Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-06-08T14:19:32Z No. of bitstreams: 1 2015 - Viviane Mendes da Cunha.pdf: 9118947 bytes, checksum: b33e6b4db67ab4e500e4703d51240b75 (MD5) / Made available in DSpace on 2017-06-08T14:19:32Z (GMT). No. of bitstreams: 1 2015 - Viviane Mendes da Cunha.pdf: 9118947 bytes, checksum: b33e6b4db67ab4e500e4703d51240b75 (MD5) Previous issue date: 2015-08-20 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This work aims to present a proposal for a pedagogical intervention for the study and use of relative pronouns and relative sentences - traditionally considered adjective subordinate clauses. This proposal was drafted from a diagnosis made in 2014 in an elementary public school in the municipality of Itagua? / RJ, with three segments: teacher, student and textbook. Compared to the first segment, we relied on responses from a questionnaire applied to the school teachers, to get to know their beliefs and attitudes regarding the use and study of this linguistic phenomenon; with the students, all of them ninth graders, we proceeded to the analysis of essays produced by them in 2014 to verify the actual use made of these pronouns and clauses; regarding the textbook of Portuguese, adopted by the school unit, we examined the methodological basis underlying the didactic proposal offered by this feature with regard to pronouns and mentioned sentences. The results obtained from the diagnosis showed that teachers recognize that among the sentences prescribed by the standard norm, students use frequently in speech and writing, the structures that do not require preposition, such as "The book which I bought is torn" and "I know the guy who appeared in the newspaper," but they do not know, and therefore do not use constructs such as "That's the teacher whom I like best", in whose place they produce sentences like "This is the teacher I like best" and "This is the teacher that I like better him", which diverge from this idealized standard. The essays used for the diagnosis confirm this teachers? intuition, not occurring, in these texts, just the kind of relative of the last example. The analysis of textbooks has shown that this teaching resource hardly explores the actual use of such syntactic structures, focusing on normative precept. As for pedagogical intervention itself, we relied on the model of Bortoni-Ricardo continuous (2004 e 2005), with emphasis on continuous monitoring stylistic, situated in the perspective of the language in use (Mollica and Roncarati, 2014; Oliveira and Coelho, 2003; Melo, Cyranka and Silva, 2010; Martins and Moura, 2014; Bortoni-Ricardo, 2005), and in the didactic proposal for collaborative learning of Moran, Masetto and Behrens (2013). / Este trabalho tem como objetivo apresentar uma proposta de interven??o pedag?gica para o estudo e uso dos pronomes relativos e das senten?as relativas ? consideradas tradicionalmente ora??es subordinadas adjetivas. Tal proposta foi elaborada a partir de um diagn?stico realizado no ano de 2014, em uma escola p?blica de ensino fundamental do munic?pio de Itagua? / RJ, com tr?s segmentos: professor, aluno e livro did?tico. Em rela??o ao primeiro segmento, baseamo-nos nas respostas de um question?rio, aplicado aos docentes da referida escola, para conhecer as cren?as e atitudes deles quanto ao uso e estudo desse fen?meno lingu?stico; com os discentes, todos do nono ano, procedemos ? an?lise de reda??es produzidas por eles em 2014, para verificar o real uso que fazem desses pronomes e dessas ora??es; no tocante ao livro did?tico de L?ngua Portuguesa, adotado pela unidade escolar, examinamos a fundamenta??o metodol?gica que subjaz ? proposta did?tica oferecida por esse recurso no que se refere aos pronomes e senten?as mencionados. Os resultados obtidos a partir do diagn?stico mostraram que os professores reconhecem que, entre as senten?as prescritas pela norma padr?o, os alunos usam com frequ?ncia, na fala e na escrita, as estruturas que n?o exigem preposi??o, como ?O livro que comprei est? rasgado? e ?Conhe?o o rapaz que apareceu no jornal?, mas n?o conhecem, e, por isso, n?o utilizam constru??es como ?Esse ? o professor de que / do qual mais gosto?, no lugar da qual produzem per?odos do tipo ?Esse ? o professor que mais gosto? e ?Esse ? o professor que mais gosto dele?, que destoam dessa norma idealizada. As reda??es usadas para o diagn?stico confirmam essa intui??o dos professores, n?o ocorrendo, nesses textos, apenas o tipo de relativa do ?ltimo exemplo. A an?lise do livro did?tico mostrou que esse recurso did?tico pouco explora o uso real de tais estruturas sint?ticas, privilegiando a prescri??o normativa. Quanto ? interven??o pedag?gica propriamente dita, apoiamo-nos no modelo dos cont?nuos de Bortoni-Ricardo (2004 e 2005), com ?nfase no cont?nuo de monitora??o estil?stica, situado na perspectiva da linguagem em uso (Mollica e Roncarati, 2014; Oliveira e Coelho, 2003; Melo, Cyranka e Silva, 2010; Martins e Moura, 2014; Bortoni-Ricardo, 2005), e na proposta did?tica de aprendizagem colaborativa de Moran, Masetto e Behrens (2013).

Title: The learning aids for educational therapy of dysortographia of primary school pupils pupils Thesis "The learning aids for educational therapy of dysortographia of primary school pupils" aims at assembling a list of method of reducing dysortographia - a specific grammar disability - and assessing their effectiveness for treating this disability. The theoretical part of the thesis covers terminology, symptoms and ethiology of specific learning disabilities. Next, the topic of specific learning disabilities is discussed in the context of primary school (ages 7 - 12). Diagnostics, methods of educational therapy and learning aids are described in relation to dysortographia. The reserch part of the thesis describes the methods used in special pedagogical intervention and, based on analysis of input and output diagnostics, assesses the effect of used methods on management of dysortographia in a chosen sample of pupils, compared to the control group which hasn't been treated with these methods. Key words: Powered by TCPDF (www.tcpdf.org)

La nostra investigació s'inscriu en la concepció dinàmica de la intel·ligència, i concretament en el processos que configuren el processament cerebral en el Model d'integració de la informació descrit per Das, Kirby i Jarman (1979). Els dos processos cerebrals que constitueixen la base de la conducta intel·ligent són el processament simultani i el processament seqüencial; són les dues estratègies principals del processament de la informació. Tota classe d'estímul és susceptible d'ésser processat o bé seqüencialment (seriació, verbal, anàlisi), o be simultàniament (global, visual, síntesi).Basant-nos en el recull bibliogràfic i amb la convicció de que apropant-nos al coneixement de les peculiaritats del processament de la informació, ens endinsem en la comprensió del procés que mena a la conducta intel·ligent, i per tant, a l'aprenentatge, formulem la següent hipòtesi de treball: en els nens de preescolar (d'entre els 3 i els sis anys) es donaran aquest dos tipus de processament i variaran en funció de l'edat, el sexe, l'atenció, les dificultats d'aprenentatge, els problemes de llenguatge, el bilingüisme, el nivell sociocultural, la dominància manual, el nivell mental i de la presència de patologia. Les diferències que s'esdevinguin ens permetran de formular criteris i pautes per a la intervenció educativa.Els nostres objectius es refonen en mesurar el processament en nens de preescolar de les comarques gironines, verificar la relació de cada tipus de processament amb les variables esmentades, comprovar si s'estableix un paral·lelisme entre el processament i les aportacions de concepció localitzacionista de les funcions cerebrals en base als nostres resultats, i pautes per a la intervenció pedagògica.Quant al mètode, hem seleccionat una mostra representativa dels nens i nenes matriculats a les escoles publiques de les comarques gironines durant el curs 92/93, mitjançant un mostreig aleatori estratificat i per conglomerats. El tamany real de la mostra és de dos-cents seixanta un subjectes.Els instruments emprats han estat els següents: el Test K-ABC de Kaufman & Kaufman (1983) per a la avaluació del processament; un formulari dirigit als pares per a la recollida de la informació pertinent; entrevistes amb les mestres, i el Test de la Figura Humana de Goodenough.Pel que fa referència als resultats de la nostra recerca i en funció dels objectius proposats, constatem els fets següents. En els nens de preescolar, amb edats d'entre els tres i els sis anys, es constata l'existència dels dos tipus de processament cerebral, sense que es doni un predomini d'un sobre de l'altre; ambdós processaments actuen interrelacionadament.Ambdós tipus de processament milloren a mesura que augmenta l'edat, però es constaten diferències derivades del nivell mental: amb un nivell mental normal s'hi associa una millora d'ambdós processaments, mentre que amb un nivell mental deficient només millora fonamentalment el processament seqüencial.Tanmateix, el processament simultani està més relacionat amb les funcions cognitives complexes i és més nivell mental dependent que el processament seqüencial.Tant les dificultats d'aprenentatge com els problemes de llenguatge predominen en els nens i nenes amb un desequilibri significatiu entre ambdós tipus de processament; les dificultats d'aprenentatge estan més relacionades amb una deficiència del processament simultani, mentre que els problemes de llenguatge es relacionen més amb una deficiència en el processament seqüencial.Els nivells socioculturals baixos es relacionen amb resultats inferiors en ambdós tipus de processament.Per altra part, entre els nens bilingües és més freqüent el processament seqüencial significatiu.El test de la Figura Humana es comporta com un marcador de processament simultani i el nivell atencional com un marcador de la gravetat del problema que afecta al processament i en el següent ordre: nivell mental deficient, dificultats, d'aprenentatge i problemes de llenguatge . Les deficiències atencionals van lligades a deficiències en el processament simultani i a la presencia de patologia.Quant a la dominància manual no es constaten diferències en el processament.Finalment, respecte del sexe només podem aportar que quan un dels dos tipus de processament és deficitari,i es dóna per tant, un desequilibri en el processament, predomina significativament el nombre de nens afectats per sobre del de nenes. / This issue was designed to study cerebral processing as an application of the successive-simultaneous processing model (Das, Kirby and Jarman 1979) in children of our country.The relationship between K-ABC simultaneous and successive scores and several conditions as well as the relationship between these conditions and qualitative variables was investigated. Also, Goodenough test was added to the study as a complement. Age, sex, attention, learning difficulties, speech problems, bilingualism, sociocultural level, hand dominance, IQ, are conditions considered in the research. The objectives of the study were to provide conclusions for applicability to learning disabled children and, this way, to assist school teachers in an attempt to ameliorate educational system.Subject SampleRandom sampling of preschool children living in Girona, region of Catalonia (Spain) was selected for the study. The children ranged in age from 36 to 72 months with a mean age of 61 months (SD-8.07). Students (preschool children) participating in the present study were members of two classrooms, grade 1 (P4) and grade 2 (P5). Two strata were done based on the mode of classroom so sample was representative. Given that children population in Girona region is 7095 we were able to calculate sampling in terms of 262 subjects with proportion factor of 3.702 for each stratum. A peculiarity must be mentioned. Catalonia in Spain has two languages, Catalan and Spanish languages but Catalan immersion is carried out in every school in Catalonia.InstrumentsTen subtests of the Kaufman Assessment Battery for Children (Kaufnan & Kaufman,1983) were selected for the present study. Seven simultaneous tests were applied: Gestalt Clousure, Triangles, Matrix Analogies, spatial Memory, Photo Series, Magic Window, Face Recognition. According to age, each child took different number of subtests. Three successive tests were administrated: Number Recall, Word Order, Hand Movements. For complete descriptions of tasks refer to Kaufman & Kaufman manual (1983). Also, the analysis reported by Das (1984) hasbeen considered. In addition to these, the Goodenough test (Harris,1982) was applied as instrument for assessing intellectual stage of development . On the other hand, a questionnaire was done.ProcedureParents' permission was sought prior to assessing the children, and in no case were we denied permission. Subjects were tested individually. Testing was carried out in a quiet room at the school. The average time per assessment was 35 minutes. All the testing was conducted in the school by the same author.Data AnalysisThe SPSS program was used to analyze the data. The Pearson Product-Moment Correlation Coefficient was used to describe a relationship between two variables. The t-Student was used to test the significance of differences between means. Chi-Square (x2) test was used to test the significance of differences between proportions. Mantel-Haenszel test was also applied where indicated for determining whether two variables were dependent or independent.Results and conclusionsThe following statements were concluded: (1) Both cognitive processes, successive and simultaneous, were present in the range of 3-6-year-old. No one of the two modes of processing was significantly superior. Both of them work interrelated. (2) Scores are higher with increasing age in successive and simultaneous processing but in the case of the retarded subjects that is true for the successive but not for the simultaneous. (3) Simultaneous processing is more related to complex cognitive functions than successive processing. (4) Learning difficulties and speech problems are more frequent in the case of imbalanced processing. Learning disability is more frequently related to simultaneous processing but speech problems to successive processing. (5) Lower sociocultural children score worse in both cognitive processing. (6) Bilingual children are more frequently successive in the cognitive processing. (7) No differences with respect to hand dominance were found. (8) When one of the two cognitive processing is deficient (imbalanced processing) the number of boys is significantly superior to the number of girls.

DIAS , Alessandra Pereira. Os jogos pedagógicos na aprendizagem da linguagem escrita: o que pensam e fazem professores da educação infantil e do ensino fundamental? 2009. 121 f. Dissertação (Mestrado em Psicologia) – Universidade Federal do Ceará, Departamento de Psicologia, Programa de Pós-Graduação em Psicologia, Fortaleza-CE, 2009. / Submitted by moises gomes (celtinha_malvado@hotmail.com) on 2011-11-29T21:13:14Z No. of bitstreams: 1 2009_dis_APDias.PDF: 8559511 bytes, checksum: 9447c401f93fd7a0f88efb524b1cf7e5 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2011-11-30T16:54:03Z (GMT) No. of bitstreams: 1 2009_dis_APDias.PDF: 8559511 bytes, checksum: 9447c401f93fd7a0f88efb524b1cf7e5 (MD5) / Made available in DSpace on 2011-11-30T16:54:03Z (GMT). No. of bitstreams: 1 2009_dis_APDias.PDF: 8559511 bytes, checksum: 9447c401f93fd7a0f88efb524b1cf7e5 (MD5) Previous issue date: 2009 / Esse trabalho se propôs a investigar a concepção e uso de jogos pedagógicos no ensino da linguagem escrita por professores de educação infantil e ensino fundamental na cidade de Fortaleza. Partiu-se do pressuposto que havia uma descontinuidade do uso de recursos lúdicos entre a educação infantil e a primeira série do ensino fundamental. Tinha-se como pressuposto a compreensão de que não era o jogo em si, mas a situação interativa e simbólica que possibilita o desenvolvimento e a aprendizagem da criança. Os referenciais teóricos que embasaram esse trabalho estavam pautados na teoria histórico cultural de Vygotsky e na teoria sócio antropológica de Brougére. A pesquisa foi realizada utilizando-se observação em sala de aula e entrevistas individuais com os professores, buscando registrar as situações de mediação do professor junto aos alunos e identificar as concepções que fundamentam as formas de intervenção pedagógica utilizando recursos lúdicos nesses dois níveis de ensino e as práticas pedagógicas. Na escola pesquisada existia uma preocupação efetiva quanto ao processo continuado de capacitação dos professores e isso possibilitava uma coerência na utilização de recursos didáticos, dentre eles o jogo, e compreensão teórica de sua implicação no processo ensino-aprendizagem. Esse trabalho vem destacar a importância de se considerar o desafio de ensinar com jogos diante de diversos discursos acerca de seu uso apontando que são as situações de interação que promovem a aprendizagem e não o uso de material lúdico, reafirmando a visão vygotskiana da centralidade da mediação pedagógica no processo ensino e aprendizagem.