Made available in DSpace on 2014-12-17T14:36:52Z (GMT). No. of bitstreams: 1 DianneCSS_DISSERT.pdf: 8003431 bytes, checksum: 2124e76f208c4a96ab9092ed4d694336 (MD5) Previous issue date: 2014-02-24 / Universidade Federal do Rio Grande do Norte / Since the enactment of LDBEN 9.9394/96, Physical Education began to be understood as a curricular component in school. Thus, we see the need for systematization of content. We observed that the physical education classes at the public schools in Natal/RN from the game content, teachers did not use the existing proposals for systematization. And it was on this reality that the study occurred, aiming to present and discuss a proposal to systematization the game content in physical education classes in elementary and secondary education. Accordingly, we departed of following question: What possibilities of systematization of the game content in school physical education classes?. The methodology used was the action research, which allowed us to structure the intervention plan for the game content, directed to a reflective didactic process. The dialogue with action research provided an opportunity to understand of the proposal of systematization, the knowledge of game content, the planning and process of teaching and learning in physical education lessons developed. We use the proposed systematization the book Educa??o F?sica Escolar e Organiza??o Curricular , to direct and organize the lesson plans. As research technique, we use the participant observation, filming, photographic records and field diary, guiding us in the debates and discussions about the field of research. The applications of the lesson plans were carried out in three schools, all located in Natal / RN: Escola Municipal Professora Ivonete Maciel, Escola Municipal Professor Ulisses de G?is e Professor Escola Estadual Josino Macedo. The members of this study were students PIBID-EF-UFRN, teachers, supervisors and school. They made the bridge between research and action, theoretical foundation and pedagogical practice, university and school. The results were advanced for beyond the propositions submitted by the above-mentioned book. For the Elementary School 1, the proposed systematization broadened experiences and learning of knowledge of the game and of playful and body manifestations. Provided an opportunity to know and learn about game of make account, rules, popular games, cooperative games, among others. For Elementary Schools 2 and Middle education, systematized lessons allowed the practical, the incorporation of knowledge of the game and its features: such as rules, origin, meaning of the name, different denominations, among others. The students experienced and learned, popular games, pre-sport games, cooperative games, with recycled material, among others. The treatment from three dimensions of contents: procedural, conceptual and attitudinal, occurred parallel to approach the game content, and in conjunction with our interventions, not being done separately during practice, but an ongoing process during class. This new perspective of work the game, in a systematized way, with applying, description and discussion the activities, allowed elaborate a summary framework of thematizations for game content, by year of teaching / Desde a promulga??o da LDBEN 9.9394/96, a Educa??o F?sica passou a ser compreendida como componente curricular na escola. Diante disso, percebe-se a necessidade de sistematiza??o dos conte?dos. Observamos que as aulas de Educa??o F?sica, no ensino p?blico de Natal, por exemplo, no ?mbito do conte?do jogo, os professores n?o fazem o uso das propostas de sistematiza??es existentes. E foi sobre essa realidade que o estudo desenvolveu, tendo como objetivo apresentar e discutir uma proposta de sistematiza??o do conte?do jogo nas aulas de Educa??o F?sica do ensino fundamental e m?dio. Nesse sentido, partimos da seguinte quest?o norteadora: Quais as possibilidades de sistematiza??o do conte?do jogo nas aulas de Educa??o F?sica escolar? Na metodologia recorremos ? pesquisa-a??o, a qual nos permitiu estruturar o plano de interven??o para o conte?do jogo, direcionado para um processo did?tico reflexivo. O di?logo com a pesquisa-a??o oportunizou um entendimento sobre a proposta de sistematiza??o, os conhecimentos sobre o conte?do jogo, o planejamento e o processo de ensino aprendizagem nas aulas de educa??o f?sica desenvolvidas. Utilizamos a proposta de sistematiza??o do livro Educa??o F?sica Escolar e Organiza??o Curricular , para direcionar e organizar os planos de aulas. Como t?cnica de pesquisa utilizou-se a observa??o participante, a filmagem, os registros fotogr?ficos e o di?rio de campo, nos orientando nos debates e discuss?es sobre o campo de investiga??o. As aplica??es de aulas foram realizadas em tr?s escolas, todas localizadas cidade de Natal/RN: Escola Municipal Professora Ivonete Maciel, Escola Municipal Professor Ulisses de G?is e Escola Estadual Professor Josino Macedo. Os envolvidos neste estudo foram: os estudantes PIBID-EF-UFRN, os professores-supervisores atuantes e os escolares. Eles fizeram a ponte entre a pesquisa e a a??o, a teoria e a pr?tica, a universidade e a escola. Os resultados avan?aram para al?m das proposi??es apresentadas pelo livro supracitado. Para o Ensino Fundamental I, a proposta de sistematiza??o ampliou viv?ncias e experi?ncias das manifesta??es l?dicas e corporais. Oportunizou conhecer e aprender sobre jogos de faz de conta, jogos de regras, jogos populares, jogos cooperativos, entre outros. Para o Ensino Fundamental II e Ensino M?dio, as aulas sistematizadas possibilitaram a pr?tica, a incorpora??o dos conhecimentos do jogo e suas caracter?sticas, como regras, origem, significado do nome, diferentes nomina??es, entre outros. Os escolares vivenciaram e experimentaram os jogos populares, jogos pr?-desportivos, jogos cooperativos, jogos com material reciclados, entre outros. O tratamento a partir das tr?s dimens?es dos conte?dos: procedimental, conceitual e atitudinal, ocorreu de forma intr?nseca a abordagem do conte?do jogo, e conjuntamente com as nossas interven??es, n?o se dissociando durante a pr?tica, mas sendo um processo cont?nuo nas aulas. Essa nova perspectiva de trabalhar o conte?do jogo, de forma sistematizada, com aplica??o, descri??o e discuss?o das aulas, possibilitou elaboramos um quadro s?ntese das tematiza??es tratadas no conte?do jogo por ano de ensino

Made available in DSpace on 2015-04-22T21:56:08Z (GMT). No. of bitstreams: 1 Deuzilene Marques Salazar.pdf: 603496 bytes, checksum: 4b608f27e049a0f0b14d1ded5bc04bc4 (MD5) Previous issue date: 2007-02-15 / This study focuses on the middle education inside the Salesian Educative Project of Dom Bosco School of Manaus in the period between 1998 and 2003, acording to the principles of the San Francisco of Sales Society and the directives of the brazilian national education. It situates the historical antecedents of the middle education on the Dom Bosco School of Manaus and links the pedagogical process of salesian education for this stage of the education to the brazilian political education. Because of it is a theme with an historical interface, based on documents, we applied qualitative research methods. Among the selected data sources, the teaching inspectors reports enabled the analysis of the historical antecedents of middle education in the School. At the same manner, the qualitative research was applied to another documents as the school registers, the curricula, registration maps, oficial mail, plans of courses, school schedules and the school census. The research is structured in three chapters. The first presents the principles of salesian education and the historical antecedents of the middle education in the Dom Bosco Scholl of Manaus. The second chapter focuses on the principles and directives of Educative Project Salesian for the Amazon emphasizing a salesian presence on the educative and social actions. The third chapter analyzes the historical movement in proposing and organizing the middle education in the Educative Project Salesian of Dom Bosco Scholl of Manaus, between 1998 and 2003, connected with the educational process of salesian education for teenagers and the youth in Manaus and with the directives to the brazilian national education. The research asserts the intention of that religious institution in leading the middle education to make the students ready to college exams such as to diffuse the principles of salesian education. / O estudo investiga o ensino médio no Projeto Educativo Pastoral Salesiano do Colégio Dom Bosco de Manaus no período de 1998 a 2003, de acordo com os princípios da Sociedade de São Francisco de Sales e as diretrizes para a educação nacional. Situa os antecedentes históricos do ensino médio no Colégio Dom Bosco de Manaus e articula os processos pedagógicos da educação salesiana para esta etapa de ensino diante da política educacional brasileira. Por se tratar de uma temática com interface histórica, com ênfase nos documentos, utilizou-se a abordagem qualitativa. Dentre as fontes selecionadas os relatórios dos inspetores de ensino possibilitaram as aproximações dos antecedentes históricos do ensino médio no Colégio. Como também privilegiou as atas escolares, matriz curricular, mapas de matrícula, histórico escolar, correspondência oficial, planos de curso, agendas escolares e o censo escolar. A investigação se organiza em três capítulos, sendo que o primeiro apresenta os princípios da educação salesiana e os antecedentes históricos do ensino médio no Colégio Dom Bosco de Manaus. O segundo enfoca os princípios e diretrizes do Projeto Educativo Pastoral Salesiano para a Amazônia explicitando a presença salesiana nas obras educativas e sociais. O terceiro capítulo analisa o movimento histórico de oferecimento e organização do ensino médio no Projeto Educativo Pastoral Salesiano do Colégio Dom Bosco, no período de 1998 a 2003, em articulação com os processos educativos da educação salesiana para a formação de jovens e adolescentes em Manaus e com as diretrizes para a educação nacional. A pesquisa reafirma a intencionalidade desta instituição confessional em direcionar o ensino médio à preparação dos estudantes aos exames vestibulares bem como a difusão dos princípios da educação salesiana.

The return to in-person schooling post-COVID-19 pandemic has brought increased pressure on educators to ensure academic success for students. This study examines the school climate of 40 elementary and middle schools in California's Central Valley and its impact on academic performance and attendance, comparing pre-pandemic (2018-2019) with post-pandemic (2021-2022 and 2022-2023) data. Additionally, the study explores the influence of positive student-teacher relationships on academic outcomes and chronic absenteeism. Utilizing the PLUS School Climate Survey, this research sought to identify significant differences in survey scores pre- and post-pandemic, as well as examining the predictive power of student-teacher connectedness on academic performance and chronic absenteeism. This research found statistically significant differences among 6th-8th grade students regarding perceptions of school connectedness throughout the years. There was a significant increase from the 2019-2020 to 2021-2022 school years followed by a significant decrease from 2021-2022 to the 2022-2023 school year. The 2019-2020 and 2022-2023 school year data on school connectedness was not significant. Results also indicate there was a significant positive relationship between students and teachers and their academic performance. In the 2022-2012 school year, when the students had a positive view of their relationship with teachers and staff at school, the student’s ELA and math scores increased. This analysis also examined the relationship between the student’s relationship with teachers and their chronic absenteeism. There were not statistically significant results. These findings aim to provide insights for educational stakeholders to implement targeted interventions to improve school climate and enhance student success amidst post-pandemic challenges.