Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-04-02T16:36:54Z No. of bitstreams: 1 CarlosEduardoDeAraujo_DISSERT.pdf: 1292241 bytes, checksum: 63a3df15cff0391bf9ac2d75aa897cca (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-04-09T23:01:27Z (GMT) No. of bitstreams: 1 CarlosEduardoDeAraujo_DISSERT.pdf: 1292241 bytes, checksum: 63a3df15cff0391bf9ac2d75aa897cca (MD5) / Made available in DSpace on 2018-04-09T23:01:27Z (GMT). No. of bitstreams: 1 CarlosEduardoDeAraujo_DISSERT.pdf: 1292241 bytes, checksum: 63a3df15cff0391bf9ac2d75aa897cca (MD5) Previous issue date: 2018-01-16 / No ?mbito da geografia escolar, o conte?do energia e?lica se destaca na compreens?o da sua necessidade como fonte de energia, sua import?ncia para vida em sociedade e para as atividades humanas, possuindo forte rela??o com o espa?o geogr?fico. Dentro da perspectiva espacial, esse conte?do relaciona-se com diferentes aspectos da realidade - economia, pol?tica, ambiente, sociedade, cultura etc. Situ?-lo na perspectiva espacial e trabalhando sua espacialidade, suas implica??es socioambientais e suas rela??es com as dimens?es da realidade, resultar? na sua compreens?o como inerente no entendimento do espa?o geogr?fico. Diante disso, esta pesquisa prop?e-se a analisar o conte?do da energia e?lica e seu desenvolvimento no ensino de geografia. Al?m de a entender como se apresenta esse conte?do no ensino de geografia, a rela??o entre este e o professor e as rela??es intensas com a metodologia e os recursos de ensino, Este trabalho justifica-se como a contribui??o que a pesquisa poder? trazer para a compreens?o das rela??es que envolvem esses variados elementos do processo de ensino. O percurso metodol?gico d?-se, inicialmente, com o levantamento bibliogr?fico, seguido de an?lise do conte?do de energia e?lica presente nos livros did?ticos e de aplica??o de question?rio com professores de geografia. Apesar da import?ncia da energia e?lica enquanto atividade econ?mica em expans?o, sua abordagem na geografia escolar ainda possui lacunas em n?o apresentar sua espacialidade e seus impactos socioambientais, cruciais para entend?-lo dentro da perspectiva geogr?fica. O conte?do de energia e?lica presente em livros did?ticos atuais tamb?m necessita de complementa??o, principalmente no que se refere a materiais que foquem esse tema na perspectiva geogr?fica, principalmente outros recursos de ensino, como paradid?ticos, mapas, e jogos, al?m de novas metodologias. / In school geography scope, Wind Power theme stands out due to its attribution as a power source as well as its relevance for the social life and human activities, while it is strongly related to the geographic space. According to space perspective, this subject-matter is related to many reality aspects, along with economics, politics, environment, society, culture, etc. The present work locates this topic according to space perspective while describes its spatiality, its socio-environmental implications and its relations with reality dimensions, in order to understand it as inherent to recognition of geographic space. On this, the aim of the present research was to analyze the theme of Wind Power and its development in the teaching of geography. The understanding of how this topic presents itself in the teaching of geography; the affinity between the teacher and this matter, as well as the relation between the theme and methodology and teaching resources constitute the contribution that this research can bring to the understanding of the relationships that involve these many elements of the teaching process. The applied methodology consisted of a bibliographic survey followed by analysis of the Wind Power theme found in textbooks, as well as application of questionnaire directed to geography teachers. Despite the importance of wind energy as an expanding economic activity, studies on this subject in school geography still have gaps regarding the non-verification of the spatiality and its social and environmental impacts, which are crucial to understanding the subject within the geographical perspective. The content on Wind Power in textbooks is also insufficient and needs complementation, remarkably with regard to contents that focuses on this theme from a geographical perspective, mostly teaching resources alternative to traditional ones, such as extra-textbooks, maps and games, in addition to new methodologies.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-10-25T22:03:44Z No. of bitstreams: 1 EricaPolianaNunesDeSouzaCunha_DISSERT.pdf: 3007157 bytes, checksum: e6af9f61512242ddcae5598e771032a2 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-12-15T21:54:26Z (GMT) No. of bitstreams: 1 EricaPolianaNunesDeSouzaCunha_DISSERT.pdf: 3007157 bytes, checksum: e6af9f61512242ddcae5598e771032a2 (MD5) / Made available in DSpace on 2016-12-15T21:54:26Z (GMT). No. of bitstreams: 1 EricaPolianaNunesDeSouzaCunha_DISSERT.pdf: 3007157 bytes, checksum: e6af9f61512242ddcae5598e771032a2 (MD5) Previous issue date: 2016-02-25 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq) / A ideia j? foi inventada. A hist?ria j? foi contada. As palavras j? foram ditas. Na contemporaneidade, tudo, aparentemente, sobre tudo j? foi dito, pois nenhum discurso ? ad?mico. Na era do copiar e colar e em que se tem mais, asseveradamente, embates acerca da ?tica do n?o plagiar, discutir o que ? produzir enunciados autorais faz-se primordial. Essas inquieta??es, nesta pesquisa, s?o levadas para o cronotopo da sala de aula, precisamente para os livros did?ticos de L?ngua Portuguesa, que s?o vistos como orientadores dos conte?dos e da pr?tica de ensino de L?ngua Materna (ANTUNES, 2003; BUZEN, 2005; CORACINI, 1999). Diante disso, essa pesquisa visa a analisar como se d? as propostas de escrita do livro did?tico, a fim de observar a cria??o de situa??es/enuncia??es prop?cias para a constru??o de um dizer autoral. Foram selecionadas, para tanto, duas cole??es de livros did?ticos destinadas aos alunos da 1? s?rie do Ensino M?dio. Os livros adotados est?o entre os mais solicitados nacionalmente e receberam cr?ticas positivas do Programa do Livro Did?tico (Edital 2012). Para atingir tal objetivo, o estudo realizado baseia-se numa perspectiva qualitativo-interpretativista e de orienta??o metol?gica advinda da Lingu?stica Aplicada; a base te?rico-metodol?gica da An?lise Dial?gica dos Discursos (GERALDI, 2012; FARACO, 2009). A perspectiva te?rica adv?m dos postulados do C?rculo de Bakhtin no que concerne ?s concep??es de linguagem dial?gica, de enunciado concreto e de autoria. Os dados totais constru?dos se configuram em duas categorias. A primeira com propostas de produ??o textual que prezam por uma autoria em perspectiva dial?gica, as quais buscam criar situa??es de escrita que atendem a uma necessidade discursiva, s?o direcionadas e apontam os aspectos de composi??o do g?nero. A segunda, com propostas em que se encena uma autoria em perspectiva monol?gica, quando n?o se especifica o g?nero textual ou quando n?o constroem uma enuncia??o em que o discente n?o exercita uma rela??o volitivo-emocional com tal situa??o. De modo gen?rico, as duas cole??es apresentam zelo em rela??o a simular situa??es de escrita reais, que podem propiciar, assim, a produ??o, pelos discentes, de enunciados concretos, que valorizam a reescrita e o excedente de vis?o para o acabamento dos enunciados produzidos. / The idea has already been invented. The history has already been told. The words have already been spoken. In contemporary times, all apparently about everything has already been said because no speech is Adamic. In the era of copy and paste, when it has even more conflicts about the ethics of not plagiarizing, discussing about how producing copyright statements becomes essential nowadays. These concerns, on this research, are brought to the ?cronotopo? of the classroom, especially for Portuguese textbooks, which are interpreted as a guiding of the content and practice of the native language teaching (Antunes, 2003; Buzen, 2005; Coracini 1999; Suassuna, 2006). Under these circumstances, this research seeks the analysis of how a textbook is writing in order to observe the creation of situations of copyright marks. So, for this purpose, there were selected two collections of textbooks for students of the 1st year of high school. The adopted textbooks are among the most used textbooks in Brazil, and it received positive reviews from the ?Programa do Livro Did?tico (Edital 2012)?. To achieve this goal, the study is based on a qualitative-interpretative perspective and methodological guidance from the Applied Linguistics; the theoretical and methodological basis of Dialogic Analysis of Discourses (Geraldi, 2012; Faraco, 2009). The theoretical perspective comes from the postulates of the Bakhtin Circle in relation to the concepts of dialogic language, from the concrete and authoring outline. The total data constructed during this research were grouped in two categories.The first category contains textual proposals that value an authoring in dialogical perspective, which seeks creating situations of writing that meet a discursive necessity, and it points out the aspects of the gender composition. The second category contains textual proposals that stage an authoring in monological perspective, when you do not specify the genre or you do not build an enunciation in which the student does not exercise one volitional-emotional relationship with such situation. In general terms, the two collections have zeal in relation to simulate actual writing situations, which could provide the production, by students, of concrete statements, valuing the rewriting and the view over to the finishing of the produced statements.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-01-12T15:21:35Z No. of bitstreams: 1 FranciscaMonteiroDaSilvaPerez_DISSERT.pdf: 2328517 bytes, checksum: d7cd89a2e5f6a17520cc0501df4c113c (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-01-20T12:14:45Z (GMT) No. of bitstreams: 1 FranciscaMonteiroDaSilvaPerez_DISSERT.pdf: 2328517 bytes, checksum: d7cd89a2e5f6a17520cc0501df4c113c (MD5) / Made available in DSpace on 2017-01-20T12:14:45Z (GMT). No. of bitstreams: 1 FranciscaMonteiroDaSilvaPerez_DISSERT.pdf: 2328517 bytes, checksum: d7cd89a2e5f6a17520cc0501df4c113c (MD5) Previous issue date: 2016-03-16 / A partir dos indicadores oficiais ?ndice de Desenvolvimento da Educa??o B?sica (IDEB), Programa Internacional de Avalia??o de Estudantes (PISA) e Prova Brasil, ? poss?vel observar que grande parcela dos problemas referentes ? deficiente aprendizagem dos alunos que concluem os anos iniciais do ensino fundamental se deve ao fato da pouca profici?ncia em leitura, e isso tem sido apontado como um dos principais problemas da escolaridade b?sica obrigat?ria, como ? evidenciado pelos baixos ?ndices nessas avalia??es. Em contrapartida, a profici?ncia em leitura constituise como um dos objetivos centrais da escola, sendo essencial aos diferentes componentes curriculares, como tamb?m ?s pr?prias demandas de intera??o requeridas pela sociedade. Devido a tal relev?ncia iremos analisar os elementos intr?nsecos ? forma??o leitora dos nossos alunos. Nesse sentido, o objetivo geral desta pesquisa consiste em analisar qual a abordagem dada aos g?neros discursivos nos livros did?ticos de matem?tica, aprovados pelo Programa Nacional do Livro Did?tico (PNLD 2013) e adotados nos anos iniciais do Ensino Fundamental da rede p?blica de ensino. Tais mat?rias correspondem ?s cole??es adotadas em escolas da rede p?blica municipal de Mossor?/RN. No desenvolvimento das an?lises desta pesquisa, nos fundamentamos, na perspectiva de Bakhtin (2011, 2014) acerca dos g?neros do discurso, nos apoiamos tamb?m nos estudos de Leite e Barbosa (2014), Schneuwly e Dolz (2011), Marcuschi (2008), Machado (2002), Vigotski (2008), Freire (1996), Smole e Diniz (1999), Lopes e Nacarato (2009). Esta pesquisa contribuir? para elabora??o de pol?ticas que sejam voltadas ao PNLD (Programa Nacional do Livro Did?tico), ? leitura e ao ensino de matem?tica a partir do que os dados venham a sinalizar e tamb?m colaborar com estudos que possam gerar dados que venham a auxiliar os autores na elabora??o de conte?dos e atividades do Livro Did?tico (LD). / From the official indicators Education Development Index Basic (IDEB), Programme for International Student Assessment (PISA) and Proof Brazil, it is possible to perhaps that a large proportion of the problems related to poor learning of students completing the early years of elementary school is because of low reading proficiency. This fact has been point out as a major problem of compulsory basic education as evidenced by low rates in tests. On the other hand, reading proficiency is constitute as one of the schools main objectives and is essential to the different curriculum components, as well as to the specific demands of interaction required by society. Examine the relation between intrinsic elements and the reader formation of our students. The major objective of this research is to analyze what approach given to genres in textbooks of mathematics, approved by Programa Nacional do Livro Did?tico (PNLD 2013) and adopted in the early years of public elementary school. Such materials correspond to collections taken in the municipal public schools network Mossor?/RN. The research development, in fundamentals, is based on Bakhtin (2011, 2014) perspective on genders discourse. Besides that, Leite & Barbosa (2014), Schneuwly & Dolz (2011), Marcuschi (2008), Axe (2002), Vygotsky (2008), Freire (1996), Smole & Diniz (1999), Lopes & Nacarato (2009), studies support this idea. This research will contribute to developing policies that are aimed at PNLD (National Textbook Program), to reading and mathematics education from the data may signal and also collaborate with studies to generate data that will assist authors in the elaboration of contents and activities Textbook (LD).

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-13T19:39:35Z No. of bitstreams: 1 AnaRaquelSeverianoSilva_DISSERT.pdf: 5462038 bytes, checksum: 66d06d3d2c95767b67d0118c6675cd8c (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-14T19:34:48Z (GMT) No. of bitstreams: 1 AnaRaquelSeverianoSilva_DISSERT.pdf: 5462038 bytes, checksum: 66d06d3d2c95767b67d0118c6675cd8c (MD5) / Made available in DSpace on 2017-02-14T19:34:48Z (GMT). No. of bitstreams: 1 AnaRaquelSeverianoSilva_DISSERT.pdf: 5462038 bytes, checksum: 66d06d3d2c95767b67d0118c6675cd8c (MD5) Previous issue date: 2016-07-27 / A disserta??o aborda a tem?tica ?forma??o do leitor liter?rio no contexto escolar?. Elege como objeto de estudo a presen?a do texto liter?rio no livro did?tico, com o objetivo de descrever aspectos da escolariza??o do texto liter?rio no livro did?tico de l?ngua portuguesa do 1? ano do Ensino Fundamental. Utilizamos Tomamos como corpus cole??es aprovadas pelo Programa Nacional do Livro Did?tico (PNLD 2016) para o 1? ano do Ensino Fundamental, adotadas para o tri?nio de 2016/2017/2018. Especificamente, objetivamos: a) identificar a incid?ncia de textos liter?rios; b) identificar os g?neros e autores mais contemplados; c) descrever os objetivos e as estrat?gias de leitura que fundamentam as atividades com textos liter?rios. A pesquisa ? de natureza bibliogr?fica do tipo descritiva, fundamentando-se na An?lise de Conte?do (BARDIN, 2011) no tratamento de dados quantitativos e qualitativos. Para compreens?o do texto liter?rio recorremos a Compagnon (2003), Culler (1999), Colomer (2003),Cascudo(1984) e Manila (2006). Discutimos o processo de escolariza??o do texto liter?rio e o conceito de livro did?tico a partir dos estudos de Soares (2001) e Batista (2009). Recorremos ? Metodologia da Leitura por Andaimes atrav?s das proposi??es de Graves e Graves (1995), as contribui??es de Iser (1999) na Est?tica da Recep??o, bem como de Sol? (1998) em suas pesquisas sobre as estrat?gias de leitura. Os resultados dessa pesquisa revelam avan?os e lacunas no processo de escolariza??o do texto liter?rio no livro did?tico, evidenciando a necessidade de amplia??o do ensino das estrat?gias de compreens?o leitora, fundamentais para a media??o docente na forma??o do leitor. / The dissertation approaches the subject "formation of the literary reader in the school context". It chooses as study object the presence of the literary text in the textbook, in order to describe the schooling aspects of the literary text in the Portuguese textbook for the 1st year of primary school. We used the collections approved by the National Textbook Program (PNLD 2016) for the 1st year of primary school, adopted for the triennium of 2016/2017/2018. Specifically, we aimed to: a) identify the incidence of literary texts; b) identify the genres and most included authors; c) describe the objectives and reading strategies that underlie the activities directed to the literary texts. The research is qualitative of descriptive type, taking as basis the method of Content Analysis (BARDIN, 2011) in the treatment of quantitative and qualitative data. To the understanding of the literary text we used Compagnon (2003), Culler (1999), Colomer (2003), Cascudo (1984) and Manila (2006). We discussed the literary text educational process and the concept of textbook from Soares (2001) and Batista (2009) studies. We used the Methodology of Scaffolding Reading through the propositions of Graves and Graves (1995), the contributions of Iser (1999) in the Aesthetics of Reception, and of Sol? (1998) in her research on reading strategies. The results of this survey reveal progress and gaps in the educational process presence of literary texts in the textbook, showing the need to expand the teaching of reading comprehension strategies, fundamental to the teaching mediation in the formation of the reader.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-06-07T13:31:31Z No. of bitstreams: 1 2015 - Samanta Samira Nogueira Rodrigues.pdf: 1503792 bytes, checksum: df94af22a94c541a4db727dc3abf04ab (MD5) / Made available in DSpace on 2017-06-07T13:31:31Z (GMT). No. of bitstreams: 1 2015 - Samanta Samira Nogueira Rodrigues.pdf: 1503792 bytes, checksum: df94af22a94c541a4db727dc3abf04ab (MD5) Previous issue date: 2015-03-30 / We were told that Princess Elizabeth didn?t think that was right black people being slaves and decided to end slavery in Brazil. After almost one hundred twenty-seven years the abolition of the slave system, studies show the educational field as one of the (re) producing inequality by ethnic and racial origin that are perpetuated until today. The existence of research that denounce and question this scenario, as well as changes in relation to it is a space that has gradually been expanding in the country. This demand for changes to combat racism and silences about it added to the struggles of Black movement towards an education based on ethnic-racial relations triggered the legal obligation of content insertion on the "History of Africa and Africans, the struggle of blacks in Brazil, the Brazilian black culture and the black person in the formation of the national society "throughout the school curriculum. This measure aims to rescue the "contribution of black people in the social, economic and political". In order to contribute to discussions on that topic in education, our work has as object the book of the Portuguese language course for the ninth year of elementary school entitled Singular & Plural: reading, production and language studies, understanding that the book teaching is considered a tool to support the work of the teacher and are widely adopted in schools. Our goal was to analyze the possible contributions of Singular and Plural to overcome racism in schools, through the insertion of ethnic-racial theme. Therefore we seek as points to three specific goals include dialogue that highlight what is legally proclaimed on education for ethnic-racial relations; relate the official speeches with the texts present in the textbook selected for research; and collect the representations from English-speaking teachers of the school of the Municipal Nova Igua?u, locus of research. The outlook of the book as a tool to "disclosure and production of knowledge" regarding the "ethnic-racial pluralism," this objective in its opinion that regulated the legal obligation of guided education in ethnic-racial relations showed us the decoupling of grammar teaching and production of texts, some disbelief in students by an extensive sequence of "they can not, are positioned, have a way to get ..." and the book as a teaching resource allows dialogues to be made and expanded. Teachers showed also that the book of consolidating the changes made in LDBEN is not used in the research school. Part of a school among the many realities in Brazil, the perceptions of the teachers showed that the princess did not abolish: the association animalizes black people for "play" when they call what happens "in football stadium", as well its naturalization. No euphemisms? When you call the monkeys. That in the end, as proclaims the book in some of his writings, "we are all equal." We are? Despite the disparity between proclaimed and real, because the potential of the book was not used, there is helping teachers to the elementary school students reflect on these questions / Nos foi contado que a Princesa Isabel n?o achou certo os negros serem escravos e resolveu acabar com a escravid?o no Brasil. Passados quase cento e vinte e sete anos da aboli??o do sistema escravocrata, pesquisas apontam o campo educacional como um dos (re)produtores das desigualdades pelo pertencimento ?tnico-racial que se perpetuam at? a atualidade. A exist?ncia de pesquisas que denunciam e questionam esse cen?rio, bem como as mudan?as em rela??o a ele ? um espa?o que vem, aos poucos, se ampliando no Pa?s. Essa demanda por mudan?as que combatam o racismo e os sil?ncios sobre ele, somadas ?s lutas do Movimento Negro em prol de uma educa??o pautada nas rela??es ?tnico-raciais, desencadeou a obrigatoriedade legal da inser??o de conte?dos sobre a ?Hist?ria da ?frica e dos Africanos, a luta dos negros no Brasil, a cultura negra brasileira e o negro na forma??o da sociedade nacional? em todo o curr?culo escolar. O objetivo de tal medida ? resgatar a ?contribui??o do povo negro nas ?reas social, econ?mica e pol?tica?. A fim de contribuir para os debates sobre a referida tem?tica na educa??o, nosso trabalho tem como objeto o livro da disciplina L?ngua Portuguesa destinado ao nono ano do Ensino Fundamental intitulado Singular & Plural: leitura, produ??o e estudos de linguagem, por entender que o livro did?tico ? considerado um instrumento de apoio ao trabalho do professor e s?o largamente adotados nas escolas. Nosso objetivo foi analisar as poss?veis contribui??es do Singular e Plural para a supera??o do racismo nas escolas, atrav?s da inser??o da tem?tica ?tnico-racial. Para tanto buscamos como pontos para di?logo tr?s objetivos espec?ficos que incluem destacar o que ? legalmente proclamado sobre a educa??o para as rela??es ?tnico-raciais; relacionar os discursos oficiais com os textos presentes no livro did?tico selecionado para a pesquisa; e recolher as representa??es dos professores de l?ngua portuguesa da escola da Rede Municipal de Nova Igua?u, l?cus da pesquisa. As perspectivas acerca do livro como instrumento para ?a divulga??o e produ??o de conhecimentos? referentes ? ?pluralidade ?tnico-racial?, objetivo presente no Parecer que regulamentou a obrigatoriedade legal da educa??o pautada nas rela??es ?tnico-raciais revelaram-nos a dissocia??o entre ensino gramatical e produ??o de textos, alguma descren?a nos alunos por uma extensa sequ?ncia de ?eles n?o conseguem, se posicionam, t?m um caminho para chegar...? e que o livro enquanto recurso did?tico possibilita que di?logos sejam feitos e ampliados. Os professores evidenciaram, ainda, que a parte livro que consolida as altera??es feitas na LDBEN n?o ? utilizada na escola pesquisada. Parte de uma dentre as tantas realidades escolares no Brasil, as percep??es das professoras evidenciaram o que a princesa n?o aboliu: a associa??o que animaliza as pessoas negras por ?brincadeiras? quando se chamam daquilo que acontece ?em est?dio de futebol?, bem como sua naturaliza??o. Sem eufemismos? Quando se chamam de macacos. Que no final das contas, como proclama o livro em alguns de seus textos, ?somos todos iguais?. Somos? Apesar da disparidade entre proclamado e real, pois o potencial do livro n?o foi utilizado, h? professores contribuindo para que os alunos do Ensino Fundamental reflitam sobre essas interroga??es

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2015-10-21T22:56:26Z No. of bitstreams: 1 Trabalho Final impress _2_.pdf: 7316868 bytes, checksum: db4ef93bc8afdb67ffa539ad08c28988 (MD5) / Made available in DSpace on 2015-10-21T22:56:26Z (GMT). No. of bitstreams: 1 Trabalho Final impress _2_.pdf: 7316868 bytes, checksum: db4ef93bc8afdb67ffa539ad08c28988 (MD5) Previous issue date: 2015-06-17 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research aimed to identify and analyze the space that occupies indigenous issues in teaching history in the face of changes and / or stays caused by Law 11,645 / 2008 institution. Such writing was produced in order to raise and broaden the discussion of the silenced and marginalized history of indigenous peoples of Brazil. The research presents a qualitative approach to documentary character, which we use as the main document analysis texts and images contained in the textbook collections History Society & Citizenship and History of the Third Millennium Caves approved by PNLD 2008 and 2011 and intended for Primary Education II (6 th to 9 th year). Given that textbooks are important tools in the consolidation and spread of representations. The analysis of the sources allowed us to discuss about the privileged approaches and despised in the history of Brazil present in textbooks, as well as see that the representation of indigenous peoples in textbooks of history yet has undergone positive changes, but it is necessary that the results advances in academic research and historiography can reach the readership of textbooks. / A presente pesquisa objetivou identificar e analisar o espa?o que a tem?tica ind?gena ocupa na historiografia did?tica em face das transforma??es e/ou perman?ncias provocadas pela institui??o da Lei 11.645/2008. Tal escrita foi produzida com o intuito de suscitar e ampliar a discuss?o sobre a hist?ria silenciada e marginalizada dos povos ind?genas do Brasil. A pesquisa apresenta uma abordagem qualitativa de car?ter documental, na qual utilizamos como principais documentos de an?lise os textos e imagens contidas nas cole??es did?ticas Hist?ria Sociedade & Cidadania e Hist?ria das Cavernas ao Terceiro Mil?nio aprovadas pelo PNLD de 2008 e 2011 e destinadas ao Ensino Fundamental II (6?ao 9?ano). Haja vista que os livros did?ticos s?o instrumentos importantes na consolida??o e propaga??o de representa??es. A an?lise das fontes nos permitiu problematizar sobre as abordagens privilegiadas e desprezadas na hist?ria do Brasil presente nos livros did?ticos, assim como constatar que a representa??o dos povos nativos nos manuais did?ticos de Hist?ria ainda tem sofrido positivas mudan?as, mas faz-se necess?rio que os resultados dos avan?os nas pesquisas acad?micas e historiografia possam alcan?ar o p?blico leitor dos livros did?ticos.

Made available in DSpace on 2014-12-17T14:36:07Z (GMT). No. of bitstreams: 1 IsaideBT_TESE.pdf: 2323609 bytes, checksum: cdf9b0a0880e3f37e8d0a641e22c06bf (MD5) Previous issue date: 2009-12-14 / In the first decade of the XXI century, it is possible to assert that school textbook is part of the material culture of most public Brazilian schools by means of National School Textbook Program (PNLD). This research aimed at identifying and analyzing textbooks choice in Ceara, relating it to the uses of such tool within school daily life. The setting for the study was four public schools, two of them placed in Fortaleza, and the other in Quixada. It evaluated the uses of textbooks in the 6th grade. As part of methodology, public managers were interviewed, teachers answered surveys, and a direct observation during History classes in 2008 school year was carried out. The observation was over after round chats with students in the class, in which each one designed draws and sentences concerning to the textbook. Furthermore, the study was based on MEC official documents that regulate the textbook choice process with National textbook Program announcement (PNDL/2008) and PNDL/2008 Textbook Guide, in addition to History textbooks schools used. Roger Chartier‟s concept of appropriation was an analysis category, as well as Michael de Certeau s strategy and tatics‟, and Dominique Julia‟s concept of school culture . The study recognizes textbook in the perspective of Alain Choppin and Egil Borre Johnsen, since it is a complex cultural object. For this reason, the study designs an analogy with a kaleidoscope that sends different images depending on who uses it, within a set of colorful lines, since textbook comprehends nowadays different sources and languages, as it offers countless possibilities of use in teaching History. The study concludes that only the main text of each chapter is really worked in daily class practice. Therefore, although theoretical and graphic changes in textbook production, the textbook is underused, which is central to a later rethought of teachers instruction, since, depending on the conception of teaching and learning, textbook potentialities will be used to improve the development of knowledge in History. / Na primeira d?cada do s?culo XXI, ? poss?vel afirmar que o livro did?tico faz parte da cultura material da maioria das escolas p?blicas brasileiras atrav?s do Programa Nacional do Livro Did?tico (PNLD). Sendo assim, um dos objetivos desta pesquisa foi identificar e analisar o processo de escolha dos livros did?ticos no Estado do Cear?, relacionando-o com os usos que se faz deste instrumento no cotidiano escolar. Tivemos como espa?o de pesquisa emp?rica quatro escolas p?blicas, duas localizadas em Fortaleza e duas em Quixad?; em cada escola, uma turma de 6? ano diurno. Como parte do procedimento metodol?gico, realizamos entrevistas com gestores p?blicos, aplicamos question?rios aos professores, e fizemos observa??o direta durante todas as aulas de Hist?ria do ano letivo de 2008 das quatro turmas investigadas. E finalizamos com uma roda de conversa com os alunos de cada turma, na qual estes fizeram desenhos e frases referentes ao livro did?tico. Ainda trabalhamos com documentos oficiais do MEC que regulamentam o processo de escolha dos livros did?ticos, como o edital do Programa Nacional do Livro Did?tico (PNLD/2008) e o Guia de Livro Did?tico do PNLD/2008; al?m dos livros did?ticos de Hist?ria adotados. Utilizamos como categoria de an?lise o conceito de apropria??o , de Roger Chartier, as categorias de estrat?gias e t?ticas , de Micheal de Certeau, como tamb?m o conceito de cultura escolar cunhado por Dominique Julia. Percebemos o livro did?tico na perspectiva de Alain Choppin e Egil Borre Johnsen, portanto, um objeto cultural complexo. Por isso, fazemos uma analogia com um caleidosc?pio que emite diferentes imagens conforme quem o use, num conjunto de fios coloridos, pois o livro did?tico hoje comporta diferentes fontes e linguagens, e oferece in?meras possibilidades de uso no Ensino de Hist?ria. Ao final de nossa pesquisa, percebemos, no entanto, que, no cotidiano, em geral, apenas o texto principal de cada cap?tulo ? trabalhado. Ent?o, apesar das transforma??es te?ricas e gr?ficas na produ??o do livro did?tico, este ainda ? subutilizado, sendo fundamental um posterior repensar da forma??o docente, pois, a depender da concep??o de ensino e aprendizagem que se adota, as potencialidades deste recurso did?tico ser?o utilizadas no favorecimento da constru??o do conhecimento hist?rico.

Submitted by Natalie Mendes (nataliermendes@gmail.com) on 2015-07-24T23:43:40Z No. of bitstreams: 1 O LIVRO DID?TICO E AS INFLU?NCIAS IDEOL?GICAS DAS IMAGENS POR UMA EDUCA??O QUE CONTEMPLE A DIVERSIDADE SOCIAL E CULTURAL.pdf: 2415317 bytes, checksum: 2ee24983beb12a053af481fbce83f12d (MD5) / Made available in DSpace on 2015-07-24T23:43:40Z (GMT). No. of bitstreams: 1 O LIVRO DID?TICO E AS INFLU?NCIAS IDEOL?GICAS DAS IMAGENS POR UMA EDUCA??O QUE CONTEMPLE A DIVERSIDADE SOCIAL E CULTURAL.pdf: 2415317 bytes, checksum: 2ee24983beb12a053af481fbce83f12d (MD5) Previous issue date: 2014-03-31 / Funda??o de Amparo ? Pesquisa do Estado da Bahia - FAPEB / This study presents an interdisciplinary dialogue between the Education and Design areas, in which, this latter is understood as language and knowledge, here means an image. The aim is to support educators in understanding and addressing the imagistic content of textbooks, especially, the History books which are used in the 5th grade of the Elementary School, because they present the principles of social and cultural construction of our nation and were indicated by the PNLD through the Textbook Guide, 2010-2012 triennium, to be adopted in the Brazilian public education. It is believed the pedagogical importance of image and its contribution to work the imaginary, memory and identification of social and cultural elements, and its capacity to transmit contents, codes, signs and meanings, converted into discourses that dissimulate power relations, stereotypes and prejudices, in a relation of not alterity and disrespect to the differences. In this aspect, the objective of the study is to identify and analyze ideological conceptions that denote racism, stereotypes, prejudice, and discrimination against the black people, in the images of the History books of the 5th year of elementary school, used in public education. Three textbooks, Hist?ria Projeto Pitangu?, Hist?ria Projeto Buriti and Hist?ria, Bahia, were selected, and in these materials, four images of authors, like Debret, Spix and Martius, Rugendas and Guillobel, were chosen in the units concerning to the Colonization and the Regency period, because they are repeatedly the same used in History textbooks, when they refer to the socio-cultural issues of the black people. For the analysis of these images was adopted the qualitative methodology, associated with the iconographic method of Image Analysis, by Erwin Panofsky, and the Discourse Analysis method, from the line that was founded by Michael P?cheux, which enables the reflection about the composition of these images and the multiplicity of meanings they unveil. This study contributes to the debate about the importance of the interdisciplinary dialogue in the understanding of the printed visual representations in the textbook, which can externalize discriminatory conceptions that need to be elucidated and deconstructed. It was concluded that, despite the many struggles and considerations undertaken by the black social movements and the Academy, these books still have been reproducing and disseminating ethnocentric ideological conceptions that need to be eradicated in the seek for the construction of a truly equal and just society. / Este estudo prop?e um di?logo interdisciplinar entre os campos da Educa??o e do Desenho, este ?ltimo, compreendido como linguagem e conhecimento, aqui se traduz enquanto imagem. Busca-se subsidiar educadores na compreens?o e no trato do conte?do imag?tico de livros did?ticos, principalmente, os de Hist?ria utilizados no 5? ano do Ensino Fundamental, pois os mesmos trazem os princ?pios da constru??o social e cultural da nossa na??o e foram indicados pelo PNLD por meio do Guia do Livro Did?tico, tri?nio 2010-2012, para serem adotados na rede p?blica de ensino brasileira. Acredita-se na import?ncia pedag?gica da imagem e sua contribui??o para se trabalhar o imagin?rio, a mem?ria e a identifica??o de elementos sociais e culturais, e na sua capacidade de transmiss?o de conte?dos, c?digos, signos e significados, convertidos em discursos que dissimulam rela??es de poder, estere?tipos e preconceitos, em uma rela??o de n?o alteridade e de desrespeito as diferen?as. Nesse aspecto, o objetivo do estudo ? identificar e analisar concep??es ideol?gicas que denotam racismo, estere?tipos, preconceitos, e discrimina??o em rela??o ao povo negro, nas imagens de livros de Hist?ria do 5? ano do Ensino Fundamental, utilizados na rede p?blica de ensino. Foram selecionados tr?s livros did?ticos, Hist?ria Projeto Pitangu?, Hist?ria Projeto Buriti e Hist?ria, Bahia e destes, nas unidades referentes ao per?odo da Coloniza??o e da Reg?ncia, quatro imagens, dos autores Debret, Spix e Martius, Rugendas e Guillobel, foram selecionadas, por serem as mesmas recorrentemente utilizadas em livros did?ticos de hist?ria quando se trata de quest?es s?cio-culturais do povo negro. Para o trato dessas imagens foi adotada a metodologia qualitativa associada ao m?todo iconogr?fico de An?lise de Imagens, de Erwin Panofsky, e ao m?todo de An?lise de Discurso, da linha fundada por Michael P?cheux de modo a refletir sobre a composi??o dessas imagens e a multiplicidade de sentidos que elas desvelam. Este estudo contribui para a reflex?o sobre a import?ncia do di?logo interdisciplinar na compreens?o das representa??es visuais impressas no livro did?tico, que podem exteriorizar concep??es discriminat?rias e que precisam ser desvendadas e desconstru?das. Conclui-se que, n?o obstante as muitas lutas e reflex?es empreendidas pelos movimentos sociais negros e pela academia, esses livros ainda hoje reproduzem e disseminam concep??es ideol?gicas etnoc?ntricas que precisam ser erradicadas na busca pela constru??o de uma sociedade realmente justa e igualit?ria.

Made available in DSpace on 2014-12-17T15:42:00Z (GMT). No. of bitstreams: 1 DenilsonAMS_DISSERT.pdf: 4236923 bytes, checksum: dd4ebe3332b6f4432550fc7a6a362f1b (MD5) Previous issue date: 2012-08-16 / PNLEM came out in 2004 and modified the view about schoolbook in Brazil. New perspectives pointed towards constitution of a more critical citizen as of an interdisciplinary and more contextualized teaching, made schoolbook understand these changes.But not always these alterations are checked up on by all means,because what we notice are adaptation of works have already known on market, where texts that are placed reveal environmental, socioeconomic, historical facts or daily phenomenon, or then scientific relevancy examples.We thus offer to analyse contents of chemical thermodynamics and physics for high school which are shown on schoolbook of chemistry and physics validated by PNLEM 2012, now called PNLD, studying the facts if these works bring these scientific sociocultural standpoint as well as their historical context,considering as analysis categories the following criteria: presentation of introduction, content contextualizing,presentation of concepts, thermodynamics historical context, representation in microscopic level and proposal of experiments.Eleven books were analysed,being five of chemistry and six of physics.So was applied a questionnaire with physics and chemistry teachers of high school to have an impression of their opinion about their teaching strategies and about schoolbook.This work grounded in orientations of legal documents about high school in Brazil (LDB,PCN,PCN+,OCEM) and in research on science teaching that regards specifically schoolbook and physics and chemical thermodynamics teaching.Were eleven books in number, only four denoted much coherence with new perspectives for high school, being two of chemistry and two of physics,whose concern about contextualizing and with a much integrated view of science to student s reality,indicating much social and critical character.The rest, when don t overlook,regard cultural and historical,socioeconomic contexts in isolated manner from presented concepts,aside from content / O PNLEM surgiu em 2004 e modificou o cen?rio em torno do livro did?tico no Brasil. As novas perspectivas voltadas para a forma??o de um cidad?o mais cr?tico a partir de um ensino mais contextualizado e interdisciplinar fez com que os livros did?ticos acompanhassem essas mudan?as. Mas nem sempre essas mudan?as s?o verificadas de modo mais profundo, pois o que vemos s?o adapta??es de obras j? conhecidas no mercado, onde se insere textos que levam a algum aspecto hist?rico, s?cio-econ?mico, ambiental ou cotidiano, ou ent?o a aplicabilidade daquele conte?do. Assim, nos propomos a analisar os conte?dos de Termodin?mica Qu?mica e F?sica para o Ensino M?dio abordada nos livros did?ticos de Qu?mica e de F?sica aprovados pelo PNLEM 2012, agora denominado PNLD,analisando se as obras trazem essa abordagem s?cio-cultural da ci?ncia como tamb?m o seu contexto hist?rico, tomando como categorias de an?lise os seguintes crit?rios: apresenta??o da introdu??o, contextualiza??o do conte?do, apresenta??o dos conceitos, contexto hist?rico da termodin?mica, representa??o em n?vel microsc?pico e proposi??o de experimentos. Foram analisados onze livros, sendo cinco de qu?mica e seis de f?sica. Tamb?m foi aplicado um question?rio com professores de qu?mica e f?sica do ensino m?dio para se ter uma impress?o da opini?o deles sobre suas estrat?gias de ensino e sobre o livro did?tico. Este trabalho se fundamentou nas orienta??es dos documentos legais sobre o Ensino M?dio no Brasil (LDB, PCN, PCN+, OCEM) e nas pesquisas em ensino de ci?ncias que trata especificamente do livro did?tico e do ensino de termodin?mica qu?mica e f?sica. Dos onze livros, somente quatro se mostraram mais coerentes com as novas perspectivas para o ensino m?dio, sendo dois de qu?mica e dois de f?sica, cuja preocupa??o com a contextualiza??o e com uma vis?o da ci?ncia mais integrada a realidade do aluno, mostra um car?ter mais cr?tico e social. Os demais, quando n?o omitem, tratam os contextos s?cioecon?micos, hist?ricos e culturais de forma isolada dos conceitos apresentados, ? margem do conte?do

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-10-16T18:31:56Z No. of bitstreams: 1 2013 - Diuliano Azeredo Gouv?a.pdf: 3074684 bytes, checksum: 1637a9c9273f537aed4b0b6fadefe6f8 (MD5) / Made available in DSpace on 2018-10-16T18:31:56Z (GMT). No. of bitstreams: 1 2013 - Diuliano Azeredo Gouv?a.pdf: 3074684 bytes, checksum: 1637a9c9273f537aed4b0b6fadefe6f8 (MD5) Previous issue date: 2013-07-17 / CAPES / This study aims to present the importance of the history of mathematics for teaching and learning, seeking to provide opportunities for readers to approach the topic with a historical bias, in order to understand what potential that is replaced when under a historical perspective; it would have with respect to the learning process. To achieve this goal, we conducted an analysis of four (4) textbooks, chosen by PNLD in order to see how these books had the logarithms, it was the presence of the History of Mathematics and presenting this approach as this, suggestions for authors to improve their work. Then we conducted a field study where we applied two questionnaires, one designed for teachers and another for students. In order to get the opinion of these two groups on the approach of logarithms from a bias in the history of mathematics and also to check the view that these two groups have the relationship of mathematics with its own history in loco history of logarithms, as well as open avenues for the emergence of new research. Conducted surveys present our methodology for the analysis of the same. We also made a brief analysis of dissertations related in order to make a reading that was measured and developed by colleagues who studied the same order subject. For analyze the results, we gave our suggestions to create a conclusion about the topic / Este estudo tem como objetivo chamar a aten??o para a import?ncia da Hist?ria da Matem?tica no ensino-aprendizado dos logaritmos, buscando apresentar possibilidades de abordagem do tema com um vi?s hist?rico. Para atingir esse objetivo, realizamos uma an?lise de 4 (quatro) livros did?ticos, escolhidos pelo PNLD, a fim de verificar como esses livros apresentavam os logaritmos, se havia a presen?a da Hist?ria da Matem?tica nesta abordagem no que acreditamos possa ser mais atrativas e adequadas ao ensino deste importante t?pico. Ap?s uma an?lise n?o exaustiva, apresentando, com isso, sugest?es para que os autores possam melhorar suas obras. Realizamos uma pesquisa de campo, onde aplicamos dois question?rios, um destinado para os professores e outro destinado aos alunos. Com o objetivo de obter a opini?o desses dois grupos sobre a abordagem dos logaritmos a partir de um vi?s da hist?ria da Matem?tica e tamb?m de verificar a vis?o que esses dois grupos tem da rela??o da matem?tica com sua pr?pria hist?ria in loco a hist?ria dos logaritmos, assim como abrir caminhos para o surgimento de novas pesquisas. Fizemos tamb?m uma breve an?lise de disserta??es correlatas com objetivo de fazer uma leitura do que foi aferido e desenvolvido por colegas que estudaram o mesmo assunto. Por fim analisamos os resultados, demos nossas sugest?es a fim de criar uma conclus?o sobre o tema abordado.