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O professor e a inclus?o do aluno com d?ficit de aten??o e hiperatividade / The theacher and the inclusion of the pupil with attention d?ficit/hyperactivityMachado, Vilma Bastos 08 February 2007 (has links)
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Previous issue date: 2007-02-08 / The main objective of this report was to identify how the teacher defines the Attention Deficit/Hyperactivity(AD/H). The data collected through questionnaire elaborated specifically for this report had been analyzed in a qualitative form, giving not only the definition of AD/H, but also data about the practice of each teacher who was heard in this research. The report showed that the concept defined for the teachers is not far from the used scientific definitions. The information about the teachers practice is that the difficulty of work with the pupils AD/H exists and it is related to the lack of structure and technician support offered by the schools, mainly the public schools. Professional help from psychologists is what is considered a technician support. Besides that, this support, offered or not by the school, was showed that the work of the psychologist is believed to be what provides the solution of all problems in the classroom, therefore that only this professional can help to include the pupil with AD/H, as if it was possible to with hold the school and the family responsibility of work together as a group to achieve the goal. / O principal objetivo deste estudo foi identificar como o professor conceitua o D?ficit de Aten??o/ Hiperatividade(DA/H). Os dados, coletados atrav?s de question?rio elaborado especificamente para este estudo, foram analisados de forma qualitativa, fornecendo al?m da defini??o sobre o DA/H, dados sobre a pr?tica docente de cada professora ouvida nesta pesquisa. O estudo mostrou que o conceito definido pelas professoras n?o se distancia das defini??es cient?ficas utilizadas. Quanto ? pr?tica docente os dados informaram que existe a dificuldade de trabalho com os alunos com DA/H que se relaciona com a falta de estrutura e apoio t?cnico oferecidos pelas redes de ensino, principalmente a rede estadual, fazendo com que as professoras n?o encontrem formas de solucionar essas dificuldades. Por apoio t?cnico, entende-se atendimento profissional de psic?logos. Ainda com rela??o a este apoio, oferecido ou n?o pelas redes de ensino, a pesquisa revelou que existe a cren?a de que o trabalho do psic?logo ? que pode proporcionar a solu??o dos problemas existentes na sala de aula, ou seja, que este profissional sozinho pode ajudar na inclus?o do aluno com DA/H, como se fosse poss?vel isentar a escola e a fam?lia do trabalho conjunto para esse fim.
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Atitudes dos estudantes do ensino m?dio dos cursos t?cnicos em Agroecologia e Meio Ambiente do CTUR-UFRRJ em rela??o ? matem?tica e ?s pr?ticas docentes / Attitude of high school students from the Agroecology and Environment technical program of CTUR-UFRRJ, towards mathematics and teaching practicesJUNQUEIRA, Maria Ang?lica da Silva e Carvalho 06 November 2015 (has links)
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Previous issue date: 2015-11-06 / The objective of this research was to investigate the attitude of students towards teaching practices in mathematics. Research subjects were 228 students from the Agroecology and Environment technical program of Col?gio T?cnico da Universidade Federal Rural do Rio de Janeiro. A numerical scale was used to measure the student?s attitude towards mathematics. A survey with open and closed questions was also distributed on different classes, to describe the students and to correlate description variables that could be associated with the students attitudes towards mathematics. Data were submitted to quantitative and qualitative analyses using content analysis module from IBM - SPSS version 20,0 software. A significant correlation was found between gender and attitude towards mathematics: male students seem to have a more positive attitude; students with better general performances also had more positive attitude towards math. Significant correlations between attitude and ?relation with the teacher? and between attitude and teaching methodology were also found. Sutdent age and grade was not correlated ti their attiute towards math. Second year students seemed to have a more positive attiute than the others. / A pesquisa teve como objetivo correlacionar ?s atitudes dos alunos em rela??o ? matem?tica e o papel docente. Os sujeitos da pesquisa foram 228 alunos do Ensino M?dio dos Cursos T?cnicos em Agroecologia e Meio Ambiente, do Col?gio T?cnico da Universidade Federal Rural do Rio de Janeiro. Foram aplicados: a escala que mede a atitude em rela??o ? matem?tica e um question?rio com perguntas abertas e fechadas nas turmas, para caracterizar os alunos e correlacionar alguns fatores que podem influenciar tais atitudes. Os dados foram submetidos ? an?lise quantitativa e qualitativa, com o recurso da an?lise de conte?do e do programa SPSS, vers?o 20.0 da IBM. Pode-se concluir que: existe uma correla??o significativa das atitudes dos alunos em rela??o ? matem?tica, quanto ao g?nero, sendo que o masculino apresentou atitude mais positiva; alunos com maior desempenho apresentaram atitudes mais positivas; houve uma correla??o significativa entre atitude e sua rela??o com o professor e entre atitude e a metodologia de ensino utilizada em sala. N?o foi registrada correla??o significativa da atitude, em rela??o ? matem?tica, quanto ? s?rie e idade dos alunos. As turmas do segundo ano dos referidos cursos apresentaram atitudes mais positivas em rela??o ? matem?tica.
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Percep????es sobre o uso das TICs por jovens da pedagogia e seus professoresGoulart, Ione Ferrarini 16 September 2016 (has links)
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Previous issue date: 2016-09-16 / This work investigated the perception around the use of ICTs by pedagogy
students and their professors with the ambition of (a) verify what is the young
university students??? perception surrounding the use of the ICTs in their
professors??? pedagogic practices; (b) check how the professors perceive their
pedagogic practices in relation to the use of ICTs; and (c) analyse the common
and divergent points of both perceptions. We opted for choosing a qualitative
research and exploratory character generation with the utilization of the
following data collection technics: focal group, questionnaire and interview. The
study was fulfilled, at first, based on two focal groups??? data, made by researches
of the research group Juventude, Educa????o e Tecnologias: Sociabilidades e
Aprendizagens (Jetsa) ??? Youth, Education and Technologies: Sociability and
Learning. Later, through the data acquired from the focal group, questions were
extracted for the questionnaire, which was applied to 67 youthful; and with six
participant professors, interviews were held. The literature review presented
fundamental and theoretical regarding to the Higher Education in Brazil and in
Brazilian Federal District, the profiles of the youth from pedagogy and his
teaching, ICTs in education, learning mediated by ICTs and the pedagogic
teaching practice and ICTs, taking as reference some authors as: Veloso
(2008), Demo (2004), Bardin (2006) in methodology and also were used
reference researches coordinated by UNESCO (2009, 2014, 2015). Through
the achieved results, it was verified that pedagogy students and their professors
perceives about the use of ICTs in pedagogic practices is very similar, since
both verify this use and accept that it is used in a restrained way. The students
admit that professors could be more daring, they could use diversified
resources as videos and blogs, and professors also think the same way, but for
reasons shown in this research, they are not always able to do so. / O presente trabalho investigou a percep????o sobre o uso das TICs por jovens
da pedagogia e seus professores com os objetivos de: (a) verificar qual ?? a
percep????o dos jovens estudantes de pedagogia com rela????o ao uso das TICs
nas pr??ticas pedag??gicas dos seus professores; (b) verificar como os
professores percebem suas pr??ticas pedag??gicas com rela????o ao uso das
TICs; e (c) analisar os pontos comuns e divergentes das duas percep????es.
Optou-se por uma pesquisa qualitativa e explorat??ria com a utiliza????o das
seguintes t??cnicas de coletas de dados: grupo focal, question??rio e entrevista.
O estudo foi realizado, num primeiro momento, com base nos dados de dois
grupos focais realizados por pesquisadores do grupo de pesquisa Juventude,
Educa????o e Tecnologias: Sociabilidades e Aprendizagens (Jetsa). Num
segundo momento, atrav??s dos dados levantados no grupo focal, extra??ram-se
as perguntas para o question??rio que foi aplicado a 67 jovens; e com os seis
professores participantes, foram realizadas entrevistas. A revis??o de literatura
apresentou fundamentos e te??ricos referentes ao Ensino Superior no Brasil e
no Distrito Federal, os perfis do jovem de pedagogia e de seus docentes, as
TICs na educa????o, aprendizagem mediada pelas TICs e a pr??tica pedag??gica
docente e as TICs, tendo como refer??ncia alguns autores como: Veloso (2008),
Demo (2004), Bardin (2006) na metodologia, al??m de serem utilizadas
refer??ncias de pesquisas coordenadas pela Unesco (2009, 2014, 2015). Diante
dos resultados alcan??ados, verificou-se que a percep????o dos jovens
estudantes de pedagogia e de seus professores quanto ao uso das TICs nas
pr??ticas pedag??gicas dos professores ?? muito similar, pois ambos percebem
este uso e acreditam que o mesmo ?? feito de maneira comedida. Os alunos
acreditam que os professores poderiam ousar mais, usar recursos
diversificados como v??deos e blogs, e os professores tamb??m pensam da
mesma forma, que por raz??es apresentadas nesta pesquisa, nem sempre
conseguem.
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A educa????o integral segundo a concep????o de professores de uma escola p??blica de ensino fundamental: estudo em Ceil??ndia ??? DFSilva, Sandra Lara da 06 March 2017 (has links)
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Previous issue date: 2017-03-06 / The present study is part of the line of research entitled Educational Policy, Management, and
Economics of the Postgraduate Program of the Catholic University of Bras??lia ??? UCB. The
theme of this research is Integral Education and the concepts pertaining to its accomplishment
in teacher praxis. The relevance of the theme is apparent not only for its presence in
educational debates and within the sphere of educational policies, but also for having become
a State policy with the approval of the National Education Plan (2014-2024). In order to
analyze and understand the theme, the following research question wasformulated: What is
the understanding and conception of integral education held by the teachers of the Ceil??ndia
CRE of the public school system of the Distrito Federal? The general aim was to identify
these teachers??? conceptions of integral education. The study is a descriptive qualitative study.
In the initial stage, a survey of the literature was carried out, followed by a selection, reading,
and analysis of articles, dissertations, and theses, as well as pertinent books on the theme. For
the documentary analysis, a survey was made of the educational legislation and the main
materials that regulate integral education. Documents such as the Federal Constitution of
1988, the Law of Guideline and Bases for National Education of 1996, the National Education
Plans (2001-2009 and 2014-2024), the District Education Plan (2015-2024), and other
national and district documents, in addition to the Political Pedagogical Project of the School,
within which the research was developed, were analyzed. From the propositions of authors
Paulo Freire, Maurice Tardif, Vitor Paro, Ant??nio N??voa, as the theoretical framework that
constitutes the literature review, a discussion is presented regarding teacher praxis and the
conception of integral education, and the organizational structure of the school is put forth as
the fundamental means for school transformation. The comprehension of some of the
concepts and conceptions inherent to the theme, such as integral education, full-time
education, and extended school day, were considered necessary. During the field research,
elements inherent to the teachers??? praxis and the conceptions of integral education were
identified. The analysis of the interviews revealed that these conceptions permeate and
interfere with the teaching praxis in the school. Overall, one may say that in order to
accomplish a pedagogical practice aiming at an integral education of learners, it is necessary
to provide teachers with ongoing education promoting a reflection on teacher praxis and the
conception of education which permeates it. / O presente estudo insere-se na linha de pesquisa Pol??tica, Gest??o e Economia da Educa????o do
Programa de P??s-Gradua????o da Universidade Cat??lica de Bras??lia (UCB). O tema desta
pesquisa ?? a Educa????o Integral e as concep????es que permeiam sua efetiva????o na pr??tica
docente. O tema se faz relevante por estar presente no debate escolar e no ??mbito das pol??ticas
educacionais e, tamb??m, por se tornar uma pol??tica de Estado com a aprova????o do PNE
(2014-2024). No sentido da an??lise e compreens??o do tema, formulou-se o seguinte problema
de pesquisa: Qual a compreens??o e a concep????o de educa????o integral dos professores da CRE
de Ceil??ndia da rede p??blica do Distrito Federal? Como objetivo geral buscou-se identificar
qual a concep????o de educa????o integral dos professores da escola pesquisada. A pesquisa em
quest??o tratou de um estudo qualitativo descritivo. Na etapa inicial realizou-se uma pesquisa
bibliogr??fica, procedendo a uma sele????o, leitura e an??lise de artigos, disserta????es e teses, bem
como obras pertinentes ao tema estudado. Para a an??lise documental, buscou-se levantar na
legisla????o educacional os principais materiais que regulamentam a educa????o integral,
analisando-se documentos como a Constitui????o Federal de 1988, a Lei de Diretrizes e Bases
da Educa????o Nacional de 1996, os Planos Nacionais de Educa????o (2001-2009 e 2014-2024), o
Plano Distrital de Educa????o (2015-2024) e outros documentos nacionais e do Distrito Federal,
al??m do Projeto Pol??tico Pedag??gico da escola em que se desenvolveu a pesquisa. Nas
proposi????es dos autores Paulo Freire, Maurice Tardif, Vitor Paro, Ant??nio N??voa, como
referencial te??rico que constitui a revis??o de literatura, foi poss??vel apresentar uma discuss??o
acerca da pr??tica docente e da concep????o de educa????o integral, al??m de trazer a estrutura
organizacional da escola como eixo fundamental para transforma????o da escola. Considerou-se
necess??rio compreender alguns conceitos e concep????es inerentes ?? tem??tica, como a educa????o
integral, a escola de tempo integral e a amplia????o da jornada escolar. Durante a pesquisa de
campo, foi poss??vel identificar elementos inerentes ?? pr??tica pedag??gica e as concep????es de
educa????o integral. Na an??lise das entrevistas observou-se que tais concep????es permeiam e
interferem na pr??tica docente da escola pesquisada. De modo geral, pode-se afirmar que para
se realizar uma pr??tica pedag??gica que vise ?? forma????o integral dos educandos, se faz
necess??rio proporcionar uma forma????o continuada aos professores, na qual se desenvolva a
reflex??o sobre a pr??tica docente e a concep????o de educa????o que a permeia.
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A pr?tica da leitura e a sala de aula: o trabalho com o ensino de infer?ncias a partir do g?nero textual cr?nica para turmas de 9? ano do ensino fundamental / Reading and classroom: working with educational inferences from practice with chronic genre for groups of 9th grade of elementary schoolDOMINGUES, Rog?ria Lima de Araujo Frech 06 July 2015 (has links)
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Previous issue date: 2015-07-06 / CAPES / This study aims to present a methodology to develop the reading habit of the students of the 9th grade of elementary school in the state public school system, so that the mature as players. The objectives defined in this research were to establish a parallel between the teaching of reading and the reader in the construction of meaning; propose some actions of teaching practices conducive to teaching inferences as well as expanding slightly the reality of classes in public schools. The use of texts related to gender "chronic" permeated the activities proposed for analysis and data collection, as it served as the basis for the planning and execution of the reading classes of students during the pedagogical intervention period. The concern in setting a teaching practice that rescue the importance of reading for the student's social life is suggested in all the processes of research, since one of the functions of the teacher of Portuguese Language is to be a literacy agent. / O presente trabalho busca apresentar uma metodologia que desenvolva o h?bito de leitura dos alunos do 9? ano do ensino Fundamental da rede p?blica estadual de ensino, a fim de que os amadure?a enquanto leitores. Os objetivos definidos nesta pesquisa foram estabelecer um paralelo entre o ensino da leitura e o leitor na constru??o de sentidos; propor algumas a??es de pr?ticas docentes favor?veis ao ensino de infer?ncias, al?m de fomentar um pouco a realidade das classes da rede p?blica de ensino. O uso de textos relacionados ao g?nero ?cr?nica? permeou as atividades propostas para an?lise e coleta de dados, j? que serviram como base para o planejamento e execu??o das aulas de leitura dos alunos durante o per?odo de interven??o pedag?gica. A preocupa??o em ajustar uma pr?tica docente que resgate a import?ncia da leitura para a vida social do educando est? sugerida em todos os processos da pesquisa, uma vez que uma das fun??es do professor de L?ngua Portuguesa ? ser um agente de letramento.
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O ensino de artes nos anos iniciais do ensino fundamental: (re)pensando a pr?tica docente / O ensino de artes nos anos iniciais do ensino fundamental: (re)pensando a pr?tica docenteDelgado, Samira Fernandes 03 May 2010 (has links)
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Previous issue date: 2010-05-03 / This paper aims to investigate the formative needs of Elementary School Arts
teachers at municipal public schools in Natal, Rio Grande do Norte, working in the
initial grades. The research was developed using the qualitative approach and the
investigation can be classified as an action research-inspired collaborative,
distinguished by mutual collaboration among all participants, as well as a reflection
upon their practice. Conducted with four Arts teachers of Municipal Education de
Natal/RN, this work triggered a (re)thinking of teaching practice in Arts, discussing
the teachers' formation and encouraging a group reflection about their academic and
professional path. Their motivation towards teaching was also discussed, as well as
the way their progress as Arts teachers and the contributions and limits of college
education, also including experiential knowledge as a possibility of formation. The
main formative needs suggested by the research were knowledge on child
development and child learning, and the need of an Arts curriculum proposal for the
initial grades of Elementary School. From those data, a reflexive context was built
with the participant teachers to give a new meaning to Arts teaching practice in the
first years of Elementary School. Finally, it was shown that the Arts teacher formation
must be broad and involve not only specific knowledge on Arts, but also knowledge
about childhood. It was also clearly shown that a curriculum review in education
undergraduate courses must be considered, besides the offering of a continual
formation to teachers already giving classes. Concerning the Arts curriculum
proposal, it should be done based on a work joining officials of Municipal Education,
research and formation institutions and teachers working in the first years of
Elementary School. Finally, the work highlights the Arts are essential in all levels of
Elementary School, since its first years, and it must be taught and learnt since
childhood / Este trabalho tem como objetivo investigar quais s?o as necessidades formativas
dos(as) professores(as) de Artes de escolas municipais de Natal/RN que atuam nos
anos iniciais do Ensino Fundamental. A pesquisa est? pautada na abordagem
qualitativa e a investiga??o caracteriza-se como uma pesquisa-a??o de inspira??o
colaborativa, marcada pela colabora??o entre todos os envolvidos e a reflex?o sobre
a pr?tica. Desenvolvido com quatro professoras de Artes da Rede Municipal de
Ensino de Natal/RN, o presente estudo oportunizou um (re)pensar acerca da pr?tica
docente em Artes, discutindo a forma??o das professoras e refletindo, juntamente
com elas, sobre o seu percurso acad?mico e profissional. Discutiu-se as motiva??es
para a doc?ncia e a forma como as professoras foram se constituindo professoras
de Artes, apresentando ainda as contribui??es e limites dos cursos de gradua??o e
abordando os saberes experienciais como possibilidade de forma??o. A pesquisa
apontou como principais necessidades formativas o conhecimento acerca do
desenvolvimento e da aprendizagem da crian?a e a necessidade de uma proposta
curricular de artes para os anos iniciais do Ensino Fundamental. A partir desses
dados, construiu-se um contexto reflexivo com as professoras colaboradoras na
perspectiva de ressignificar a pr?tica docente de Artes nos anos iniciais do Ensino
Fundamental. Ao final, conclui-se que a forma??o do professor de Artes deve ser
ampla e envolver n?o s? os conhecimentos a respeito da arte, mas tamb?m os
saberes relativos ? inf?ncia. Evidencia-se, tamb?m, que ? preciso pensar em
reformula??es curriculares nas licenciaturas, al?m da realiza??o de uma forma??o
cont?nua para os professores que j? est?o atuando na doc?ncia. Em rela??o ?
proposta curricular de Artes, defende-se que seja elaborada a partir de um trabalho
que integre representantes da Secretaria Municipal de Educa??o, das institui??es
formadoras e de pesquisa e dos(as) professores(as) que atuam neste n?vel da
Educa??o B?sica. Por fim, ressalta-se que a arte ? essencial em todos os n?veis do
Ensino Fundamental, desde os primeiros anos, devendo ser ensinada e aprendida
desde a inf?ncia.
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Forma??o moral e ?tica na sala de aulaFernandes, Denise Cortez 26 February 2014 (has links)
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Previous issue date: 2014-02-26 / Essa pesquisa analisa a concep??o docente acerca do desenvolvimento moral no contexto do cotidiano escolar, bem como o papel do professor nesse processo. Almejou, tamb?m, estabelecer um ambiente formativo e colaborativo prop?cio ? reflex?o ?tica entre professores que trabalham em turmas do Ensino Fundamental, acerca da pr?tica pedag?gica do professor nas situa??es de constru??o da moralidade no meio escolar, oferecendo caminhos nas suas intera??es para o desenvolvimento da moralidade dos alunos. O campo emp?rico foi a Escola Municipal Estudante Emmanuel Bezerra, localizada no bairro do Planalto - Zona Oeste de Natal/RN, com as professoras das turmas do 4? e do 5? ano do Ensino Fundamental e seus respectivos alunos, durante os anos de 2010-2012. Privilegiou-se a pesquisa qualitativa nas an?lises e no processo de compreens?o do cotidiano no contexto escolar, procurando-se interpretar as situa??es e as intera??es analisadas. Fundamentando-se nos postulados de Jean Piaget sobre o desenvolvimento moral, optou-se pelo trabalho investigativo com as professoras com a complementaridade entre a pesquisa colaborativa e a pesquisa-a??o, realizando-se sess?es reflexivas, pesquisa documental, observa??es e entrevistas semiestruturadas, desenvolvidas com as professoras participantes. A partir dessa pesquisa foram identificadas tr?s distintas fases das concep??es e atitudes entre as professoras: a) docente com o discurso do senso comum, devido ? aus?ncia de reflex?o aprofundada acerca da sua pr?tica; b) docente com concep??es atualizadas e informa??es pertinentes, entretanto desprovido de uma a??o reflexiva desse conhecimento e sem reflexo em suas pr?ticas em sala de aula; c) docente ?tico reflexivo, que ensaia uma perspectiva que associa a informa??o pertinente, a acomoda??o dos conhecimentos e transforma??o do discurso docente em a??o coerente na sua pr?tica. Formar um docente ?tico e reflexivo, diante da cultura formativa n?o se d? de forma natural e em pouco tempo. ? preciso v?rias etapas at? a tomada de consci?ncia para uma atitude ?tica e reflexiva perante a realidade educacional e especialmente acerca da a??o docente e institucional na forma??o moral dos alunos. / This research analyses the teacher conception of moral development in the
context of everyday school life, as well the teacher's role in this process.
Longed also establish a
formative and collaborative environment conduc
t
ive to
the ethics reflection among teachers working in classrooms of elementary
school about the pedagogical practice in construction situations of morality in
school environment, offers ways in theirs intera
ctions to the development of the
students morality. The empirical field was the Municipal School student
Emmanuel Bezerra, located in the Planalto
-
West neighborhood of Natal/RN,
with the teachers of the classes of 4th and 5th year of elementary school
st
udents and theirs students during the years 2010
-
2012. It privileged
qualitative in the analysis and the comprehension process of the quotidian into
the school context, seeking understands the situations and the interactions
analyzed. Based on the postulat
es of Jean Piaget on the moral development, it
opted in the investigative work with the teachers for the complementarity
between collaborative research and action research, with reflective sessions,
documentary research, observations and semi
-
structured in
terviews. From this
research it was identified three distinct phases of conceptions and attitudes
among the teachers: a) teach
ers
with the discourse of common sense due to a
lack of depth reflection on their practice; b) teacher
s
updated with their concept
s
and relevant information, however devoid of reflexive action of this knowledge
and without reflection on their practices in the classroom and, finally; c) ethical
reflective teacher who tried a perspective that joins the relevant information, the
knowled
ge accommodation and transformation in teaching discourse consistent
with the proposed issued and reflective in their practice. Educate an ethical and
reflective teaching in front of the formative culture does not occur naturally and
fast. It takes several
steps until the awareness for ethical and reflective attitude
towards educational reality and especially on the teaching and institutional
action in the moral formation of students.
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Habitus e pr?tica docente nas escolas do ensino fundamental I em Parnamirim-RNBarbosa, Geniberto Soares 20 March 2015 (has links)
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Previous issue date: 2015-03-20 / A no??o de habitus, desenvolvida por Pierre Bourdieu, e a rela??o que ela estabelece com a
pr?tica docente e vice-versa comp?em a an?lise aqui empreendida. Naturalmente, conceitos
como campo, capital e poder simb?lico, igualmente elaborados por ele ao longo de suas
pesquisas sociol?gicas, representam ferramentas importantes nesse trabalho de investiga??o
sobre os componentes que constituem a pr?tica professoral. Assim, buscamos enfocar as
a??es que caracterizam essa pr?tica e que tem no habitus seu mecanismo desencadeante, ou
seja, um dispositivo que n?o apenas produz as a??es, mas tamb?m se modifica a partir delas.
Com base nessa perspectiva, portanto, estamos utilizando como recurso metodol?gico o
Discurso do Sujeito Coletivo (DSC) e seu software (Qualiquantsoft), que visam compreender
a forma como determinada coletividade pensa a respeito das quest?es que lhe afligem. Al?m
disso, empreendemos durante o trabalho de campo a t?cnica da observa??o participante, como
instrumento de capta??o de algumas nuances que permeiam o ambiente escolar. Nossa
proposta foi observar em que circunst?ncias as condi??es objetivas vivenciadas pelas
professoras no interior das escolas do Ensino Fundamental I, em Parnamirim-RN, tendem a
entrar em conflito com as disposi??es incorporadas por elas em seus cotidianos. Dito de outra
maneira, significa que nem sempre a pr?tica professoral consegue conciliar aquilo que havia
sido previamente prescrito e, dessa forma, consensualmente aceito, com a maneira de
perceber, avaliar e agir de cada um. Embora costumeiramente passe despercebida essa
desarmonia ? muito mais frequente do que se imagina. Uma prova disso s?o os olhares
questionadores fortuitamente direcionados ?queles que n?o conseguem adequar-se de
imediato ?s normatiza??es impostas pelo Sistema de Ensino (SE). / The notion of habitus, developed by Pierre Bourdieu, and laying it down with the teaching
practice and vice versa comprise the analysis undertaken here. Naturally, concepts such as
field, capital and symbolic power, also prepared by him throughout their sociological
research, represent important tools in this research work about the components that make up
the Faculty practice. Thus, we focus on the actions that characterize this practice and which
has the habitus its triggering mechanism, i.e. a device that not only produces the actions, but
also changes from them. Based on this perspective, therefore, we are using as methodological
feature the collective subject discourse (DSC) and your software (Qualiquantsoft), which aim
to understand how certain collective thinking regarding the issues that afflict him. In addition,
we undertook during the fieldwork, participant observation techniques as a tool to capture
some nuances that permeate the school environment. Our proposal was to observe in what
circumstances the objective conditions experienced by teachers in elementary schools I in
Parnamirim-RN, tend to conflict with the provisions incorporated by them in their daily life.
To put it another way, it means that it is not always the practice can reconcile Professorial
what had previously been prescribed and thus widely accepted, with the way to perceive,
evaluate and act for each. Although usually pass unnoticed, this disharmony is more common
than you think. Proof of this are the looks directed those who fortuitously doubters fail to
adapt immediately to regulations imposed by the education system (SE).
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Leitura e pr?tica docente: evento de letramento em sala de aula com cartas pessoaisRangel, Roseane Idalina da Silva 27 August 2015 (has links)
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Previous issue date: 2015-08-27 / O presente trabalho prop?e caminhos que, atrav?s da pesquisa?a??o, viabilizem alternativas de atividades pedag?gicas que oportunizem ao aluno construir sua aprendizagem e nos quais a leitura possa ser uma a??o da pr?tica docente, capaz de desenvolver compet?ncias na amplia??o da capacidade leitora. O estudo prop?e tamb?m o favorecimento e dom?nio da escrita, promovendo o letramento como um evento que incorpora a forma??o do leitor, o prazer de ler e a constru??o compartilhada de interpreta??o. A rela??o leitura e escrita, neste contexto, torna-se significativa e eficaz ? vida e ao cotidiano. Evidencia-se o letramento social na constru??o dos saberes como tamb?m no resgate de valores como: solidariedade, amor ao pr?ximo e gestos de cidadania, neste caso, a comunica??o escrita (carta pessoal). O letramento nesta perspectiva ultrapassa o ambiente escolar para cumprir um papel social. Para tanto, diante dos postulados te?ricos que nos oferecem suporte nesta tarefa, destacam-se Marcuschi (2001, 2005), Regina Zilberman (2003), Marisa Lajolo (1985), Kleiman (2000), Roxane Rojo (2004), Rildo Cosson, (2006), Emerson de Piretri (2007), Paulo Freire e Donald Macedo (2013), entre outros. Esta pesquisa situa-se em uma perspectiva interacionista de interven??o que adota a intera??o concretizada na leitura e pr?ticas docentes. A leitura, a escrita e o letramento, com ?nfase nas quest?es sociais, podem ser observadas no contexto escolar como tamb?m fora do mesmo. Salientamos a integra??o de novas pr?ticas de letramento ?s j? realizadas, dinamizando o cotidiano das aulas de L?ngua Portuguesa de 6? a 9? anos. / This paper proposes paths through action research makes possible pedagogical activities alternatives that allow the students build their learning and that reading can be an action of teaching practice able to develop literary skills in the expansion of reading capacity. The study also proposes favoring and mastery of writing thus promoting literary literacy in a move that incorporates the formation of the reader, the pleasure of reading and the shared construction of interpretation. Reading and writing relationship in this context becomes meaningful and effective life and the everyday. Is evident in the social literacy in the construction of knowledge as well as the rescue of values; solidarity, love of neighbor and solidarity gestures, in this case the written communication (Personal Letter). The literary literacy shares up in fiction and reality and beyond the school environment to fulfill the social role. Therefore, on the theoretical postulates that offer us support in this task stand out Marcushi (2001, 2005), Regina Zilberman (2003), Marisa Lajolo (1985), Kleiman (2000), Roxane Rojo (2004), Rildo Cosson (2006), Emerson de Piretri (2007), Paulo Freire and Donald Macedo (2013), among others. This research is situated in an interactionist perspective of research where interaction achieved in reading and teaching practices where literature and literary literacy with social emphasis which can be observed in the school context but also outside of it will be adopted. Taking the integration of new literacy practices already written and streamlining the daily lives of Portuguese classes of 6th to 9th grade.
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Forma??o de professores : saberes, desafios e possibilidades no trabalho pedag?gico do professor de matem?ticaTeixeira, Eliana Maria Mallmann 27 March 2018 (has links)
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Previous issue date: 2018-03-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This study aimed to investigate the pedagogical knowledge used in the teaching practice of a group of mathematics teachers and the way they were constructed. The participants were twelve teachers from municipal, state and private schools in Porto Alegre, Rio Grande do Sul. As data collection instruments were used semi-structured interviews and observations regarding teaching practice. The answers given by the teachers were analyzed qualitatively through the Discursive Textual Analysis method, relating them to the questions observed in the classroom. As theoretical contributions that served as basis for this research were used authors such as Tardif (2014), N?voa (1995), Garc?a (1999), Imbern?n (2010), D'Ambrosio (2014), Pimenta (2012) among others. From the data analysis emerged four categories: the teachers' perceptions about the strategies and teaching resources of Mathematics used in the teaching action; the teachers' perceptions of their initial and continuing education; continuous training actions that teachers participate in the service; the teachers' perceptions about the planning of Mathematics classes. From these categories it was possible to delineate the questions related to the data collected from where the intermediate categories emerged. It is possible to affirm that when teachers use contextualization, different strategies and didactic resources in pedagogical practice in the classroom planning, the students present greater motivation and ease of understanding the mathematical concepts. As for the knowledge built in initial and continuous training, it was verified that teachers use different knowledge in their teaching, emphasizing the pedagogical knowledge, vocational training knowledge, curricular knowledge and emphasize the importance of content knowledge and knowledge experiences. It was found that training in schools still has sequels, and it is necessary for teachers to seek their own continuing education beyond school, in seminars, congresses or in postgraduate courses. / Este estudo teve como objetivo investigar os saberes pedag?gicos utilizados na pr?tica docente de um grupo de professores de Matem?tica e a forma como foram constru?dos. Os participantes da pesquisa foram doze professores de escolas municipais, estaduais e privadas de Porto Alegre, Rio Grande do Sul. Como instrumentos de coleta de dados foram utilizadas entrevistas semiestruturadas e observa??es quanto ? pr?tica docente. As respostas dadas pelos professores foram analisadas qualitativamente por meio do m?todo de An?lise Textual Discursiva, relacionando-as ?s quest?es observadas em sala de aula. Como aportes te?ricos que serviram como base para esta pesquisa foram usados autores como Tardif (2014), N?voa (1995), Garc?a (1999), Imbern?n (2010), D?Ambrosio (2014), Pimenta (2012) entre outros. Da an?lise de dados emergiram quatro categorias: as percep??es dos professores sobre as estrat?gias e recursos de ensino de Matem?tica utilizados na a??o docente; as percep??es dos professores sobre a sua forma??o inicial e continuada; a??es de forma??o continuada que os professores participam em servi?o; as percep??es dos professores sobre o planejamento das aulas de Matem?tica. A partir dessas categorias foi poss?vel delinear as quest?es relacionadas aos dados coletados de onde emergiram as categorias intermedi?rias. ? poss?vel afirmar que quando os professores utilizam no planejamento de aula a contextualiza??o, diferentes estrat?gias e recursos did?ticos na pr?tica pedag?gica, os estudantes apresentam maior motiva??o e facilidade de entender os conceitos matem?ticos. Quanto aos saberes constru?do na forma??o inicial e continuada, verificou-se os professores utilizam diferentes saberes na sua a??o docente, destacando-se os saberes pedag?gicos, saberes da forma??o profissional, os saberes curriculares e d?o ?nfase ? import?ncia dos saberes de conte?do e dos saberes experienciais. Constatou-se que a forma??o continuada nas escolas ainda possui sequelas, sendo necess?rio que os professores busquem a sua pr?pria forma??o continuada al?m da escola, em semin?rios, congresso ou em cursos de p?s-gradua??o.
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