The research is related to the use of instruments, methodologies and tools for learning the pedagogical practices of the discipline of geography. The problematic of this research is to analyze critically, in order to understand it, how the geography lessons are developed, in the context of learning in the public school.The problem derived from the following questions: What is the importance of field work for geography lessons? According to the inductive and deductive methods, what is the role of the field work in the composition of geographic knowledge? Does the participation and interaction of students, in a formative process, contribute to the development of the knowledge construction in geography lessons? The overall objective of this article is to evaluate the different perspectives used in the practice of field work as a guiding foundation of learning geography in elementary school. The methodology to be developed in this research focuses on field work present as a background in geographic education, since it has variables in learning activities, contextualized in environments that are not formal, where students will come in contact with objects and real situations, related to the daily life and, at the same time, with the scientificity of contents of proposed studies.The fieldwork was conducted in two environments and divided into two parts, the first part was developed in the urban environment using the deductive method and the second, in a rural setting with the use of the inductive method. The results obtained were different in the sense of knowledge construction, but both were successful. / A pesquisa está relacionada aos usos de instrumentos, metodologias e ferramentas de aprendizagem, nas práticas pedagógicas da disciplina de Geografia. A problemática desta pesquisa consiste em analisar criticamente, a fim de compreender, como são desenvolvidas as aulas de Geografia, no contexto do aprendizado de umaescola pública. Do problema derivaram as seguintes questões: Qual a importância do trabalho de campo para as aulas de Geografia? De acordo com os métodos indutivo e dedutivo, qual o papel do trabalho de campo na composição do conhecimento geográfico? A participação e interação dos alunos, num processo formativo contribuem para o desenvolvimento da construção do conhecimento nas aulas de Geografia? O objetivo geral desta pesquisa visa avaliar as diferentes perspectivas utilizadas na prática de pesquisa e produzir um arcabouço teórico-metodológico sobre o trabalho de campo como fundamento norteador da aprendizagem de Geografia no ensino fundamental. A metodologia desenvolvida nesta pesquisa centra-se no trabalho de campo apresentado como fundamento norteador à aprendizagem geográfica na educação, uma vez que ela apresenta variáveis nas atividades de aprendizagem, contextualizada em ambientes não formais, onde os alunos poderão fazer contato com objetos e situações reais, relacionadas com o cotidiano e ao mesmo tempo com a cientificidade do conteúdo de estudos propostos. O trabalho de campo foi realizado em dois ambientes e dividido em duas partes, sendo a primeira desenvolvida em ambiente urbano pelo método dedutivo e a segunda, em ambiente rural com o uso do método indutivo. Os resultados obtidos foram diferentes, no sentido da construção do conhecimento, mas ambos foram realizados com sucesso.

The aim of the work is to analyze and describe the current status of the use of ICT in teaching and propose of appropriate use of ICT in education by the questionnaire survey of primary school pupils, secondary school students, teachers, and ICT coordinators in primary and secondary schools. The first four chapters are devoted to theory and explanation of basic concepts related to the topic of ICT in teaching. The first chapter defines the concept of ICT, its history, and it presents concrete examples of ICT. The second chapter focuses on ICT in teaching, learning theory, development of ICT application in education before and now, and the benefits of ICT in education. The third chapter describes roles in education in terms of ICT usage, such as the role of teachers and ICT coordinators, and attitudes of experts. The last theoretical part deals with international comparisons. The following chapters provide a description and analysis of the survey. The final chapter discusses the proposals and recommendations how to use ICT in teaching.

In the theoretical part of the diploma thesis there was described food of cereal character including school nutrition programmes and their representation in the diet of basic school pupils and university students. The interview focused on the representation of cereal products and their importance in the diet is described in the research part of this diploma thesis. The interview was made in the groups of pupils in higher basic schools and university students. When evaluating the questionnaire survey, there were assessed the quantity, individual types and quality of commonly consumed cereal products and the level of eating habits of respondents in accordance with the principles of good nutrition. After evaluation of the interviews it was found that basic school pupils have worse all-day eating habits than university students. It was confirmed mostly by the answers of the questions relating to breakfast, mid-afternoon snacks and total number of meals during a day. University students prefer wholegrain products more than basic school pupils. Pupils of higher basic schools have lower knowledge level of cereals than university students.