Essa tese busca compreender as maneiras pelas quais estudantes do PROEJA se utilizam das Tecnologias da Informação e Comunicação no seu saber-fazer subsequente, uma vez que os egressos dessa modalidade educacional devem tornar-se cidadãos e profissionais produtivos numa sociedade cada vez mais complexa e tecnológica. Por meio do acompanhamento de grupos virtuais de aprendizagem interturmas do Instituto Federal Fluminense de Educação, Ciência e Tecnologia, campus Macaé, procura-se determinar até que ponto os estudantes assim formados conseguem utilizar, no cotidiano/vida profissional, o que foi experenciado como metodologia do ensino formal de Biologia. Como referencial foram utilizadas a pedagogia dialógica de Paulo Freire aplicada ao conceito de letramento no contexto de uma cibercultura e a proposta de Edgar Morin sobre os saberes indispensáveis para a compreensão e inserção no mundo. A metodologia usada é a de estudo de caso, proporcionado um acompanhamento rigoroso e aprofundado dos grupos escolhidos. Ao longo da pesquisa, observou-se que os estudantes em pauta, embora sejam imigrantes digitais e apresentem resistências ao uso de computadores, desenvolvem estratégias de apreensão da ferramenta, indicando a possibilidade de sua posterior utilização competente. Como possibilidades futuras a serem desenvolvidas a partir do estudo realizado, e apontando na direção a novas pesquisas a serem implementadas, pode-se pensar na disciplina escolar Informática como base para realização da integração da matriz curricular, assegurando dessa forma maior contato estudante-ferramenta, no sentido de assegurar seu letramento digital e, dessa forma, traçar caminhos para sua efetiva inserção digital. / This thesis dissertations aims at understanding the ways by which students enrolled in the PROEJA program use Information and Communication Technologies in their posterior “knowing and doing”, since former students of this educational level should be productive professionals and citizens in an increasingly complex and technological society. By following virtual learning groups of learners at the Instituto Federal Fluminense de Educação, Ciência e Tecnologia, Macaé campus, this study tried to determine how much those learners can use, in their everyday/professional life, what was experienced in the methodological approach used in the formal teaching of Biology. As theoretical references, this thesis is supported by the dialogical pedagogy of Paulo Freire, applied to literacy within cyberculture, and Edgar Morin’s proposal on the essential set of knowledge for understanding and insertion in the world. The methodology used in the research consisted of a case study, which provided a rigorous and close tracking of the groups selected for the investigation. The research found out that the aforementioned students, though digital immigrants presenting resistance to computer use, developed strategies to incorporate the tool, a fact that indicates the possibility of its future competent use. Results of the study suggest likely future developments, including formal teaching of Computer Basics as an integrative subject in the curriculum. This may assure greater student-tool contact, thus guaranteeing his/her digital literacy, and determine ways for an effective digital inclusion.

Essa tese busca compreender as maneiras pelas quais estudantes do PROEJA se utilizam das Tecnologias da Informação e Comunicação no seu saber-fazer subsequente, uma vez que os egressos dessa modalidade educacional devem tornar-se cidadãos e profissionais produtivos numa sociedade cada vez mais complexa e tecnológica. Por meio do acompanhamento de grupos virtuais de aprendizagem interturmas do Instituto Federal Fluminense de Educação, Ciência e Tecnologia, campus Macaé, procura-se determinar até que ponto os estudantes assim formados conseguem utilizar, no cotidiano/vida profissional, o que foi experenciado como metodologia do ensino formal de Biologia. Como referencial foram utilizadas a pedagogia dialógica de Paulo Freire aplicada ao conceito de letramento no contexto de uma cibercultura e a proposta de Edgar Morin sobre os saberes indispensáveis para a compreensão e inserção no mundo. A metodologia usada é a de estudo de caso, proporcionado um acompanhamento rigoroso e aprofundado dos grupos escolhidos. Ao longo da pesquisa, observou-se que os estudantes em pauta, embora sejam imigrantes digitais e apresentem resistências ao uso de computadores, desenvolvem estratégias de apreensão da ferramenta, indicando a possibilidade de sua posterior utilização competente. Como possibilidades futuras a serem desenvolvidas a partir do estudo realizado, e apontando na direção a novas pesquisas a serem implementadas, pode-se pensar na disciplina escolar Informática como base para realização da integração da matriz curricular, assegurando dessa forma maior contato estudante-ferramenta, no sentido de assegurar seu letramento digital e, dessa forma, traçar caminhos para sua efetiva inserção digital. / This thesis dissertations aims at understanding the ways by which students enrolled in the PROEJA program use Information and Communication Technologies in their posterior “knowing and doing”, since former students of this educational level should be productive professionals and citizens in an increasingly complex and technological society. By following virtual learning groups of learners at the Instituto Federal Fluminense de Educação, Ciência e Tecnologia, Macaé campus, this study tried to determine how much those learners can use, in their everyday/professional life, what was experienced in the methodological approach used in the formal teaching of Biology. As theoretical references, this thesis is supported by the dialogical pedagogy of Paulo Freire, applied to literacy within cyberculture, and Edgar Morin’s proposal on the essential set of knowledge for understanding and insertion in the world. The methodology used in the research consisted of a case study, which provided a rigorous and close tracking of the groups selected for the investigation. The research found out that the aforementioned students, though digital immigrants presenting resistance to computer use, developed strategies to incorporate the tool, a fact that indicates the possibility of its future competent use. Results of the study suggest likely future developments, including formal teaching of Computer Basics as an integrative subject in the curriculum. This may assure greater student-tool contact, thus guaranteeing his/her digital literacy, and determine ways for an effective digital inclusion.

Essa tese busca compreender as maneiras pelas quais estudantes do PROEJA se utilizam das Tecnologias da Informação e Comunicação no seu saber-fazer subsequente, uma vez que os egressos dessa modalidade educacional devem tornar-se cidadãos e profissionais produtivos numa sociedade cada vez mais complexa e tecnológica. Por meio do acompanhamento de grupos virtuais de aprendizagem interturmas do Instituto Federal Fluminense de Educação, Ciência e Tecnologia, campus Macaé, procura-se determinar até que ponto os estudantes assim formados conseguem utilizar, no cotidiano/vida profissional, o que foi experenciado como metodologia do ensino formal de Biologia. Como referencial foram utilizadas a pedagogia dialógica de Paulo Freire aplicada ao conceito de letramento no contexto de uma cibercultura e a proposta de Edgar Morin sobre os saberes indispensáveis para a compreensão e inserção no mundo. A metodologia usada é a de estudo de caso, proporcionado um acompanhamento rigoroso e aprofundado dos grupos escolhidos. Ao longo da pesquisa, observou-se que os estudantes em pauta, embora sejam imigrantes digitais e apresentem resistências ao uso de computadores, desenvolvem estratégias de apreensão da ferramenta, indicando a possibilidade de sua posterior utilização competente. Como possibilidades futuras a serem desenvolvidas a partir do estudo realizado, e apontando na direção a novas pesquisas a serem implementadas, pode-se pensar na disciplina escolar Informática como base para realização da integração da matriz curricular, assegurando dessa forma maior contato estudante-ferramenta, no sentido de assegurar seu letramento digital e, dessa forma, traçar caminhos para sua efetiva inserção digital. / This thesis dissertations aims at understanding the ways by which students enrolled in the PROEJA program use Information and Communication Technologies in their posterior “knowing and doing”, since former students of this educational level should be productive professionals and citizens in an increasingly complex and technological society. By following virtual learning groups of learners at the Instituto Federal Fluminense de Educação, Ciência e Tecnologia, Macaé campus, this study tried to determine how much those learners can use, in their everyday/professional life, what was experienced in the methodological approach used in the formal teaching of Biology. As theoretical references, this thesis is supported by the dialogical pedagogy of Paulo Freire, applied to literacy within cyberculture, and Edgar Morin’s proposal on the essential set of knowledge for understanding and insertion in the world. The methodology used in the research consisted of a case study, which provided a rigorous and close tracking of the groups selected for the investigation. The research found out that the aforementioned students, though digital immigrants presenting resistance to computer use, developed strategies to incorporate the tool, a fact that indicates the possibility of its future competent use. Results of the study suggest likely future developments, including formal teaching of Computer Basics as an integrative subject in the curriculum. This may assure greater student-tool contact, thus guaranteeing his/her digital literacy, and determine ways for an effective digital inclusion.

This is a participative case study of a self-facilitating, collaborative, women’s learning group. The group’s longevity afforded a unique opportunity to investigate, in depth, both what encouraged its members to join at its outset, and what has sustained the participation of its current members for thirteen years. Its longevity also provided an opportunity to explore the impact of sustained membership on the women in the group. These two components of the study are its most significant original contributions to the existing literature which does not appear to cover anything similar. The initial raison d’étre of the group was its members’ professional development and this forms a central strand of the investigation, along with identity and self-facilitation. A pragmatic research paradigm, the collaborative nature of the group and the writer’s dual role as both participant and researcher were all influential in the decision to use a participative approach. A range of methods, chosen by the participants, was utilised during the investigation which, whilst participatory, is not emancipatory research. This experimental divergence from how a participative approach is traditionally employed is offered for consideration by researchers who wish to work in a new way that minimises power in other, non-emancipatory situations. The findings support, contradict and add to the literature. The mutuality of longevity and the depth of discourse and learning experienced by group members is a particularly striking aspect of this study. As members of the group have aged, its focus has segued from professional development to encompass a much broader agenda: it has shifted from contributing to members’ professional identity to sustaining their perceptions of self as women who remain capable of complex, critical thinking as they move out of full-time work. The longevity of the group has also fostered deep attachments between group members, despite the differences between them: sustained membership of the group, in turn, provides sustenance for its members. The significance of grounding, ground rules and group composition are highlighted, as is the need to contemplate how members will leave a group during its formation. Alignment between participants in a group is identified as important for its continuation but not always possible. This research makes no claim to offer a definitive model for collaborative learning groups but, instead poses a series of questions for consideration by others who are interested in collaborative learning.

Pedagogical documentation inspired by the early childhood schools of Reggio Emilia, Italy is a tool for teacher inquiry, learning, and development. Teachers systematically reflect upon artifacts that make visible children’s thinking, using for instance, digital photographs, quotations of children’s verbal thoughts, and teachers’ field notes. In two Reggio-inspired childcare centres in Toronto, Ontario, Canada, early childhood educators formed two teacher learning groups to study pedagogical documentation. As participants studied these artifacts (i.e. documentation), an underlying question emerges: What happens to teacher learning when early childhood educators form teacher learning groups to study pedagogical documentation in childcare centres? From this question, participants collaborated throughout six to seven research meetings to discuss and reflect upon documentation that they created. Portraiture research as a method of qualitative inquiry (Lawrence-Lightfoot, 1983; Lawrence-Lightfoot & Davis, 1997) offered a range of data collection methods used in this study, including videotaped research meetings, participants’ documentation work, open-ended group interview, and researcher’s field notes. These methods informed the portraiture research and constructed a vivid, in-depth look at participants’ experiences in studying pedagogical documentation in teacher learning groups. The results of this study are retold through two portraits focusing on the co-construction of teacher knowledge in teacher learning groups. Participants’ experiences such as deconstructing barriers to documentation practice, developing new documentation skills, critical self-reflection upon teacher practice, and emergent curriculum planning generated two rich portraits of teacher learning and development. Essential themes, conclusions, and implications appear in the examination of the two portraits and are explored in the final chapter. The themes included: (1) Skills of documentation, (2) Teacher learning and, (3) Teacher collaboration. Overall, this research study exposed the questions and assumptions, process of inquires, and new teacher knowledges and practices developed by two groups of early childhood educators in this study.

Pedagogical documentation inspired by the early childhood schools of Reggio Emilia, Italy is a tool for teacher inquiry, learning, and development. Teachers systematically reflect upon artifacts that make visible children’s thinking, using for instance, digital photographs, quotations of children’s verbal thoughts, and teachers’ field notes. In two Reggio-inspired childcare centres in Toronto, Ontario, Canada, early childhood educators formed two teacher learning groups to study pedagogical documentation. As participants studied these artifacts (i.e. documentation), an underlying question emerges: What happens to teacher learning when early childhood educators form teacher learning groups to study pedagogical documentation in childcare centres? From this question, participants collaborated throughout six to seven research meetings to discuss and reflect upon documentation that they created. Portraiture research as a method of qualitative inquiry (Lawrence-Lightfoot, 1983; Lawrence-Lightfoot & Davis, 1997) offered a range of data collection methods used in this study, including videotaped research meetings, participants’ documentation work, open-ended group interview, and researcher’s field notes. These methods informed the portraiture research and constructed a vivid, in-depth look at participants’ experiences in studying pedagogical documentation in teacher learning groups. The results of this study are retold through two portraits focusing on the co-construction of teacher knowledge in teacher learning groups. Participants’ experiences such as deconstructing barriers to documentation practice, developing new documentation skills, critical self-reflection upon teacher practice, and emergent curriculum planning generated two rich portraits of teacher learning and development. Essential themes, conclusions, and implications appear in the examination of the two portraits and are explored in the final chapter. The themes included: (1) Skills of documentation, (2) Teacher learning and, (3) Teacher collaboration. Overall, this research study exposed the questions and assumptions, process of inquires, and new teacher knowledges and practices developed by two groups of early childhood educators in this study.

Professional Learning Communities– A Necessity for Improving Teaching? The aim of this study was to examine what factors are important for teachers in professional learning communities to improve their teaching in order to increase the results of the students. The study was based on a program of development about language improvement that took place in two schools during the autumn of 2014. The authors of this study were also in charge of the improvement program. The data used in the analysis was based on individual questionnaires and group interviews. The theoretical framework of the study was founded on Timperley’s (2011) inquiry and knowledge-building cycle, Hargreaves and Fullan’s (2012) theory about professional capital and Stoll’s (2006) characteristics of effective learning groups. The results obtained in this study indicate that the following factors are of crucial importance for teachers to improve their teaching; leadership, systematic surveys of what students need to develop, a clearly understandable aim within the specific area of development, a clear structure within the learning group and between the meetings, scheduled time for the meetings, teachers’ mindset, a scientific approach, the use of science and initiated moderators of the learning groups. The study showed that professional learning communities working with these factors are going to be successful.

In South Africa today a constant stream of demands characterise higher education. The global employment market expects graduating students to be flexible, adoptable and prepared to take responsibility for their own learning and their own continuous professional development. The pace of technological change in health sciences and the volume of available information highlight the need to develop students’ critical reflective thinking. A paradigm shift is required in health science education from one of providing instruction to one of promoting effective and lifelong learning. Educators in health sciences need to revisit, rethink and evaluate criteria for health practice. The challenge of this research is to investigate the integration of critical reflection as a learning strategy in the outcomes of learning programmes within a transformative education approach; the integration of theory and practice through a reflective learning approach; the development and implementation of different learning tools to facilitate effective learning; the importance of establishing an understanding of the link between the learning styles of students and critical reflection as a learning strategy; and the value of the integration of critical reflection to promote lifelong learning. A mixed methods research approach was primarily utilised to monitor facilitation of learning initiatives and appropriate activities for strengthening the learning-centred approach, through reflective journals and reflective learning groups. A quantitative and qualitative study was used in which a pilot study questionnaire, observations, structured interviews and questionnaires were conducted and completed. The findings of this investigation indicate that critical reflection adds value to the effectiveness of learning. The investigation also revealed the value of sharing learning experiences in a small learning group and proved that the learning environment for radiography education allows enough opportunities to integrate an alternative learning strategy such as critical reflection. All role players in health science education need to build their own skills to function effectively as whole brain thinkers with a view to maximizing learning effectiveness. Reflective practice enhances lifelong learning and can also be utilised as a tool for quality control of the learning programme. / Thesis (PhD)--University of Pretoria, 2008. / Curriculum Studies / unrestricted

Main scope of the present diploma thesis is co-operative and group teaching with the emphasis on teaching in the elementary schools. The theoretical part offers an overview of the organizational forms of teaching, defines the concepts of group and co-operative teaching, and presents the basic insight into group and co-operative teaching. The practical part is an action reasearch. The main objective of this part is to verify efficiency of the theoretical procedures and methods of group and co-operative teaching when self-prepared or adopted materials are used in practice. This part also provides a didactical material verified in practice. Furthermore, it concentrates on advantages and disadvantages of co-operative teaching, observes the progress of groups of pupils and that of individual pupils, differences in thinking during co-operative and frontal teaching, relation between co-operative, problematic and explorational approach to teaching. KEYWORDS Co-operative teaching, group teaching, teamwork, team, pupil, efficiency, communication, assessment

Made available in DSpace on 2018-06-27T19:13:23Z (GMT). No. of bitstreams: 2 Dissertacao_FINAL_SALETE.pdf.jpg: 3381 bytes, checksum: 21cdccf296f128d8658533bbd7ad7acd (MD5) Dissertacao_FINAL_SALETE.pdf: 819735 bytes, checksum: aaaa21f6b1a6c62288e21696c8a1dbaf (MD5) Previous issue date: 2007-06-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study refers to an empiric research of descriptive qualitative characteristic, which involved the elaboration, conduction and analysis of a Physics teaching proposition for the deaf, centered on visual experience. The teaching proposition combines a Hydrostatics activity sequence, at the introductory level, with the experimentation strategies, learning groups and bilingual communication assisted by an interpreter, in an education perspective that aims at knowledge inclusion. The study aimed to try to comprehend how this proposition is able to assist the deaf in the development of relevant physical concepts, as well as the development of other important subject matters for the integral growth of the human being, having the reference of culture and experience of this community s members. The proposition was elaborated and conducted, centered on visual experience, in a constructivism pedagogical conception of human development, founded on the Vygostky social-historic theory and the meaningful learning theory of Ausubel. Young and adult deaf, who are members of Associação de Pais e Amigos dos Surdos (APAS), of the city of Passo Fundo, RS, have taken part of this research. The participants were assisted at the workshop modality offered by APAS. As data collection instruments, written entries on activity books of the young and adult deaf, the teacher s diary, questionnaires and shootings of the classroom episodes were used. The results analyses were done by using the content analysis method. For the analyses, the young and adult deaf were categorized in groups, namely, Group 1, composed by three students, who attended inclusive classes during their educational journey, without the assistance of an interpreter, and Group 2, composed by two students, who have had a mix of inclusive classes with the assistance of interpreters and classes attended by deaf students only, with teachers who communicated through Brazilian Sign Language. The results of this work indicate that it is possible to include young and adult deaf to knowledge with the use of teaching methods that privilege sight, in which the students demonstrated the possibility of development of conceptual subject matters with the formulation of Hydrostatics introductory concepts, they also demonstrated attitudinal subject matters such as communication, self-esteem, socialization, involvement, interest and curiosity to learn, and proceedings subject matters such as adequate handling of experimental material, measuring executions, observations, regularities examinations, hypothesis confirmation and comparison. As one of the results of this work, a didactical modulus containing the teaching-learning activity sequence used for this study was elaborated and may be used by other teachers as a support to the teaching of the deaf. / Este estudo trata de uma pesquisa empírica de cunho qualitativo descritivo, que envolveu a elaboração, condução e análise de uma proposta de ensino de Física para surdos, centrada na experiência visual. A proposta de ensino combina uma seqüência de atividades de Hidrostática, ao nível introdutório, com as estratégias de experimentação, grupos de aprendizagem e comunicação bilíngüe assistida por uma intérprete, em uma perspectiva de educação que visa à inclusão ao conhecimento. O estudo teve como objetivo compreender como essa proposta pode auxiliar aos surdos no desenvolvimento de conceitos físicos relevantes, bem como no desenvolvimento de outros conteúdos importantes ao crescimento integral do ser humano, tendo-se como referência a cultura e a vivência de membros dessa comunidade. A proposta foi elaborada e conduzida centrada na experiência visual, em uma concepção pedagógica construtivista de desenvolvimento humano, fundamentada na teoria sócio-histórica de Vygotsky e na teoria da aprendizagem significativa de Ausubel. Participaram desta pesquisa jovens e adultos surdos integrantes da Associação de Pais e Amigos dos Surdos (APAS), da cidade de Passo Fundo, RS. Os participantes foram atendidos na modalidade de oficina oferecida pela APAS. Como instrumentos de coleta de dados foram utilizados registros escritos dos jovens e adultos surdos em cadernos de atividades, diário de campo do professor, questionários e imagens vídeo filmadas dos episódios da sala de aula. As análises dos resultados foram feitas utilizando-se o método de análise de conteúdo. Para as análises, os jovens e adultos foram categorizados em grupos, a saber: Grupo 1, composto de três alunos, os quais durante sua trajetória educacional freqüentaram classes inclusivas, sem acompanhamento de intérprete, e o Grupo 2, formado por dois alunos que tiveram sua vida educacional mesclada por classes inclusivas com acompanhamento de intérprete e em classe somente freqüentada por alunos surdos, com professores que utilizavam LIBRAS. Os resultados deste trabalho indicam que é possível incluir jovens e adultos surdos ao conhecimento com a utilização de métodos de ensino que privilegiem a experiência visual. Observou-se que os alunos demonstraram a possibilidade de desenvolvimento de conteúdos conceituais com a formulação de conceitos introdutórios da Hidrostática. Demonstraram também conteúdos atitudinais, como: comunicação, auto-estima, socialização, envolvimento, interesse e curiosidade em aprender; e conteúdos procedimentais, como: manuseio adequado do material experimental, realização de medições, observações, verificação de regularidades, comparação e confirmação de hipóteses. Como um dos resultados deste trabalho, foi elaborado um módulo didático contendo a seqüência de atividades de ensino-aprendizagem utilizada para este estudo, o qual poderá ser utilizado por outros professores como apoio ao ensino de surdos.