No final da década de 1990 o Ministério da Educação publicou uma série de documentos denominados Parâmetros Curriculares Nacionais (1997, 1998 e 1999), com o objetivo de promover a implementação ou reorientação curricular no Brasil. Este trabalho teve como objetivos, compreender como os professores de Educação Física ressignificam suas práticas educativas face às proposições dos Parâmetros Curriculares Nacionais, bem como, desvelar suas apropriações sobre as concepções da área, objetivos do componente, conteúdos de ensino, orientações didáticas e formas de avaliação propostos nesses documentos. Para tanto, foi realizada uma revisão bibliográfica sobre os temas relacionados à prática dos professores de Educação Física após a Lei de Diretrizes e Bases 9.394/96 e Parâmetros Curriculares Nacionais, na qual foi retomado o contexto de elaboração desses documentos oficiais, bem como, desvelou-se o processo pelo qual dialogaram com as concepções de ensino da Educação Física. Posteriormente, foi realizada a análise documental dos Parâmetros Curriculares Nacionais 3º e 4º ciclos Educação Física, a qual indicou proposições diferenciadas para as práticas pedagógicas dos professores quando comparadas àquelas historicamente construídas na área. A partir daí, foram eleitas quatro categorias que fundamentaram uma investigação etnográfica com professores atuantes no Ensino Fundamental. Os dados obtidos apontam para uma nova configuração das práticas em Educação Física escolar que passou a considerar conteúdos eleitos da cultura corporal e serem desenvolvidos nos seus aspectos conceitual, procedimental e atitudinal. A modificação no entendimento de avaliação nessa área de conhecimento também foi um fator importante, pois os participantes acenaram para uma concepção formativa integrada ao processo de ensino e aprendizagem, fato que se distancia dos simples testes físicos para mensurar e classificar alunos segundo padrões de desenvolvimento motor. A interpretação dos resultados permite constatar que as concepções e práticas dos professores investigados se aproximam com as proposições dos Parâmetros Curriculares Nacionais, o que pode ser traduzido como influência desencadeada. / At the end of the 1990 decade the Board of Education published a sequence of documents named National Curriculum Parameters (1997, 1998 e 1999), with the objective of promoting the implementation and reorientation of the curriculum in Brazil. This research established as objectives, to understand how the Physical Education teachers perceive their education practice facing the propositions of the National Curriculum Parameters, and enlighten their appropriations about the conceptions of the area, objectives of the discipline, teaching content, and didactic orientations and ways of assessment proposed in these documents. Therefore, a bibliographic review was prepared about the themes related to the practice of Physical Education teachers after the Lei de Diretrizes e Bases 9.394/96 and National Curriculum Parameters in which the context of elaboration of the official documentation was recovered, and also enlightened the process in which the Physical Education conceptions discussed. Afterwards the analyses of the National Curriculum Parameters documentation 3rd and 4th cycles Physical Education, in which different propositions were suggested to the teachers pedagogical practice when compared with those historically constructed in the area. From there, four categories were elected which based an ethnographic investigation with teachers performing in Ensino Fundamental. The data obtained point out to a new configuration of the Scholar Physical Education which began to consider the elected contents of the corporal culture and developed toward its conceptual, procedural and attitudinal aspects. The modification of the understanding of assessment in this area of knowledge was also an important point, because the participants signal toward a formative conception integrated to the learning and teaching process, fact that move away the simple physical tests to measure and classify students according to the motor developmental patterns. The interpretation of the results allow us to verify that the conceptions and practices of the teachers investigated get closer with the propositions of the National Curriculum Parameters, which it can be translated as a triggered influence.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2014-08-22T14:23:31Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) DISSERTAÇÃO REVISADA EM DOCX 2109.pdf: 1841575 bytes, checksum: 55b1a9eff7f6aa116ee9cb5257631066 (MD5) / Made available in DSpace on 2014-08-22T14:23:31Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) DISSERTAÇÃO REVISADA EM DOCX 2109.pdf: 1841575 bytes, checksum: 55b1a9eff7f6aa116ee9cb5257631066 (MD5) Previous issue date: 2013-08-30 / This research was conducted in medical school of Federal University of Goiás. OBJECTIVES: The aim of this research is to identify the ideal, in terms of professional practice, of the internship students in the Medical School of the Federal University of Goiás – UFG − and to observe possible dissonances with the profile of the graduates, as advocated by the National Curriculum Guidelines and by the Political Pedagogic Project of this institution. METHODS: In 2012, two hundred and twenty-two medical internship students of the institution received a survey questionnaire. The sample of this research consisted of one hundred and ninety research subjects, representing 85% of the sample universe. The statistical significance was calculated using a non-parametric test (Sign Test). RESULTS: The sociodemographic profile characterizes the students with an average age of 23,8 years old, unmarried, 65,8% of whom belong to social classes A and B. The ideal of the profile of professional practice shows that 83,7% want to become specialists, whereas 96,3% want medical residency, which is statistically significant (p=0,0001), and 71,6% do not intend to work with Family Health Strategy Programs (p=0,005). CONCLUSION: This study shows that students with high socio-economic profile, who want to become specialists, undergo a medical residency program and do not see the Family Health Strategy as a professional goal. / Estudo realizado com discentes do internato da Faculdade de Medicina da Universidade Federal de Goiás. OBJETIVOS: A proposta desta pesquisa é conhecer as expectativas de prática profissional de discentes do internato do Curso de Medicina da Universidade Federal de Goiás e observar possíveis dissonâncias com o perfil do discente preconizado pelas Diretrizes Curriculares Nacionais e pelo Projeto Político-Pedagógico da instituição. MÉTODOS: Estudo quantitativo descritivo. O instrumento utilizado para a pesquisa foi um questionário distribuído aos 222 discentes do internato, no ano de 2012, da referida instituição. A amostra consta de 190 sujeitos de pesquisa, correspondendo a 85% do universo de análise. A significância estatística foi avaliada por um teste não paramétrico (Teste do Sinal). RESULTADOS: O perfil sociodemográfico caracteriza discentes com idade média de 23,8 anos, solteiros, sendo que 65,8% pertencem às classes sociais A e B. O ideal do perfil de prática profissional demonstra que 83,7% pretendem ser especialistas, 96,3% desejam cursar residência médica, sendo estatisticamente significante (p=0,0001), e 71,6% não pretendem prioritariamente trabalhar na Estratégia Saúde da Família (p=0,005). CONCLUSÃO: O estudo demonstra discentes com perfil socioeconômico elevado, que pretendem ser especialistas, cursar residência médica e não veem a Estratégia Saúde da Família como uma meta fim.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-02-21T14:23:38Z No. of bitstreams: 1 2016 - Glaucia da Silva Batista de Oliveira.pdf: 3840888 bytes, checksum: a5b4cab29d70206c8c9b2b373cd5b026 (MD5) / Made available in DSpace on 2017-02-21T14:23:38Z (GMT). No. of bitstreams: 1 2016 - Glaucia da Silva Batista de Oliveira.pdf: 3840888 bytes, checksum: a5b4cab29d70206c8c9b2b373cd5b026 (MD5) Previous issue date: 2016-03-31 / This study was conducted in CAIC Paulo Dacorso Filho School, located in Serop?dica - RJ through semi structured interviews and semi-open questionnaires to analyze the Environmental Education Approachs in the pedagogical practices of the school, taking interdisciplinarity into consideration. We interviewed 11 students, six teachers and the school principals. The main topics discussed were: CAIC Paulo Dacorso Filho Historical context; Environmental Education: contributions and challenges; Historical context of Environmental Education in Brazil; Environmental Education into transversal projects; Environmental Education for a sustainable; world in the school context; the development of environmental education through the school curriculum; environmental education and teacher training . The subjects were selected by their relation to the object of study. The main objective was to investigate how the approach proposed by the Environmental Education legal documents, especially the NCS, occurs in the CAIC pedagogicals practices. It can be concluded that even in an unstructured way, environmental education is a school life theme, especially in occasional events focused on this theme. It is important to note that Environmental Education Approach is predicted in the school's PPP, implemented since 1993, and incorporating the principles set forth by Law No. 9795/99. / O presente estudo foi realizado no Centro de Aten??o Integral ? Crian?a e ao adolescente ? CAIC Paulo Dacorso Filho em Serop?dica?RJ por meio de entrevistas semi estruturadas e question?rios semi-abertos para analisar a abordagem da Educa??o Ambiental na pr?tica pedag?gica da Escola, levando em considera??o a interdisciplinaridade. Foram entrevistados 11 alunos, 6 professores e a dire??o da escola. Os principais temas abordados foram: o hist?rico do centro de aten??o integral ? crian?a e ao adolescente; educa??o ambiental: contribui??es e desafios; contexto hist?rico da educa??o ambiental no Brasil; educa??o ambiental nos projetos transversais; a educa??o para um mundo sustent?vel; educa??o ambiental no contexto escolar; o desenvolvimento da educa??o ambiental atrav?s do curr?culo escolar; educa??o ambiental e a forma??o docente. Os temas foram selecionados por sua rela??o com o objeto de estudo. O principal objetivo foi o de investigar como a abordagem da EA proposta pelos documentos legais, em especial os PCN, ocorrem na pr?tica Pedag?gica do CAIC. Pode-se concluir que, mesmo de forma pouco estruturada, a Educa??o Ambiental ? um tema presente no cotidiano escolar, especialmente em ocasi?es de eventos voltados para esse tema. ? importante destacar que a abordagem da Educa??o ambiental est? prevista em seu PPP desde a implanta??o da escola, em 1993, incorporando assim os princ?pios apresentados pela Lei n? 9795/99.

Made available in DSpace on 2017-07-10T16:17:10Z (GMT). No. of bitstreams: 1 Vanice.pdf: 842357 bytes, checksum: 2953ea50216d9aa3851568c3c9e3f808 (MD5) Previous issue date: 2009-02-19 / This paper presents the results of a research which goal was understand the multifunctional character of National Curriculum Guides for Fundamental Teaching of 1998 DCNs/98. Those Guidelines are done by Câmara de Educação Básica do Conselho Nacional de Educação- a state organization- and its goal is define laws and principals and its purpose is to define laws and principals for the draw up of curriculums of public institutions that work with the fundamental teaching in Brazil.. The DCNs/98, which are educational policies, are part of a bigger group of social policies defined by the State, base don the contradictions of civil society. Therefore, they are the result of those contradictions. Moreover, to understand the nature and role of the State is compulsory to understand the goings of a social policy, once the State plays the central role in keeping the capitalist society. In this context of global capitalism, the State has its role defined by neoliberal policies came from countries of central capitalism. This new configuration of the State take it away of the productive sector just to regulate the economic relationships. Therefore, public expenses are also alternated with the social policies expenses; those are still functional to the State, once they help it to build the common sense around a certain kind of society. The State actions, like the social politics are influenced by the ideology that is built in the result of the rearticulating of capitalism, it s about post modern ideology. This ideology influences all the section of the social life, particularly in the educational field. The multiculturalism is one of the expressions of post modern ideology in education, which preach with regard the cultural diversity as a way to hold the society conflicts caused by the different cultures, as racial and cultural prejudices. The presence of multiculturalism in the DCNs/98 deals with the necessities of the State in the contemporary economic context, in a moderate form, it also deals with contradictory the social movements which fight for workers real gains. From the consulted references, it defends that the multiculturalism contribute with the conservation of the capitalism society, because it promotes the fragmentation of the work class. In this way, the presence of multiculturalism in the DCNs/98 marks its conservative character. / Esta dissertação apresenta o resultado da pesquisa que teve o objetivo de desvelar o caráter multicultural das Diretrizes Curriculares Nacionais para o Ensino Fundamental de 1998 DCNs/98. Essas diretrizes são formuladas pela Câmara de Educação Básica do Conselho Nacional de Educação e tem o objetivo de definir normas, princípios e regulamentações para a elaboração dos currículos das instituições de ensino fundamental do Brasil. As DCNs/98, que se constituem como política educacional, fazem parte de um conjunto maior de políticas sociais definidas pelo Estado, conjunto este que está fincado nas contradições da sociedade civil o que torna tais políticas resultado da própria contradição. Dessa forma, compreender a natureza e a função do Estado de classe torna-se fundamental para compreender o direcionamento de uma política social, pois o Estado exerce função central na manutenção da sociedade capitalista. Nesse contexto de mundialização do capitalismo, o Estado tem seu papel redefinido por políticas neoliberais oriundas de países de capitalismo central. Essa nova configuração do Estado retira-o do setor produtivo para que apenas regule as relações econômicas. Assim, alteram-se também os gastos com o setor público e com as políticas sociais; estas continuam sendo funcionais ao Estado, na medida em que auxiliam no processo de construção do consenso em torno de um determinado tipo de sociedade. As ações do Estado, como as políticas sociais, são influenciadas pela ideologia que se constrói em decorrência da rearticulação do capitalismo, trata-se da ideologia pós-moderna. Esta ideologia influencia todos os setores da vida social, particularmente no campo educacional. O multiculturalismo é uma das expressões da ideologia pós-moderna na educação, que preconiza o respeito à diversidade cultural como forma de conter os conflitos sociais decorrentes das diferentes culturas, bem como do preconceito racial e cultural. A presença do multiculturalismo nas DCNs/98 atende as necessidades do Estado no contexto econômico contemporâneo, de forma mediada, como também atende contraditoriamente aos movimentos sociais que lutam por ganhos reais para trabalhadores. A partir das referências consultadas, defende-se que o multiculturalismo colabora para a conservação da sociedade capitalista, pois promove a fragmentação da classe trabalhadora. Nesse sentido, a presença do multiculturalismo nas DCNs/98 demarca o seu caráter conservador.

Thesis (M.A. (African languages)) --University of Limpopo, 2009 / A critical analysis of the Revised National Curriculum Statement Grades R-9 (2002) and the Tshitatamennde tsho Sedzuluswaho tsha Kharikhulamu Gireidi R-9 (2002) has revealed that the role of equivalence in translation cannot be taken for granted. In the study, various types of translation equivalence, such as connotative, textual, dynamic and formal, are examined. The examination reveals that formal equivalence is the type of equivalence in which the source text has a corresponding word in the target language, whereas the dynamic equivalence occasionally translates texts out of context because it does not take into account the context of the text. The study also deals with translation methods such as word–for-word, idiomatic, semantic, and communicative. The role of equivalence in their use is examined. The study also reveals that some methods are not suitable because they distort the meaning, depending on the context of the text. The communicative method has been found to be the most suitable method in translation because it is the kind of method that fulfills the purpose of translation, which is communicative equivalence.This study also highlights the issue of technical translation in aspects such as assessment, learning areas, learning outcomes, and assessment standards. The analysis reveals that the translation of a technical term by another technical term has flaws, some of them are, namely, ambiguity and the distortion of information. The study also reveals that a technical term should be translated by a descriptive term.

There has been much debate over many years in the Australian Federal Parliament on the implementation of a national curriculum in mathematics. In 2004, the Government, under the direction of the then Minister for Education Brendon Nelson, initiated a national mathematics program for students in lower secondary high schools and primary schools. The Australian International Centre for Excellence was commissioned to implement a pilot program and called for expressions of interest to participate from high schools across the nation. At that time I was working as the Acting Head of the Mathematics Department at a senior high school in a large Western Australian country centre. I was concerned with the content and level of difficulty in many of the textbooks that were available for our students and also the processes used in these textbooks (or by teachers) to assist students to gain mastery of the basic mathematical concepts in the Outcome Number. I decided to apply to participate in the pilot program on behalf of my school, and my application was accepted. In the first stage of the program two classes of both Year 8 and Year 9 students were selected. One of my cooperative colleagues and I found out very early that the Year 8 ICE-EM textbook was too difficult for many of these students as they lacked the skills to do much of the work in the Outcome Number. These students had very different learning experiences in their primary school mathematics, with schools and teachers placing different emphases on each of the Outcomes in mathematics. The opportunity to modify our school's Year 8 program and to implement change in the high schools' feeder primary schools occurred with the second stage of the pilot program's Transition Phases 1 and 2, due for implementation in 2007. / Twelve teachers and 329 students from the high school and feeder primary schools became involved at the second state of the pilot program. All students were provided with a textbook, and teachers were free to choose how or when these books would be used with their students. Surveys were administered to teachers and students at the beginning of the year and end of the first semester. Tests were designed and administered throughout the study and comparisons were made with the student's WAMSE (Western Australian Monitoring Standards in Education) score. WALNA (Western Australian Literacy and Numeracy Assessment) and the Department of Education and the University of Western Australia's WAMSE scores were used to investigate changes in students' achievement and progress. Interviews with teachers and students were conducted to review the pilot program and investigate anomalies in students' results. The study found differences in students' Achievement and Progress based on WAMSE scores. Most teachers who adopted the program believed that it led to improved student learning and understanding of Number concepts in mathematics. All teachers at the high school and its feeder primary schools have continued to use the ICE-EM textbooks as part of their teaching and learning program. Increased uniformity among the primary schools was beneficial for the high school's Year 8 mathematics program. The results also indicated the need for caution when using State and National testing to report on student progress and achievement.

Research Doctorate - Doctor of Philosophy (PhD) / In this dissertation, Van Davy makes a case for a cohesive system of schools which can serve the public — both the national interest and individual interests — while directly addressing the current national schooling system’s failure: * to replace, for the entire student cohort...high levels of student boredom with high interest and engaging curriculum and pedagogy; * to replace, for low SES and indigenous students...low levels of learning outcomes, low enrolment levels in senior schooling, and only brief experience of curriculum choice with a curriculum paradigm providing intrinsic value, understanding of pathways from disempowerment to empowerment, curriculum choice from the earliest years, and schooling outcomes which, over time, equal those of the national cohort of students * to replace a citizenry divided in its support for public, church-based, and exclusionary schools with a community united in its support for a socially agreed set of social purposes for schooling and a new curriculum paradigm, one half of which is generated by this set of social purposes * to address a major political issue: social cohesion The proposed new and cohesive system of schools is envisaged to meet the needs - both Common Good and Individual Good - of the citizenry. It will grow from an earlier and pre-requisite national social agreement around a set of political goals which together sketch a preferred future society - these political goals in the hands of education specialists will generate an "essential" curriculum as one of two elements in a new two-tiered curriculum to be followed from the earliest until the latest years of schooling. The second element, occupying the other half of the curriculum from the earliest to the latest years of schooling, will be an elective curriculum designed to encourage all students to pursue their own interests in as much depth as desired. Studies of sectarian studies will be included in the elective curriculum. Davy’s analysis ranges across a number of disciplines, fusing together a number of viewpoints: historical, political theory, educational performance, and educational theory. It searches Australia’s schooling outcomes, identifies low SES and Aboriginal outcomes as major areas of failure, and challenges a number of widely accepted schooling practices. In the process, Davy discovers OECD and ACER data, but little official interest or analysis, concerning widespread boredom amongst Australia’s students. He argues that, in respect of both low SES students and student boredom, system responsibilities such as the nature of Australia’s curriculum, could be just as implicated as concerns for “teacher quality.” Davy’s interest extends beyond the purely educational. He examines the purposes that public and non-public school authorities articulate, as well as reasons parents give for enrolling their children in schools. From this research Davy identifies several issues and suggests that very considerable “choice” in schooling could be found in a different curriculum paradigm, and that both public and non-public schools are deficient when measured against widely-accepted concerns for religious freedom, social cohesion, and fundamental democratic principles. For Davy, a major political issue confronting Australia is the national imperative of “social cohesion.” He searches Australia’s schooling history for evidence of any social agreement around the social purposes of schooling, including more recent attempts to formulate “essential" and “new basics” and “national” curriculum. He concludes that while many educators, and the OECD, refer to the need for a pre-requisite set of social purposes that outline a preferred future society, the politics of schooling has not permitted this to eventuate and, given the absence of this management fundamental, “it is not surprising that schooling systems are shaped by internal logics (ideologies, religions, personalities, internal politics, quest for advantage and/or privilege) rather than wider concerns for the shape of the globe’s and nation’s future, and the advancement of the twins: Common Good and Individual Good.” With these problems laid bare — low SES and indigenous outcomes, student boredom, and social cohesion — Davy addresses all three simultaneously. He draws confidence from contemporary political theorists proposing political processes which engage the public in a “deliberative democracy.” He constructs a surrogate “foundation of agreed principles” which, he deduces, the processes of deliberative democracy might lead the Australian people to construct, then outlines a step-by-step means by which these principles can generate an essential curriculum for all Australian children, while encouraging a full range of choice within an elective stream. The political processes of open collaboration throughout civil society which produces the social agreement may produce a new political context. This new, less adversarial and more trusting political context is seen to be fertile ground for the replacement of Australia’s fractured schooling system with a cohesive schooling system for the Australian public — an Australian schooling system — to be managed nationally.

The thesis investigates the role a calculator can play in the developing number knowledge of three girls and three boys as part of their mathematics program, during their first two years at primary school. Random sampling was used initially to select six girls and six boys from the twenty-four children entering a 1993 prep class. These twelve children were interviewed on entrance to school and based on the performance of the twelve children on the initial interview, a girl and a boy were chosen from the higher, middle and lower achievers to take part in the full study. The class teachers involved were previously participants in the ‘Calculators in Primary Mathematics’ research program and were committed to the use of calculators in their mathematics program. A case study approach using qualitative methods within the activity theory framework is used to collect relevant data and information, an analysis of five interviews with each child and observations of the children in forty-one classroom lessons provides comprehensive data on the children's developing number knowledge during the two years. The analysis questionnaires establishes each teacher's perceptions of the children's number learning at the beginning and end of each year, compares teacher expectations with children's actual performance for the year and compares curriculum expectations with children's actual performance. A teacher interview established reasons for changes in teaching style; teacher expectations; children's number learning; and was used to confirm my research findings. An activity theory framework provides an appropriate means of co-coordinating perspectives within this research to enable a description of the child's number learning within a social environment. This framework allows for highlighting the mediation offered by the calculator supporting the children's number learning in the classroom. Levels of children's developing number knowledge reached when working with a calculator and as a result of calculator use are mapped against the levels recommended in ‘Mathematics in the National Curriculum’ (National Curriculum Council, December 1988), and the Curriculum and Standards Framework: Mathematics (Board of Studies 2000). Findings from this comparison illustrate that the six children's performance in number was enhanced when using a calculator and indicate that on-going development and understanding of number concepts occurred at levels of performance at least two years in advance of curriculum recommendations for the first two years of school.

This project examines the impact of standards-based and curriculum reforms on the role of materials in educational systems in the United Kingdom, the United States of America, and Australia. The project focused on identifying activities undertaken by publishing companies and in educational systems to develop, select and use materials in the context of standards-based and curriculum reforms by investigating: (1) research literature about the publishing industry, the policies controlling the adoption of materials, and the patterns influencing the use of materials in schools in the United States; (2) the perceptions of educational publishers about the impact of these reforms on the new materials developed by their companies to meet the needs of schools in implementing these reforms; (3) the impact of national curriculum reforms in the United Kingdom on the materials� marketplace; (4) the impact of the national standards movement in the United States on the materials� marketplace; (5) the impact of state standards in the United States on various aspects relating to materials designed to support these reforms; (6) the impact of national curriculum collaboration in Australia on the materials� marketplace; and (7) the impact of state and territory curricula in Australia on various aspects relating to materials designed to support these reforms. The report concludes by applying categories defined in a typology to classify various activities relating to the development, selection and use of materials identified in educational publishing and educational systems in the United Kingdom, the United States and Australia. Samples and questionnaires relating to surveys and a bibliography are appended.

No description available.