Com o objetivo de contribuir com as reflexões acerca do Ensino de História de Temática Indígena, este trabalho investigou o uso do cinema como fonte para a História, com a intenção de entendê-lo como material didático para o ensino. Deste modo, traça um panorama histórico das relações entre Cinema, História e Ensino, identificando os contextos e as alterações na incorporação dos filmes na sala de aula. A proposta central foi a de refletir sobre as possibilidades do uso do cinema de temática indígena na sala de aula. E, para tanto, aprofundou-se nas análises das produções cinematográficas que tratam das representações das populações indígenas do Brasil e de filmes realizados por cineastas indígenas. Como metodologia, foram elaboradas sinopses didáticas e aplicadas sequências de ensino, a partir da escolha e análise de filmes nacionais que tratam da figura do índio, a partir da década de 1970. / Aiming to contribute with the reflections about the Teaching of the Indigenous Thematics History, this assignment investigated the use of Cinema as a source to the History, with the purpose of understand it as a didactic material for teaching. Thus, it provides an historic overview of the relations between Cinema, History, and Teaching, identifying contexts and changes in the incorporation of movies in the classroom. The central proposal was to reflect about the possibilities on the use of the Indigenous Thematics Cinema in the classroom. Furthermore, for both, it deepened on the analysis of cinematographic productions that treats representations about the indigenous population of Brazil and movies made by indigenous filmmakers. As a methodology were prepared didactic synopsis and applied teaching sequences, from the choice and analysis of national films that treats de Indians figure, from the 1970s.

Com o objetivo de contribuir com as reflexões acerca do Ensino de História de Temática Indígena, este trabalho investigou o uso do cinema como fonte para a História, com a intenção de entendê-lo como material didático para o ensino. Deste modo, traça um panorama histórico das relações entre Cinema, História e Ensino, identificando os contextos e as alterações na incorporação dos filmes na sala de aula. A proposta central foi a de refletir sobre as possibilidades do uso do cinema de temática indígena na sala de aula. E, para tanto, aprofundou-se nas análises das produções cinematográficas que tratam das representações das populações indígenas do Brasil e de filmes realizados por cineastas indígenas. Como metodologia, foram elaboradas sinopses didáticas e aplicadas sequências de ensino, a partir da escolha e análise de filmes nacionais que tratam da figura do índio, a partir da década de 1970. / Aiming to contribute with the reflections about the Teaching of the Indigenous Thematics History, this assignment investigated the use of Cinema as a source to the History, with the purpose of understand it as a didactic material for teaching. Thus, it provides an historic overview of the relations between Cinema, History, and Teaching, identifying contexts and changes in the incorporation of movies in the classroom. The central proposal was to reflect about the possibilities on the use of the Indigenous Thematics Cinema in the classroom. Furthermore, for both, it deepened on the analysis of cinematographic productions that treats representations about the indigenous population of Brazil and movies made by indigenous filmmakers. As a methodology were prepared didactic synopsis and applied teaching sequences, from the choice and analysis of national films that treats de Indians figure, from the 1970s.

The demand for using the English language as a means of communication has increased substantially around the world because of its status as the language of globalisation, international communication, trade, media, and research (Flowerdew and Peacock 2001). The Saudi Ministry of Education (MoE) has considered this demand and taken significant steps to reform the teaching of English as a Foreign Language (TEFL) in the Kingdom of Saudi Arabia (KSA). For example, the aims of and documentation for the TEFL curriculum have been modified to focus on the four basic language skills and to promote students’ communicative competence. However, despite all these efforts, there has been little progress in the area of TEFL in KSA. Classroom teaching practices are still devoted to secondary purposes, such as teaching grammar, translating literary texts, memorisation, rote learning, and preparing for summative exams. This reality may indicate an incompatibility between the government’s efforts to develop TEFL and the practices used by English language teachers in their classes. This incompatibility, however, may also suggest that English language teachers have their own reasons for not teaching English for communicative purposes and are incapable of implementing innovative teaching methods, such as the Communicative Language Teaching approach (CLT). This study therefore explores the challenges faced by Saudi English teachers (SETs) in their teaching practice that might prevent them from teaching for communicative purposes and implementing CLT in their classes. In order to meet this objective, data obtained from interviews, questionnaires and documents were analysed and classified into various categories. The key findings revealed that the current methodological practices of SETs are traditional teaching methods that stress the dominant role of teachers, marginalise students’ interactions, focus on discrete skills, and encourage competitive rather than cooperative learning. Furthermore, by using CHAT theory as a framework, the study explored a range of challenges that SETs face when the implementing CLT. These challenges stem from the individual and contextual levels of SETs’ teaching practice. At the individual level, it emerged that SETs had some misconceptions about some of the main features of CLT, and were not sufficiently confident to run communicative classes and adopt CLT in their teaching practice. The data, moreover, suggested that these shortcomings were a result of the SETs’ pedagogical and linguistic preparation in their pre-service programmes. At the contextual level, the study data suggested that there were two main types of constraint that challenge SETs in terms of teaching for communicative purposes and applying CLT in their teaching practice. Firstly, there were institutional and situational factors (for example the quality of the in-service training programme, examination purposes and classroom structure), and, secondly, socio-cultural factors (such as the traditional view of education, and the status of the English language in the Saudi context) that seemed to be incompatible with teaching English for communicative purposes. The study concludes with recommendations that aim to help improve the current situation of TEFL in KSA. For example, ending the isolation between the key parties involved in EFL teaching and learning in the Saudi context is very important, and changes to pre-service and in-service programmes, as well as at the contextual levels, are also essential.

As tools for dynamic system modelling both conventional methods such as transfer function or state space representation and modern power flow based methods are available. The latter methods do not depend on energy domain, are able to preserve physical system structures, visualize power conversion or coupling or split, identify power losses or storage, run on conventional software and emphasize the relevance of energy as basic principle of known physical domains. Nevertheless common control structures as well as analysis and design tools may still be applied. Furthermore the generalization of power flow methods as pseudo-power flow provides with a universal tool for any dynamic modelling. The phenomenon of power flow constitutes an up to date education methodology. Thus the paper summarizes fundamentals of selected power flow oriented modelling methods, presents a Bond Graph block library for teaching power oriented modelling as compact menu-driven freeware, introduces selected examples and discusses special features.:1. Introduction 2. Fundamentals 2A. Fundamentals of BG Modelling 2.B. Fundamentals of POG Modelling 2C. Fundamentals of EMR Modelling 3. Systematization 4. Block library 4A. Simulink add-on BG Block Library 4B. Menu-Driven Customization 4C. Application Hints 5. Examples 5A. Lift a Load 5B. Solenoid 5C. Filter and Chopper 6. Special features 7. Conclusions References [1] till [25]