by students and faculty in Calculus courses at the university level.

Submitted by admin tede (tede@pucgoias.edu.br) on 2018-11-07T17:00:30Z No. of bitstreams: 1 PAULO SILVA MELO.pdf: 2917078 bytes, checksum: 1180ea71ef5bae3bc46f21e3444fd16d (MD5) / Made available in DSpace on 2018-11-07T17:00:30Z (GMT). No. of bitstreams: 1 PAULO SILVA MELO.pdf: 2917078 bytes, checksum: 1180ea71ef5bae3bc46f21e3444fd16d (MD5) Previous issue date: 2018-08-27 / The present thesis was aimed at Integrated High School. Studies on the integration between propaedeutic and vocational training (SOUZA, 2010, RAMOS, 2011, CHEPLUSKI, 2011, CORSO, 2015, GARCIA, 2017) show that the changes produced by Decree 5,154 / 2004 focused on the design of Vocational Education and, consequently, in their social and pedagogical functions. Since the legislation on this modality of education points to the integral, unitary and polytechnical formation of the students, the present research addresses possible impacts of these changes in both their social effectiveness and in the curricular and pedagogical practices. Taking into account the historical problematic of the dualism in secondary education, between human formation and technical training, with the intellectual formation destined to the preparatory formation to the sequence of studies in the university and the professional formation for the insertion in the process of capitalist production, the problem of The research was outlined in the following questions: Does the proposal of Higher Education integrated in a perspective of polytechnics aimed at overcoming the dualism between human formation and technical education have reached its objectives from a social and pedagogical point of view? What advances or obstacles can be identified in the course of its implementation and development, regarding the effective actions of curricular integration between Professional Education and High School? The objective of the research was to analyze the implementation and development process of Integrated High School in the Federal Goiano Institute, in order to evaluate the social and pedagogical effectiveness of this modality of education in relation to the purposes and objectives enunciated in the legislation and its curricular and pedagogical operationalization . Using theoretical-methodological foundations of dialectical historical materialism, a qualitative research was carried out employing documentary research and field research procedures. In the documentary research, we used official documents of the legislation and operational guidelines as well as institutional documents such as Pedagogical Projects of the Courses and Institutional Development Project of the Goiano Federal Institute (Goiano IF). The field research was attended by directors, course coordinators and technical-administrative servers. Data collection included questionnaires, interviews and observation of classes. The analysis considered the process of implantation and development of the High School Integrated to the Technical Professional Education of average level in the Goiano Federal Institute, identifying its contradictions with the integral, unitary and polytechnical formation of the students. The results point out that social effectiveness is being strongly challenged by the contradiction between educational purposes envisaged in the legislation and an operationalization based on the instrumental and utilitarian curriculum recommended by international organizations. The pedagogical effectiveness is faced with problems in the pedagogical training of teachers, in the real conditions of promotion of curricular integration, in the epistemological rigidity of a good part of the teachers in favor of the disciplinary curriculum. It was concluded that contradictory to what was proclaimed and sought, teaching remains fragmented, and the possibility of overcoming such contradiction requires, among other things, changes in curricular and pedagogical actions. For this, more investments in pedagogical management are required, since the pedagogical effectiveness and social effectiveness of the Integrated Higher Education form an interdependent unit. / A presente tese teve como objeto o Ensino Médio Integrado. Estudos sobre a integração entre a formação propedêutica e a formação profissional (SOUZA, 2010; RAMOS, 2011; CHEPLUSKI, 2011; CORSO, 2015; GARCIA, 2017) mostram que as mudanças produzidas pelo Decreto no 5.154/2004 incidiram na concepção da Educação Profissional e, em consequência, em suas funções sociais e pedagógicas. Uma vez que a legislação sobre essa modalidade de ensino aponta para a formação integral, unitária e politécnica dos estudantes, a presente pesquisa aborda possíveis impactos dessas alterações tanto em sua eficácia social como nas práticas curriculares e pedagógicas. Tendo em conta a reiterada problemática histórica do dualismo no ensino médio, entre formação humana e formação técnica, com a formação intelectual destinada à formação propedêutica à sequência de estudos na universidade e a formação profissional para a inserção no processo da produção capitalista, o problema de pesquisa se delineou nas seguintes questões: a proposta de Ensino Médio Integrado em uma perspectiva de politecnia visando à superação do dualismo entre formação humana e formação técnica vem atingindo seus objetivos do ponto de vista social e pedagógico? Quais avanços ou obstáculos podem ser identificados no percurso de sua implantação e desenvolvimento, no que diz respeito às ações efetivas de integração curricular entre a Educação Profissional e o Ensino Médio? O objetivo da pesquisa foi analisar o processo de implantação e desenvolvimento do Ensino Médio Integrado no Instituto Federal Goiano, a fim de avaliar a efetividade social e pedagógica dessa modalidade de educação em relação a finalidades e objetivos enunciados na legislação e à sua operacionalização curricular e pedagógica. Utilizando fundamentos teóricometodológicos do materialismo histórico dialético, realizou-se uma pesquisa qualitativa empregando os procedimentos de pesquisa documental e pesquisa de campo. Na pesquisa documental recorreu-se a documentos oficiais da legislação e a orientações operacionais bem como documentos institucionais como Projetos Pedagógicos dos Cursos e Projeto de Desenvolvimento Institucional do Instituto Federal Goiano (IF Goiano). A pesquisa de campo contou com a participação de diretores, coordenadores de curso e servidores técnicoadministrativos. Para a coleta de dados foram utilizados questionários, entrevistas e observação de aulas. A análise considerou o processo de implantação e desenvolvimento do Ensino Médio Integrado à Educação Profissional Técnica de nível médio no Instituto Federal Goiano, identificando suas contradições face à formação integral, unitária e politécnica dos estudantes. Os resultados apontam que a efetividade social está sendo fortemente interpelada pela contradição existente entre finalidades educativas previstas na legislação e uma operacionalização baseada no currículo instrumental e utilitarista recomendado por organismos internacionais. A efetividade pedagógica se defronta com problemas na formação pedagógica dos professores, nas condições reais de promoção da integração curricular, na rigidez epistemológica de boa parte dos professores em favor do currículo disciplinar. Concluiu-se que contraditoriamente ao proclamado e buscado, o ensino permanece fragmentado, sendo que a possibilidade de superar tal contradição requer, entre outras, mudanças nas ações curriculares e pedagógicas. Para tanto, são requeridos mais investimentos na gestão pedagógica, uma vez que a efetividade pedagógica e efetividade social do Ensino Médio Integrado formam uma unidade interdependente.

A ausência do Cálculo Diferencial e Integral no currículo do Ensino Médio no Brasil, diferentemente do que acontece em outros países, constituiu-se na motivação original para este trabalho. Considerando as finalidades mais gerais da escola básica apresentadas nos documentos oficiais, mostramos o aporte que o ensino de Cálculo pode conduzir à formação de nossos jovens, favorecendo uma visão mais integrada das disciplinas e o desenvolvimento da capacidade de compreender e interpretar fenômenos. Trazer o estudo do Cálculo para a escola básica, porém, não pode significar uma antecipação do que é feito nos cursos universitários, como acontecia no Brasil há algumas décadas. Pelo contrário, a abordagem deve se basear nas ideias fundamentais do Cálculo, como variação, aproximação e proporcionalidade, que já estão presentes no programa da escola básica. Para tanto, apresentamos o raciocínio covariacional, definido como o conjunto de atividades cognitivas envolvidas na análise coordenada das variações de duas grandezas interdependentes. Construindo uma trajetória que começa nas séries iniciais, chega às grandezas proporcionais, perpassa todo o estudo das funções e se estende até o final do Ensino Médio, mostramos que o modelo representado pelo raciocínio covariacional pode nortear o processo de fortalecimento das ideias do Cálculo no currículo da escola básica. Para ter uma noção do cenário atual, avaliamos o nível de raciocínio covariacional de 66 alunos recém-formados no Ensino Médio brasileiro, aprovados em um competitivo exame seletivo para ingresso na universidade. A enorme dispersão dos resultados indicou a pouca consistência do atual programa de nossa escola básica em relação ao desenvolvimento do raciocínio covariacional. Aproveitando o estudo realizado, extrapolamos o contexto da escola básica para avaliar a relação entre o nível inicial de raciocínio covariacional dos alunos e seu desempenho na disciplina de Cálculo na universidade. Os resultados sinalizam para o efeito positivo que um trabalho mais efetivo com o raciocínio covariacional pode ter no enfrentamento das dificuldades vividas por alunos e professores nas disciplinas de Cálculo do ensino superior. / The absence of Differential and Integral Calculus in Brazilian high school syllabus, differently from what happens in other countries, has been the main motivation to develop this thesis. Considering the most general objectives of the K-12 education presented in the official documents, we hereby demonstrate the robust contribution of teaching Calculus to the secondary school students, by offering an integrated discipline overview, and the development of the ability of understanding and interpreting phenomena. However, the introduction of the study of Calculus to secondary school should not be an anticipation of what is developed in the university courses, as it used to be some decades ago in Brazil. The approach, on the other hand, should be based on the Calculus fundamental ideas, such as: variation, approximation and proportionality, which are already present in the K-12 curriculum. Therefore, we described the covariational reasoning, which is defined as the cognitive activities involved in the coordinated analysis of two interdependent quantities variations. We have designed a track using a covariation framework, starting in elementary school, which then achieves the study of proportionality and functions, and extends up to the end of high school, resulting in the strengthening of the Calculus ideas in the curriculum. In order to have a general view of the current scenario, we evaluated the covariational reasoning level of 66 recent graduated high school students in Brazil, who were approved in a high competitive exam in order to enter university. As a result, we detected an impressive lack of consistency regarding the development of covariational reasoning in the secondary school curriculum. Moreover, we could evaluate the relation between the initial students covariational reasoning level and their understanding of Calculus in the university. Our results indicate that fostering covariational reasoning may effectively lead to a positive influence, when dealing with difficulties faced by students and faculty in Calculus courses at the university level.

在臺灣的技職教育體系中，職業學校群科課程綱要是教材編撰及課程設計的參考基準；而四技二專統一入學測驗是高職學生升學的重要依據。其中，統測共同科目英文考科中的對話題，採用了間接測驗來評量學生的口語能力。本研究旨在討論統測英文科對話題與高職英文課綱之吻合程度，及統測對話題的內容效度。為了達成此研究目的，本研究分析統測英文考科對話題型以及高職英文課程綱要，同時參考與測驗口說能力之相關教學研究及論文，發展出課綱檢核表及口說能力檢核表做為研究工具。 研究結果顯示，統測對話題與高職課綱中口說能力相關指標大致符合，但主題分佈不甚平均，主要強調日常生活情境下的溝通能力。就內容效度而言，其檢驗之能力多為基礎口語技巧，並且偏重測驗考生如何傳遞訊息及維持互動，並沒有包含處理互動的技巧。根據本研究之發現，筆者針對未來研究方向及測驗實務提出了建議。 / In the vocational education system in Taiwan, the Vocational High School Curriculum Guideline (VHSCG) is the basis of teaching materials and curriculum design, and the Technological and Vocational Educational Examination (TVEE) is an important reference for students to enter college. In the English test of the TVEE, an indirect speaking test was applied in the dialogue section. This research aims to investigate: (1) the correspondence between goals of speaking ability in the VHSCG and the dialogue section of the TVEE; and (2) the construct validity of the dialogue section. To achieve the purpose, this research analyzed the current curriculum guideline and the English tests of the TVEE, and studied the previous literature about assessing speaking ability to develop two checklists as instruments to analyze the targeted test items. Results indicated that the dialogue section of the TVEE generally corresponded with the speaking ability index in the VHSCG, but the topic distribution was imbalanced. The test items primarily focused on the communicative ability in daily-life contexts and was lacked of items that examine descriptive ability. For the construct validity, the dialogue section of the TVEE mostly examined fundamental speaking skills. Informational and interactional skills were strongly emphasized, while the skills in managing interaction were completely absent. Based on the findings of this research, the researcher yielded suggestions for future research and implications for the test developers.

<p>Syftet med denna kvalitativa studie är att undersöka vilken syn lärare och elever har påInternet som arbetsverktyg i undervisningen och skolarbetet. För att ta reda på detta har vigenomfört kvalitativa intervjuer med fyra gymnasielärare, varav två arbetar på en kommunalskola och två arbetar på ett friskolegymnasium. Dessutom har vi genomfört kvantitativaenkätundersökningar med 100 gymnasieelever, 50 på vardera skola. Vår undersökning visaratt lärarna och eleverna är positivt inställda till Internet i undervisningen, men den påvisaräven att eleverna, särskilt de på friskolan, har en tendens att se Internet som sin enda källa,vilket är något som bekymrar lärarna. De menar därtill att källkritik är något man som läraremåste gå igenom kontinuerligt för att få eleverna att förstå innebörden av det och hur viktigtdet är. I resultatdelen jämför vi hur de båda skolorna och dess lärare och elever uppfattar attInternet fungerar som arbetsverktyg och informationskälla samt hur lärarna tror att lärandetoch lärarollen kommer att te sig i framtiden. Efter resultatdelen följer en diskussionsdel där vitar upp varför vi tror att lärarna och eleverna på de två skolorna har dessa uppfattningar ochtankar kring Internet som undervisningsmaterial/medel.</p>

<p>Our work is based on a mathematics test which the students accomplished, interviews with student and teachers who are working on this program and the current literatures. The purposes of this work are to search the importance and the effect of the languages understanding in students learning of mathematic in the Individual high school curriculum. In total, sex students and three teachers took part in our study. Tow of the students is mother tongue language student and the remains are second language student. Our study should answer tow important questions:</p><p>• Do the student in the Individual high school curriculum have the fundamental knowledge in mathematic?</p><p><em><strong></strong></em></p><p>• How does the understanding of Swedish language effect in the understanding of the mathematic problems and in the students results in mathematic test?</p><p><em><strong></strong></em></p><p>In order to answer those questions, the students have to complete a mathematic test that consists of four parts. To answer the first questions the student must finish the first three parts of the test. It is about how to calculate addition, subtraction, multiplication and divisions problems and to account number in decimal and break shape. The mother tongue language student passed the test with excellence degree and they refused doing the fourth part. It was voluntary to participate and for this we couldn’t change there mind. Two students didn’t pass this test and they can not complete the fourth part. From the interviews we know that they have problem with concentration, they have ADHD (Attention deficit hyperactivity Disorder) and DAMP. For this they didn’t participate in the forth part. </p><p>Just two students finished the fourth part and they passed it with good degree. To analyse the difference in the test results between the students, we make some interviews with teachers and students in the IV program. From the final results of the test and interviews, we realized that the second language students’ difficulties are depended on the defect in the vocabulary in Swedish language, defect in understanding of concepts and expressions and some others factors which can effect in students learning.</p>

Syftet med denna kvalitativa studie är att undersöka vilken syn lärare och elever har påInternet som arbetsverktyg i undervisningen och skolarbetet. För att ta reda på detta har vigenomfört kvalitativa intervjuer med fyra gymnasielärare, varav två arbetar på en kommunalskola och två arbetar på ett friskolegymnasium. Dessutom har vi genomfört kvantitativaenkätundersökningar med 100 gymnasieelever, 50 på vardera skola. Vår undersökning visaratt lärarna och eleverna är positivt inställda till Internet i undervisningen, men den påvisaräven att eleverna, särskilt de på friskolan, har en tendens att se Internet som sin enda källa,vilket är något som bekymrar lärarna. De menar därtill att källkritik är något man som läraremåste gå igenom kontinuerligt för att få eleverna att förstå innebörden av det och hur viktigtdet är. I resultatdelen jämför vi hur de båda skolorna och dess lärare och elever uppfattar attInternet fungerar som arbetsverktyg och informationskälla samt hur lärarna tror att lärandetoch lärarollen kommer att te sig i framtiden. Efter resultatdelen följer en diskussionsdel där vitar upp varför vi tror att lärarna och eleverna på de två skolorna har dessa uppfattningar ochtankar kring Internet som undervisningsmaterial/medel.

Our work is based on a mathematics test which the students accomplished, interviews with student and teachers who are working on this program and the current literatures. The purposes of this work are to search the importance and the effect of the languages understanding in students learning of mathematic in the Individual high school curriculum. In total, sex students and three teachers took part in our study. Tow of the students is mother tongue language student and the remains are second language student. Our study should answer tow important questions: • Do the student in the Individual high school curriculum have the fundamental knowledge in mathematic? • How does the understanding of Swedish language effect in the understanding of the mathematic problems and in the students results in mathematic test? In order to answer those questions, the students have to complete a mathematic test that consists of four parts. To answer the first questions the student must finish the first three parts of the test. It is about how to calculate addition, subtraction, multiplication and divisions problems and to account number in decimal and break shape. The mother tongue language student passed the test with excellence degree and they refused doing the fourth part. It was voluntary to participate and for this we couldn’t change there mind. Two students didn’t pass this test and they can not complete the fourth part. From the interviews we know that they have problem with concentration, they have ADHD (Attention deficit hyperactivity Disorder) and DAMP. For this they didn’t participate in the forth part.  Just two students finished the fourth part and they passed it with good degree. To analyse the difference in the test results between the students, we make some interviews with teachers and students in the IV program. From the final results of the test and interviews, we realized that the second language students’ difficulties are depended on the defect in the vocabulary in Swedish language, defect in understanding of concepts and expressions and some others factors which can effect in students learning.

The point of this study is to understand how Umeå university’s curriculum for the subject of history evolved in the time period 1970 to 2015. Therefore, this study will analyze Umeå university’s curriculum for the course History AB 1, that is included in the history teacher training education. Furthermore, this study will take this analyzation of the curriculum and compare it to the Swedish high school curriculum. This is to better understand the evolution of the education program for teachers, but also to study the symbiotic relationship between schools and universities. Moreover, this assignment will be using Stina Hallsén’s description of policy analyzes to examine the valuation and norms from Umeå’s curriculum, and then take the analyzation further by comparing it to the Swedish high school curriculum. It will thereafter be analyzed with Gert Biesta’s three concepts, Qualification, Socialization and subjectification. Biesta’s concepts will help to measure how good the education at the teacher education program in Umeå is. The results of the study can shortly be described that there’s a long line of changes happening at the teacher education program at Umeå university and the subject of history in the time period 1970 to 2015. The changes range from small differences like the curriculum changing pace, to big changes like entire course moments getting removed and new ones getting added. In addition, the curriculum from Umeå university gets compared to the Swedish high school curriculum. This comparison alongside the study’s framing of question serves to give better insight into how the teachers education program has changed and evolved during the time period. Lastly the results of this study show that yes, there is a symbiotic relationship between Umeå university’s education for teachers and the Swedish high school curriculum. Furthermore, the students attending the teacher training education are taught that becoming a teacher is a lifelong mission to evolve and understand the changes happening in the schools.

<p>The research in this thesis attempts to select texts from the African American Spirituals and the Bible that are appropriate for secondary language arts instruction, specifically for grades 9-12. The paper first gives an overview of legal justifications and educational reasons for teaching religious literature in public schools. Then, relevant educational standards are discussed, and, using the standards as an initial guide, I identify common themes within the Spirituals and Bible, which, from my analysis of various literatures, are slavery, chosenness, and coded language. Next, I describe my systematic effort to choose texts from the Spirituals and the Bible. To help accomplish this, I draw primarily from two tomes: <i>Go Down Moses: Celebrating the African-American Spiritual</i> and <i>Biblical Literacy: The Essential Bible Stories Everyone Needs to Know</i>. After I describe the research process of selecting texts, I form judgments about which biblical passages and African American Spirituals are particularly worthy of study, along with their applicable and mutual themes. </p>