Made available in DSpace on 2014-12-17T14:36:31Z (GMT). No. of bitstreams: 1 LeticiaSC_DISSERT_Capa_a_70.pdf: 5879238 bytes, checksum: 5cc38da781db678200b2320f78eb3df7 (MD5) Previous issue date: 2010-08-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Located at the intersection of Science Education, Teacher Training and use of didactic Comics (HQ), the text aims to discuss the problem which thus sets: - What is the contribution of the incorporation of comics in the continuing education of teachers Natural Sciences of the early years of elementary school? - May be the comics for enabling science teaching? - How to contribute to a reflexive training of teachers of the early years? - In order to answer these questions, there was a collaborative action research in a school located in the city of Natal / RN, with three teachers who teach natural science in the early years of elementary school. The study involved the conduct of 13 meetings of in-service, under the focus on reflective practice, with the purpose of discussing topics underlying the teaching of science and the use of comics as a methodological strategy. All meetings were recorded on audio and transcripts. The teachers finally recorded the meetings by writing a portfolio. The teachers made use of 10 sessions with reading comics in science classes, which were video recorded and later watched by the educators in autoscopy sessions followed by individual interviews. From the collected data, several aspects that have emerged can be grouped into three categories: The difficult concept of science, teachers' work and the obstacles and possibilities of comics as a teaching strategy. In this sense, are woven assessments taking as its founding, look for the reflective and dialogic practices exercised in the classroom. In the analysis of the data, we can see the conceptual difficulties, methodological and pistemological questions of teachers for teaching science, but also the limitations of comic books for teaching. Learning more relevant appointed by the teachers is related to the importance of collective work to mitigate the training needs of teaching. Finally, signals that the HQ has a great potential for use in science classes, provided that the teacher conduct a careful planning for this, but that the meetings of continuing education promote moments of reflection on teaching practices that are capable of giving rise to new attitudes before the difficulties they depict / Situado na interse??o entre o Ensino de Ci?ncias, a Forma??o Docente e a utiliza??o did?tica das Hist?rias em Quadrinhos (HQ), o texto tem como finalidade discutir a problem?tica que assim se configura: Qual a contribui??o da incorpora??o dos quadrinhos na forma??o continuada dos professores de Ci?ncias Naturais dos anos iniciais do Ensino Fundamental? Podem ser as hist?rias em quadrinhos viabilizadoras do ensino de Ci?ncias? Como contribuir para uma forma??o reflexiva de professores dos anos iniciais? Visando responder estas quest?es, realizou-seuma pesquisa-a??o colaborativa em uma escola localizada na cidade do Natal/RN, com tr?s professoras que lecionam Ci?ncias Naturais nos anos iniciais do Ensino Fundamental. O estudo envolveu a realiza??o de 13 encontros de forma??o continuada em servi?o, sob o enfoque reflexivo sobre a pr?tica, com a finalidade de se discutir a respeito de t?picos subjacentes ao ensino de Ci?ncias e ? utiliza??o dos quadrinhos como estrat?gia metodol?gica. Todos os encontros foram gravados em ?udio e transcritos. As professoras, por ?ltimo, registraram os encontros atrav?s da escrita de um portfolio. As docentes fizeram uso de 10 sess?es de leitura com hist?rias em quadrinhos nas aulas de Ci?ncias, que foram videogravadas e assistidas posteriormente pelas educadoras, em sess?es de autoscopia, seguida de entrevista individual. Dos dados coletados, emergiram diversos aspectos que podem ser agrupados em 3 categorias: o dif?cil conceito de Ci?ncia, o trabalho docente e os obst?culos e possibilidades da utiliza??o dos quadrinhos como estrat?gia de ensino. Neste sentido, s?o tecidas aprecia??es tendo como eixo fundante, o olhar reflexivo e dial?gico para as pr?ticas exercidas em sala de aula. Nas an?lises dos dados, percebe-se as dificuldades conceituais, metodol?gicas e epistemol?gicas das professoras para o ensino de Ci?ncias, como tamb?m as limita??es das hist?rias em quadrinhos para o ensino.A aprendizagem mais relevante apontada pelas professoras est? relacionada com a import?ncia do trabalho coletivo para se atenuar as necessidades formativas da doc?ncia.Para finalizar, sinaliza-se que a HQ tem grande potencial para ser utilizada nas aulas de Ci?ncias, desde que o professor realize um planejamento cuidadoso para tal, como tamb?m que os encontros de forma??o continuada promovem momentos de reflex?o sobre a pr?tica docente que s?o capazes de suscitar novas posturas diante das dificuldades que se delineiam

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2015-12-01T23:23:49Z No. of bitstreams: 1 AdaLimaFerreiraDeSousa_TESE.pdf: 3837416 bytes, checksum: e4ed74febd06eacdbd1bfeb5eb7c54d9 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2015-12-08T23:10:15Z (GMT) No. of bitstreams: 1 AdaLimaFerreiraDeSousa_TESE.pdf: 3837416 bytes, checksum: e4ed74febd06eacdbd1bfeb5eb7c54d9 (MD5) / Made available in DSpace on 2015-12-08T23:10:15Z (GMT). No. of bitstreams: 1 AdaLimaFerreiraDeSousa_TESE.pdf: 3837416 bytes, checksum: e4ed74febd06eacdbd1bfeb5eb7c54d9 (MD5) Previous issue date: 2014-11-13 / Este trabalho tem como objeto de estudo a constru??o de met?foras e de meton?mias nas hist?rias em quadrinhos e est? inserido no campo da Lingu?stica Cognitiva Corporificada. Tomo por base, especificamente, a Teoria Neural da Linguagem (FELDMAN, 2006) e, em conson?ncia com esse arcabou?o te?rico-metodol?gico, utilizo as no??es de categoriza??o (LAKOFF; JOHNSON, 1999), corporalidade (GIBBS, 2005), figuratividade (GIBBS, 1994; BERGEN, 2005) e simula??o mental (BARSALOU, 1999; FELDMAN, Ibid.). A hip?tese defendida ? a de que a constru??o da figuratividade em textos constitu?dos por mecanismos verbais e n?o verbais est? atrelada ? ativa??o de estruturas neurais relacionadas a nossas a??es e percep??es. Desse modo, a linguagem ? considerada uma faculdade cognitiva ligada ao aparato cerebral e ?s experi?ncias corp?reas, de maneira que ela fornece amostras do processo cont?nuo de (re)constru??o de sentidos efetivado pelo leitor, o qual (re)define suas vis?es acerca do mundo ? medida que certas redes neurais s?o (ou deixam de ser) ativadas durante o processamento lingu?stico. Dados obtidos na an?lise apontam que, no tocante ?s hist?rias em quadrinhos, a leitura dos recursos gr?ficos integrada ? da linguagem verbal parece ter um papel importante na constru??o de met?foras e de meton?mias, havendo casos, inclusive, de met?foras metonimicamente motivadas. Essas conclus?es adv?m da an?lise de dados retirados da obra V de vingan?a (MOORE; LLOYD, 2006). O estudo do corpus ? pautado na metodologia da introspec??o, isto ?, a an?lise individual dos aspectos lingu?sticos conforme se manifestam na pr?pria cogni??o do sujeito (TALMY, 2005). / The object of this study is the construction of metaphor and metonymy in comics. This work is inserted in the field of Embodied Cognitive Linguistics, specifically based on the Neural Theory of Language (FELDMAN, 2006) and, consistent with this theoretical and methodological framework, the notions of categorization (LAKOFF & JOHNSON, 1999), embodiment (GIBBS, 2005), figurativity (GIBBS, 1994; BERGEN, 2005), and mental simulation (BARSALOU, 1999; FELDMAN, 2006) have also been used. The hypothesis defended is that the construction of figurativity in texts consisting of verbal and nonverbal mechanisms is linked to the activation of neural structures related to our actions and perceptions. Thus, language is considered a cognitive faculty connected to the brain apparatus and to bodily experiences, in such a way that it provides samples of the continuous process of meaning (re)construction performed by the reader, whom (re)defines his or her views about the world as certain neural networks are (or stop being) activated during linguistic processing. The data obtained during the analysys shows that, as regards comics, the act of reading together the graphics and verbal language seems to have an important role in the construction of figurativity, including cases of metaphors which are metonymically motivated. These preliminary conclusions were drawn from the data analysis taken from V de Vingan?a (MOORE; LLOYD, 2006). The corpus study was guided by the methodology of introspection, i.e., the individual analysis of linguistic aspects as manifested in one's own cognition (TALMY, 2005).