Cette recherche se propose d’étudier l’effet d’un dispositif d’aide aux élèves en difficulté à l’école élémentaire dans le cadre des APC (activités pédagogiques complémentaires).L’hypothèse émise est qu’il est possible de passer d’un dispositif de soutien à un véritable dispositif d’aide aux élèves en difficulté par le truchement de la mise en mots par l’élève de sa propre activité, cette mise en mots permettant à l’élève de conscientiser les procédures efficaces afin de les réinvestir dans des activités de classe ordinaires.Le dispositif que nous proposons consiste à mettre en oeuvre des débats sociocognitifs entre les élèves, ces débats étant étayés par l’enseignant qui adopte une posture de médiateur. Ces débats concernent des élèves de cycle 3 et sont focalisés sur la résolution de problèmes mathématiques entrant dans le champ de la proportionnalité.Il s’agit d’une recherche-action dont la méthodologie s’appuie sur une démarche expérimentale. Cette démarche est complétée par une observation différée des séances mises en oeuvre par l’intermédiaire de vidéos et par des entretiens avec les enseignants des classes concernées.À l’issue de ces débats, outre les progrès observés chez les élèves, les résultats démontrent un renforcement de leur dynamique motivationnelle et un engagement plus important dans les activités de classe ordinaires. / This research will examine the effects of an aid scheme for pupils with learning difficulties in elementary school through a system called APC (complementary pedagogical activities).The hypothesis is that it is possible to switch from a support scheme to a real aid scheme to help pupils with learning difficulties, by enabling them to put into words the activities they carry on, with a view to allowing them to realize and reuse effective procedures in regular classroom activities.The scheme that we propose is to organize sociocognitive debates between pupils. The teacher scaffolds the debates by assuming the role of a mediator. These debates are aimed at pupils from grade 3 to grade 5 and focus on solving mathematical problems related to the notion of proportionality.The methodology of this action-research leans on an experimental approach. This approach will be completed with differed observations of the class sessions thanks to videos and with interviews with the teachers of the concerned classes.The debates having been held and besides the progress observed as far as the pupils are concerned, the results of the study demonstrate a strengthening of the pupils’ motivational dynamics and a more important commitment to ordinary classroom activities.

Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2017-10-26T14:05:43Z No. of bitstreams: 2 Dissertação - Maria Raimunda Carvalho Araújo de Cerqueira - 2017.pdf: 2904928 bytes, checksum: 9b23c716f8dda557c4454d04eac3713e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-10-26T14:51:15Z (GMT) No. of bitstreams: 2 Dissertação - Maria Raimunda Carvalho Araújo de Cerqueira - 2017.pdf: 2904928 bytes, checksum: 9b23c716f8dda557c4454d04eac3713e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-10-26T14:51:15Z (GMT). No. of bitstreams: 2 Dissertação - Maria Raimunda Carvalho Araújo de Cerqueira - 2017.pdf: 2904928 bytes, checksum: 9b23c716f8dda557c4454d04eac3713e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-09-25 / The present paper aims mainly to know the pedagogical dimension given to the Shared Management Community School Program (PECGC, in portuguese) and its financial value for teaching. It is a case study and, for that, a state-funded school in the public education system of the state of Tocantins was chosen as a research field. It is based on the investigation of the legal, theoretical and practical assumptions underlying the PECGC, based on the following question: what aspects favor or hinder the use of the PECGC resources in the pedagogical dimension in the school unit studied and what contributions can be verified in the incentive of activities and projects to valorize teaching? Thus, it was attempted to verify if the school unit, in fact, makes use of the financial resources received by the PECGC for the valorization and accomplishment of the pedagogical activities. It is an applied qualitative research with some elements of a quantitative research. techniques of bibliographic review, documentary analysis and in loco observation were used. The main authors used to ground the study theoretically were: Triviños; Saviani; Gentili; Lyra-Silva; Dourado et al .; Davies; Oliveira R .; Sant Ana; Libâneo and Carvalho. Data collection was carried out through the application of questionnaires about the pedagogical dimension of the PECGE, directed to the members of the support association, teachers and management team of the researched school unit, which we defined as the subjects / participants of the research. Finally, a semi-structured interview was conducted with the person who is in charge of directing the said school unit. The study culminated in the elaboration of the educational product: the proposition of a cost sheet for the proposal of pedagogical activities and, from this, the elaboration of a textbook with orientations for the valuation of teaching, with the purpose of suggesting a discussion on financial education, from the perspective of an administration focused on the valorization of pedagogical activities. / O presente trabalho teve como principal objetivo conhecer a dimensão pedagógica dada ao Programa Escola Comunitária de Gestão Compartilhada (PECGC) e sua valoração financeira para o ensino. Trata-se de um estudo de caso e, para tanto, tomou-se como campo de pesquisa uma unidade escolar da rede estadual de ensino do Tocantins. Fundamenta-se na investigação de pressupostos legais, teóricos e práticos que embasam o PECGC, a partir da seguinte questão-problema: quais aspectos favorecem ou dificultam a utilização dos recursos do PECGC na dimensão pedagógica na unidade escolar pesquisada e quais contribuições são verificadas, no incentivo de atividades e projetos, para a valoração do ensino? Assim, procurou-se verificar se a unidade escolar, de fato, faz uso dos recursos financeiros recebidos pelo PECGC para a valorização e realização das atividades pedagógicas. Trata-se de uma pesquisa qualitativa, de natureza aplicada com alguns elementos de pesquisa quantitativa e foram utilizadas técnicas de revisão bibliográfica, análise documental e observação in loco. Os principais autores recorridos para fundamentar teoricamente o estudo foram: Triviños; Saviani; Gentili; Lyra-Silva; Dourado et al.; Davies; Oliveira R.; Sant Ana; Libâneo e Carvalho. A coleta de dados se deu por meio de aplicação de questionários sobre a dimensão pedagógica do PECGE e foi direcionada aos membros da associação de apoio, professores e equipe diretiva da unidade escolar pesquisada, público que definimos como os sujeitos/participantes da pesquisa. Por fim, foi realizada entrevista semiestruturada com a pessoa que está na função de direção da referida unidade escolar. O estudo culminou na elaboração do produto educacional: a proposição de uma planilha de custos para a proposição de atividades pedagógicas e, a partir desta, a elaboração de um livro-texto com orientações para a valoração do ensino, com o objetivo de alvitrar uma discussão sobre educação financeira, na perspectiva de uma administração voltada para a valoração das atividades pedagógicas.

Deux problématiques se croisent dans nos travaux de recherches, ils ne font pas parties du même domaine: la première est issue du TAL (Traitement Automatique des Langues), la seconde est relié au domaine de l'ALAO (Apprentissage des Langues Assisté par Ordinateur).La première partie de nos travaux de recherches rentre dans le cadre de l'analyse morphologique des textes arabes. Pour la création d'un analyseur morphologique, nous avons commencé par la réalisation de toutes les ressources nécessaires (Dictionnaires pour la langue arabe, Matrices de compatibilités, Règles, Corpus d'apprentissage, Modèle de langage, etc.). Nous avons utilisé une approche statistique basée sur les Modèles de Markov Cachés (MMC) qui adhère à des principes de bonne pratique bien établis dans le domaine de l'analyse morphologique. Cette méthodologie a donné naissance à @rab-Morph : un analyseur morphologique robuste et performant pour l'arabe.La deuxième partie des travaux menés se situe dans le cadre de l'ALAO, où l'objectif principal est d'apporter des éléments de réponse à la question suivante ; comment peut-on profiter des outils issues du TAL arabe pour apporter des solutions aux plateformes d'apprentissage de l'arabe langue étrangère? Pour y parvenir et montrer l'intérêt d'avoir recours à des procédures, solutions et outils TAL pour l'apprentissage des langues, nous avons développé un prototype pour l'apprentissage de l'arabe baptisé @rab-Learn. Cet environnement utilise des outils issues du TAL, principalement notre analyseur morphologique @rab-Morph, pour créer des activités pédagogiques variés et automatiser d'avantage le traitement de la langue dans ces plateformes. / L'auteur n'a pas fourni de résumé en anglais

The purpose of this thesis is to examine the evolution of tales in Europe, particularly in France, from the late l 7lli through the l 9lli century, specifically George Sand's work, in an effort to research instructional applications for cross-curricular foreign language instruction. Institutional fairy tales originated in Italy. The creation of a new genre of literature inspired many writers in Europe to imitate the Neapolitan and Venetian fairy tales of Gianbattista Basile as well as Giovan Francesco Straparola. In the late 17TH and 18TH centuries, in France, the first fairy tales were published, which have remained well known up to the 2I st century. In the 18TH century, Mme Leprince de Beaumont institutionalized fairy tales for children by omitting irony and unnecessary variants in her stories for children. In the 19th century, the Grimm Brothers adapted French and Italian fairy tales to their own language for a young German audience. Most French tales were also translated into English. From the 17TH to 19th centuries, fairy tales permitted women to reach a certain degree of freedom intellectually by expressing social and political concerns depicting their discarded society in the stories. Since fairy tales were not to be believed and not to be taken seriously, women could express themselves freely without been reprimanded, George Sand, a 19th century French author, contributed to the French Romantic period as well as to social and political sectors with her work. At the end of her life, George Sand wrote Tales of a Grandmother dedicated to her grandchildren. Ten out of thirteen stories are analyzed in this thesis in terms of characters, themes, and moral lessons. In Chapter Four, a curriculum is created based on the ten analyzed tales of Sand's Tales of a Grandmother. The curriculum addresses essential questions and activities to be taught in a French curriculum as well as cross-curricular. Chapter Five expands on the cross-curricular guidelines by providing activities based on Tales of a Grandmothers. In addition, a complete lesson plan on the "The Castle of Pictordu" tale is added in Appendix A. This lesson can be taught not only in French but in an interdisciplinary curriculum.

Submitted by Fabricia Fialho Reginato (fabriciar) on 2015-07-31T00:07:19Z No. of bitstreams: 1 DéboraBusetti.pdf: 9566819 bytes, checksum: cd52ecc4c69581b16837809ffece48d2 (MD5) / Made available in DSpace on 2015-07-31T00:07:19Z (GMT). No. of bitstreams: 1 DéboraBusetti.pdf: 9566819 bytes, checksum: cd52ecc4c69581b16837809ffece48d2 (MD5) Previous issue date: 2014-03-27 / Nenhuma / À luz da teoria sociocultural (VIGOTSKY, 1978; LANTOLF, 2000,2010), e do conceito de diálogo colaborativo (SWAIN, 2000), o presente trabalho tem como objetivo discutir a relevância do trabalho colaborativo no ensino de língua inglesa e analisar e propor tarefas colaborativas e atividades pedagógicas para um livro didático de uma turma do primeiro ano do Ensino Médio de uma escola particular da cidade de Farroupilha, Rio Grande do Sul. Tendo como base os critérios para análise de livros didáticos adaptados de Dias (2009) e Ramos (2009), o livro didático foi analisado, e cinco módulos foram selecionados para serem adaptados. O intuito da proposta é estimular a colaboração entre os alunos, considerando que a língua é o fio condutor, e instigá-los a serem curiosos e autônomos para irem além daquilo que é apresentado, e para olharem para o mundo que os cerca com outros olhos, com olhos de quem não aceita definições prontas e prefere refletir e questionar antes de concordar ou discordar de algum conceito. / Based on the sociocultural theory (VIGOTSKY, 1978; LANTOLF, 2000, 2010), and on the concept of collaborative dialogue (SWAIN, 2000), this work aims to discuss the relevance of the collaborative work to the teaching of English, and analyze and propose collaborative tasks and pedagogical activities for a high school English textbook of a first grade class in a private school in Farroupilha, Rio Grande do Sul. Based on the criteria for analyzing textbooks adapted from Dias (2009) and Ramos (2009), the textbook has been analyzed, and five modules have been selected to be adapted. The aim of the proposal is to stimulate the collaboration among the students, taking into account that language is the connecting thread, and instigate them to go beyond what is presented, and look at the world that is around them with another look, with a look from someone who does not accept ready definitions and prefers to make questions before agreeing or disagreeing with any concept.