Thesis (Ph. D.)--University of Wisconsin, 1974. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 161-169).

The Directorate of Extension and Engineering Services (DEES) in the Caprivi Region introduced the concept of Community Action Plan (CAP) in 2005 as a tool for implementing the Farming Systems Research and Extension (FSRE) approach. The Directorate’s main aim is to have functional Community Action Plans (CAP) in all communities in the Caprivi Region. Although CAP is a useful tool for implementing the FSRE approach in rural communities, not every stakeholder perceives it to be useful. Therefore the purpose of this study is to ascertain the usefulness of Community Action Plans as a strategy to support a bottom up extension approach. Three groups in the Caprivi Region, namely, Extension Staff, Mubiza Community and the Bukalo Community were selected to determine their knowledge and perception of CAP. The Mubiza community implements a Community Action Plan while Bukalo community does not implement a Community Action Plan. Two structured questionnaires were administered to a total of 95 respondents. Of these respondents, twenty two (22) were Extension staff, thirty seven (37) were from the Mubiza community and thirty six (36) were from the Bukalo community. There were no significant differences occurring between the two communities with regard to independent variables such as gender, age and education level. However, in respect of variables such as contact with extension staff and attendance of extension meetings there were differences. Clearly Mubiza community respondents had more contact and they attended meetings more often than respondents from Bukalo community. The majority of the Mubiza respondents 91% indicated that they planned their development activities using CAP while 75% of the Bukalo respondents indicated that they have no plans. Respondents from the Mubiza community are significantly more satisfied (p= < 0.0001) with the support they received from the Agricultural Extension Technicians than those from Bukalo. The study reveals also that there is significantly more involvement and participation in community development by members of the Mubiza community. While 92% of respondents from Mubiza community indicated quite clearly that they received appropriate support from the community leaders, only 42% of the respondents from Bukalo community indicated receiving such appropriate support from their leaders. Both, Extension staff and the respondents from the Mubiza Community, perceived the CAP as an effective tool for implementing the FSRE approach and improving the livelihood of communities. Copyright / Dissertation (MInstAgrar)--University of Pretoria, 2010. / Agricultural Economics, Extension and Rural Development / unrestricted

Since the 1979 World Conference on Agrarian Reform and Rural Development (WCARRD) and the 1992 United Nations Conference on Environment Development, international agricultural development organizations have been urged to strengthen their focus toward the sustainable development of the small-scale, resource poor farmer. A recent report from the Food and Agricultural Organization of the United Nations (FAO, 1996) indicated that many small-scale farmers were not being reached by agricultural extension, although approximately 75% of the worlds' farmers are small-scale, resource poor farmers. The report suggested that in some instances agricultural extension services reported reaching one out of three farmers in Africa. In other areas such as the Near East, the report stated that one out of seven farmers had been reached by the extension services. This study investigated the small-scale, resource poor farmer's ongoing level of participation, rate of adoption of agricultural technology, and the sustainable benefits of the implemented projects within the documents of several international agricultural development organizations to determine if the farmers can positively impact the forecasted food shortage expected during the early part of the 21st Century. To accomplish this, the methodology utilized the Light and Pillemer (1984) method of exploratory literature review. The Light and Pillemer method provided the foundation for data collection as well as numerical and narrative document analysis. Data collection: Eleven key governmental and non-governmental international agricultural development organizations were contacted by the researcher and supplied the following types of documents: (1) unpublished completed projects reports, (2) unpublished annual reports, and (3) published news reports. A planned systematic investigation of the documents was carried out (Girden, 1996). Numerical and Narrative Document Analysis: Both numerical and narrative data were collected from the documents. The Light and Pillemer (1984) method was used to determine the level of overall project change in those documents which provided numerical or quantitative data. Meta ethnography and the QSR NUD.ist computer software (Qualitative Solutions and Research Pty. Ltd., 1996) were used to investigate themes and characteristics of the narrative data within the documents. The findings of the study were placed in matrices which provided a systematic examination of the characteristics of the implemented projects of 51 international agricultural development organizations located within 38 developing countries. The narrative document analysis indicated the participation of the smal-lscale, resource poor farmers. The characteristic indicators of farmer participation were farmer participation in: farmers groups, select groups, community development, and in capacity building methods such as training, leadership development, and planning and decision making. The findings of the study suggest that though many international agricultural development organizations claim that they are making some progress there remains a grave need for international agricultural research and extension to provide more documentation of project outcomes especially those outcome which are concerned with more than 75% of the worlds' farmers, the small-scale, resource poor farmer. For example, of the study’s 51 projects, only six reported small-scale, resource poor farmers participation percentage. Seven projects reported numerical data on before and after rate of adoption of the technology. Sixteen of the 51 projects reported numerical data on sustainable benefits of the project to the small-scale, resource poor farmer. Only one document reported data on both the adoption of technology and sustainable benefits to the small-scale, resource poor farmer. However, in light of the world impacting Plan of Actions (i.e. 1979 World Conference on Agrarian Reform and Rural Development held in Rome, Italy; 1991 Plan of Action for Peoples’ Participation report of the Twenty-sixth Session held in Rome, Italy; 1992 Agenda 21 document a product of the United Nations Conference on Environment and Development held in Brazil; and the 1996 Plan of Action for Global Partnership in Agricultural Research held in Washington, D.C.) all of the documents should have indicated this type of essential data, and should be striving for a development which would be both productive and sustainable to the farmer. The results of this study suggested that the impending need for improved global food production as we move into the 21st century through the more than one million small-scale, resource poor farmer participants within the projects of this study may not be met due to the low amount of evidence in the implemented project reports of adoption of the technology, and the inadequate reporting of benefits essential to the small-scale, resource poor farmer. / Ph. D.

In a world of imbalance, food consumption exhibits great diversity among regions and countries. Although farmers in developed economies benefit from up-to-date agricultural technology and produce much more than they consume, households in the developing world are still combating food insecurity. This dissertation is composed of two manuscripts. One is about consumption in developing countries, while the other is related to promoting agricultural production in a developed economy. Chapter 1 applies a three-stage demand system to nationally representative household survey data to identify food demand behavior with an emphasis on food staples in two West Africa countries ‒ Niger and Nigeria. The third stage of the demand system offers demand elasticities of specific staple items. Instead of treating the population as a whole, the study distinguishes rural and urban households and households of different welfare status. Results confirm the complexity of the food and staples demand between rural/urban areas and among welfare quintiles. Therefore, researchers and policymakers should consider not only the average demand response but also its distribution among households. In addition to demand elasticities, the effects of household demographic characteristics on the structure of food consumption are also obtained. Chapter 2 estimates the rates of return to Virginia's public expenditure on agricultural research and extension (RandE) during 1949-2016 and attempts to address the ad hoc model selection problem common in previous studies. Among the econometric modeling strategies in previous literature, Bayesian Model Averaging (BMA) and Bayesian Hierarchical Model (BHM) are two promising methods to solve the issue of model uncertainty. The rate-of-return estimates by BHM are preferable because BHM imposes fewer restrictions on lag structures and offers more reasonable lag shapes. By BHM, the internal rates of return (IRR) of Virginia's public expenditures on agricultural RandE are 26% and 42%, respectively. Nineteen percent of Virginia's agricultural productivity growth during 1949-2016 results from its RandE investments, and the contribution of research to that growth is about twice of that of extension. One extra million dollar expenditure on research in 1992 would have brought a benefit of $4.5 million, and the same expenditure in 1983 would have brought $5.4 million in additional benefits. If the extra expenditure is spent on extension, it would have brought a benefit of $6.1 million and $6.3 million if the expenditure occurs in 1992 and 1983, respectively. Besides the modeling strategy, this study is distinguished from previous studies in that distributions of rates of return instead of only point estimates are obtained, which is missing in most studies. / Doctor of Philosophy / In a world of imbalance, food production and consumption exhibit great diversity among regions and countries. While farmers of developed economies benefit from up-todate agricultural technology and produce more than they consume, households in the developing world are still facing food insecurity. This dissertation is composed of two manuscripts. Chapter 1 is about food consumption in developing countries. It analyzes household food demand behavior in the two West Africa countries Niger and Nigeria with a focus on staple foods. Food demand behavior differs for rural and urban households and households of different income. Therefore, when evaluating the effects of policies and other impacts, policymakers and researchers should treat households with different attributes separately. Chapter 2 is on how to improve agricultural production within the context of a developed economy: it evaluates the returns to public expenditures on agricultural research and extension (R&E) in Virginia. Previous studies choose statistical models arbitrarily, and this study attempts to address this issue. It finds that Virginia’s investments in agricultural R&E contribute to nineteen percent of the productivity growth in 1949-2016, and the contribution of research is about twice of that of extension.

This study is part of the research area Formação, Saberes e Desenvolvimento Profissional (Formation, Knowledge and Professional Development) of the Post-Graduation Program in Education of Universidade Federal de Santa Maria. The objective of this study is to understand which formation movements are produced by teachers from their involvement in the triad teaching, research and extension and how they reverberate in the teacher s learning in the literacy context. Thus, we considered the theoretical presuppositions of authors such as Leontiev (1984, 2006), Davidov e Márkova (1987), Nóvoa (1991, 1992), Zeichner (1993), Vygotski (1995, 1997, 2001, 2006), Schön (1997), Marcelo Garcia (1999), Ferreiro (1999, 2010), Bolzan (2002, 2009), Isaia (2006, 2008), Tardif (2006), among others. In this sense, we developed this research based on the qualitative approach of sociocultural nature and the studies of Bakthin (1986), Vygotski (2001), Bolzan (2002), Freitas (2002). We considered that this methodological approach makes possible the approximation with contexts and experiences narrated by the teachers, establishing, therefore, a dialogical and reflexive relation which forms and transforms itself based on the personal and professional story of each individual. Hence, we established as instruments for data collection the semi-structured interview through the use of guide-topics, which were later registered based on the recordings and transcriptions. For the development of the interview, four teachers members of the activities of teaching, research and extension of a research group of Universidade Federal de Santa Maria collaborated, narrating their experiences with these activities in the classroom. The analysis of these interviews was organized since the narrative recurrence which indicated the construction of the categories of research. Thus, it was possible to ellaborate three categories which comprise the indicative elements of the formative movements of the teachers and their repercussion in the learning of teachers who work with literacy: the teacher s reflexive learning; the teacher s study activity and the pedagogical autonomy. We considered, yet, that these categories are developed in an inter-related way and are impelled by two formative movements: the self-formation and the interformation. This way, they represent a spiral movement which re-does and extends itself every new learning, promoting the teachers professional development with personal and interpersonal formative activities. This process is permeated by three transversal elements: the pedagogical practice, the reflexive activity and the collaborative activity which configure themselves as activities which constitute the dynamics of production in the teachers study activity since the development of the triad teaching, research and extension. We understand, therefore, that this formative dynamics reverberates in a positive way in the learning of teachers who work with literacy once it makes possible to teachers the appropriation and production of knowledge and activities related to the process of construction of reading and writing. / Esse estudo está inserido na linha de pesquisa Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-graduação em Educação da Universidade Federal de Santa Maria. Tivemos como objetivo deste estudo compreender que movimentos formativos são produzidos por professoras a partir do envolvimento na tríade ensino, pesquisa e extensão e como estes repercutem na aprendizagem docente no contexto da alfabetização. Para tanto, consideramos os pressupostos teóricos de autores como Leontiev (1984, 2006), Davidov e Márkova (1987), Nóvoa (1991, 1992), Zeichner (1993), Vygotski (1995, 1997, 2001, 2006), Schön (1997), Marcelo Garcia (1999), Ferreiro (1999, 2010), Bolzan (2002, 2009), Isaia (2006, 2008), Tardif (2006), dentre outros. Nesse sentido, desenvolvemos essa pesquisa com base na abordagem qualitativa de cunho sociocultural, fundamentada nos estudos de Bakthin (1986), Vygotski (2001), Bolzan (2002), Freitas (2002). Consideramos que essa abordagem metodológica nos possibilita uma aproximação dos contextos e vivências narrados pelas professoras, estabelecendo, assim, uma relação dialógica e reflexiva que se forma e se transforma com base na história pessoal e profissional de cada sujeito. Desse modo, estabelecemos como instrumentos de coleta de dados a entrevista semi-estruturada por meio de tópicos-guia e registradas com base em gravações e transcrições. Para o desenvolvimento da entrevista, contamos com a colaboração de quatro professoras, participantes das atividades de ensino, pesquisa e extensão de um grupo de pesquisa da Universidade Federal de Santa Maria, que se prontificaram a falar sobre suas experiências com essas atividades em suas salas de aula. A análise dessas entrevistas foi organizada a partir das recorrências narrativas que indicaram a construção das categorias da pesquisa. Assim, tornou-se possível elaborarmos três categorias que abarcam os elementos indicadores dos movimentos formativos das professoras e sua repercussão na aprendizagem da docência alfabetizadora: a aprendizagem docente reflexiva; a atividade docente de estudo e a autonomia pedagógica. Consideramos, ainda, que estas categorias desenvolvem-se de forma inter-relacionada e são impulsionadas por dois movimentos formativos: a autoformação e a interformação. Representam, por isso, um processo espiralar que se refaz e se amplia a cada nova aprendizagem, promovendo assim, o desenvolvimento profissional docente a partir de atividades formativas pessoais e interpessoais. Esse processo é permeado, ainda, por três elementos transversais: a prática pedagógica, a atividade reflexiva e a atividade colaborativa, os quais se configuram como atividades que constituem a dinâmica de produção da atividade docente de estudo a partir do desenvolvimento da tríade ensino, pesquisa e extensão. Compreendemos, portanto, que essa dinâmica formativa repercute de forma positiva na aprendizagem da docência alfabetizadora na medida em que possibilita às professoras a apropriação e a produção de saberes e fazeres pertinentes ao processo de construção da leitura e da escrita.

Master of Science / Department of Educational Leadership / Sarah Jane Fishback / This study was influenced by the desire to better understand the factors that influence the salary County Extension Agents in Kansas who are employed by K-State Research and Extension. The purpose of the study was to determine factors or the correlation among factors that influence salary compensation. Information was retrieved regarding the 241 County Extension Agents employed in Kansas. Demographic data was compiled on the Extension Agents as well as the ten factors that could influence their salary compensation. The factors are as follows: 1. area within the state; 2. county population; 3. number of agents in the county; 4. director responsibilities; 5. gender; 6. months of Extension employment; 7. years of equivalent service outside of Kansas Extension; 8. change of county employment within Kansas Extension; 9. position type; and 10. level of education. Variable selection through backward elimination was performed identifying area, population, the number of Extension Agents in a county/district, whether the Extension Agent was a director, previous years of experience in an equivalent position outside of K-State Research and Extension, whether an Extension Agent was employed by K-State Research and Extension prior to their current position, months of experience in their current position with K-State Research and Extension, and whether an Extension Agent has a Master's degree and if that Master's degree was obtained prior to the start of their current position to be the most significant influences on salary. Multiple regressions of the data were then performed to determine the significant relationships among certain variables. The population-position-gender correlation was found to be significant as well as the correlation among position types and genders. Recommendations for further research were given including studying the affect of performance evaluations and cost of living on salary compensation. In addition, recommendations for further practices include an annual review of the salary gap among position types and gender to ensure equity of salary compensation. Furthermore, recommendations were given regarding the dispersion of the level of education and timeliness of completing a Master's degree salary compensation data.

Master of Public Health / Department of Human Nutrition / Mark Haub / Background: Time spent in sedentary behaviors, independent of physical activity levels, is a risk factor for chronic diseases and all-cause mortality. It is unknown whether physically active adults alter their dietary and/or physical activity behaviors in response to imposed sedentary time. The aim of this study was to determine whether imposing 10 hours of sedentary time per week for 8 weeks would alter physical activity and/or dietary profiles of physically active adults. Methods: Sixteen physically active, healthy young adults were randomized into either the no-intervention control (CON) group (n=8) or the sedentary-intervention (SIT) group (n=8). SIT participants attended monitored sedentary sessions for 10 hours per week (4 days; 2.5 hours) for 8 weeks. Assessments occurred at baseline, and weeks 4 and 8. Dietary information was collected through 3-day food records and physical activity was assessed through 7 days of accelerometry (Actical at the wrist). Results: There were no differences in physical activity profiles in SIT or CON groups when baseline and week-8 average (average weeks) were compared to the week-4 assessment. Differences in step counts comparing the average weeks and week 4 were not significantly different between CON and SIT groups (CON = 615.1 ± 3019.1, SIT= -1158.0 ± 3373.0 steps, p=0.287). There were no differences in sedentary (p=0.366), light (p=0.293), moderate (p=0.656) or vigorous (p=0.701) physical activity when average weeks were compared to one of imposed sedentary behavior. A greater number of SIT (4/8) participants had lower step counts during the imposed sedentary week, when compared to CON (1/8) participants. There was no difference (p>0.05) between CON and SIT groups for total calories consumed at any time-point. Caloric intake decreased significantly in the SIT group compared to the CON group (SIT = -27.9 ± 22.8%, CON = 10.0 ± 37.6%, p=0.028). More SIT (7/8) than CON (3/8) participants decreased caloric intake from baseline to 8 weeks (p>0.05). Conclusion: Physically active young adults did not alter physical activity profiles, but did decrease their caloric intake, in response to 8 weeks of imposed sedentary time. These findings may indicate a compensatory mechanism to imposed sitting in physically active adults.

Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-05-24T21:20:55Z No. of bitstreams: 1 MayaraKarlaAnunciacaoSilva.pdf: 1386884 bytes, checksum: 28ec82d9d5d489c90ae7ff0eada91560 (MD5) / Made available in DSpace on 2017-05-24T21:20:55Z (GMT). No. of bitstreams: 1 MayaraKarlaAnunciacaoSilva.pdf: 1386884 bytes, checksum: 28ec82d9d5d489c90ae7ff0eada91560 (MD5) Previous issue date: 2015-12-14 / After the implementation of the InstitutosFederais in all Brazilian territory the actions linked to the tutorship, research and extension have given a new profile to the professional and technological education in the country. In Maranhão this fact was evidenced in different ways, through either the expansion andinternalization or in the qualified educational and cultural service deliver, especially in the area of knowledge in arts, that has developed a proactive, collaborationist and interdisciplinary role with the subjects, institutions and communities. In this context, the old professionalizing school has abandoned the vocation aiming former machine-men, for opening possibilities for a more humanistic education, in which the art/education professionals, supported by the students, teachers and the others cultural agents, has been giving an important contribution that became noticeable through diverse practices. The description of this scenario synthesize the main results got by this research, that was developed between 2013 and 2015, in Açailância Campus, IFMA, with the following aims: verifying the way the pedagogical actions in arts allows changes in the school context of the integrated education, linking the tutorship to the research and extension; analyzing the pedagogical processes and cultural and artistic events that contribute to this educative construction; and analyzing the way the educative action in arts collaborated for the occurrence of this social, educational and cultural change in the Integrated Elementary Education within that town. The theoretical-methodological purpose which has interdisciplinary origin was based in the conceptions more iterant of the art/education , cultural action and cultural studies, predicting an organization mediated by the research action and others complementary methodological procedures. It was verified that during the research the creation of the Study and Research Group in Art in the Açailândia Campus of IFMA, coordinated by the teacher and author of this research was relevant, which has organized artistic events linked to the tutorship, research and extension. / Após a implantação dos Institutos Federais em todo o território nacional, as ações vinculadas ao ensino, pesquisa e extensão deram novo sabor à educação profissional e tecnológica brasileira. No Maranhão isso se evidenciou de diversas maneiras, seja através da expansão e interiorização, seja na prestação de serviços educacionais e culturais de qualidade, especialmente na área de conhecimento em arte, que passou a desempenhar um papel proativo, colaboracionista e interdisciplinar junto aos sujeitos, instituições e comunidades. Nesse contexto, a antiga escola profissionalizante abandonou a vocação de formadora de homens máquinas, para, em seu lugar, abrir possibilidades para a uma educação humanista, na qual os profissionais da arte/educação, apoiados pelos estudantes, professores e demais agentes culturais, vêm dando uma contribuição ímpar e que se tornou visível através de práticas diversificadas. A descrição desse cenário sintetiza os principais resultados conseguidos pela presente pesquisa, que foi desenvolvida entre 2013 e 2015, no Campus Açailândia do IFMA, com os seguintes objetivos: verificar como a prática pedagógica em arte possibilita modificações no contexto escolar da educação integrada, interligando o ensino à pesquisa e extensão; analisar os processos pedagógicos e acontecimentos culturais e artísticos que favorecerem essa dada construção educativa; e finalmente, de que forma a prática educativa em arte colaborou para que ocorresse essa mudança social, educacional e cultural na Educação Básica Integrada, no âmbito daquele município. A proposta teóricometodológica de natureza interdisciplinar assentou-se nas concepções mais recorrentes da arte/educação, ação cultural e dos estudos culturais, prevendo uma organização mediada pela pesquisa ação e outros procedimentos metodológicos complementares. Verificou-se que nessa caminhada foi de fundamental importância a criação do Grupo de Estudos e Pesquisa em Arte no Campus Açailândia do IFMA, coordenado pela professora e autora da pesquisa, o qual passou a organizar as ações artísticas vinculadas ao ensino, à pesquisa e extensão.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O ensino-aprendizagem da disciplina Língua Portuguesa se apresenta como um desafio para professores e alunos; muito disso se deve à falta de reconhecimento da diversidade linguística (LIMA, 2014). Há uma tendência no ambiente escolar em se valorizar apenas uma norma linguística, ignorando as diferentes normas que fazem parte do convívio em sociedade. Com isso, os discentes entram em conflito, pois aquilo que é apresentado para eles como a Língua Portuguesa está bem distante da sua experiência pessoal com a língua. Em via de eliminar esse conflito, os PCNs e o PNLD estabelecem a inserção do tema variação linguística no conteúdo programático da disciplina Língua Portuguesa. Entretanto, ainda perdura uma lacuna no tratamento desse tema. A preocupação em preencher essa lacuna motivou este trabalho, que teve como objetivo principal propor e aplicar uma sequência didática que abordasse os seguintes temas: língua, gramáticas e normas linguísticas, a fim de contribuir com a realização de uma Educação Linguística eficaz (BAGNO; RANGEL, 2005). Esses três conteúdos principais geraram desdobramentos que proporcionaram a discussão dos seguintes tópicos: variação e preconceito linguísticos. A sequência didática elaborada é composta por oito etapas em que são intercalados momentos de aula expositiva e de atividades lúdicas. A aplicação da proposta de sequência didática ocorreu em uma turma de nono ano do Ensino Fundamental de um CIEP (Centro Integrado de Educação Pública) localizado na Zona Oeste da cidade do Rio de Janeiro. As ferramentas utilizadas para identificar os conteúdos assimilados pelos alunos foram a avaliação da participação da turma e os resultados de quatro atividades específicas. Considerando a complexidade e o ineditismo dos conceitos apresentados na sequência didática, o desempenho da classe foi satisfatório. Os alunos também responderam a dois questionários, um no início da sequência e outro ao final, que tinham o propósito de avaliar se houve mudança com relação ao entendimento da existência de variação linguística e do preconceito linguístico. O primeiro questionário revelou que a maioria dos alunos já havia sofrido e praticado preconceito linguístico; já o segundo mostrou que a maioria dos discentes assimilou a noção de preconceito linguístico e rompeu com a ideia de certo e errado na língua. Como objetivo secundário, este trabalho intentou deixar um legado para professores, pois com esta dissertação a ação não ficará limitada apenas ao nono ano daquele CIEP, mas poderá contribuir com o ensino linguístico de diversas escolas; e para pesquisadores, pois este registro descreve um modelo de trabalho acadêmico em que se pretendeu aplicar o princípio de indissociabilidade entre ensino, pesquisa e extensão. A expectativa é que, somados a trabalhos similares, seja possível abrir um precedente de trabalhos acadêmicos fundamentados teoricamente e desenvolvidos de forma prática, além de realizados com preocupações sociais e educacionais / The teaching-learning process of the Portuguese Language discipline presents a challenge for both teachers and students, and much of that is due to the lack of recognition of linguistic diversity (Lima, 2014). There is a tendency in the school environment to appreciate just one linguistic norm, ignoring the other different ones that are part of societys life. Therefore, the students get into conflict, because what is presented to them as "the Portuguese Language" is far distant from their personal experience with the language. In order to eliminate this conflict, the National Curriculum Guidelines and the Schoolbook National Program establish the insertion of the language variation theme in the syllabus of the Portuguese Language courses. However, a gap still exists in the treatment of this subject. The concern of filling this gap motivated this work, which aimed to propose and apply a didactic sequence about the following topics: language, grammars and linguistic norms in order to contribute with the achievement of an effective Linguistic Education (BAGNO and RANGEL, 2005). These three main subjects generated developments that fomented the discussion of the following topics: language variation and linguistic discrimination. The didactic sequence consists of eight steps that intercalate moments of classroom instruction and practical activities. The application of the proposed didactic sequence occurred in a ninth grade class of elementary school of an Integrated Center of Public Education located in the western area of the city of Rio de Janeiro. The tools used to identify the assimilation of the content by the students were the evaluation of class participation and the results of four specific activities. Considering the complexity and originality of the concepts presented in the didactic sequence, the performance of the students was satisfactory. The students also answered two questionnaires: one at the beginning of the sequence and the other at the end of it, which were designed to evaluate if there was a change concerning the understanding of the existence of linguistic variation and linguistic discrimination. The first questionnaire revealed that the majority of the students had already suffered and practiced linguistic discrimination; the second one showed that most of the students assimilated the notion of linguistic discrimination and broke with the concept of right and wrong in language. As a secondary objective, this work aimed to leave a legacy for teachers, because, with this dissertation, the action will not be limited to a single class only, but may contribute to Portuguese Language teaching in several schools. Also, it leaves a legacy for researchers, since this record describes an example of an academic work that applied the principle of indivisibility between teaching, research and extension. The expectation is that, united to similar works, it could be possible to set a precedent of academic papers that are theoretically grounded, practical developed and, also, concerned to social and educational matters

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O ensino-aprendizagem da disciplina Língua Portuguesa se apresenta como um desafio para professores e alunos; muito disso se deve à falta de reconhecimento da diversidade linguística (LIMA, 2014). Há uma tendência no ambiente escolar em se valorizar apenas uma norma linguística, ignorando as diferentes normas que fazem parte do convívio em sociedade. Com isso, os discentes entram em conflito, pois aquilo que é apresentado para eles como a Língua Portuguesa está bem distante da sua experiência pessoal com a língua. Em via de eliminar esse conflito, os PCNs e o PNLD estabelecem a inserção do tema variação linguística no conteúdo programático da disciplina Língua Portuguesa. Entretanto, ainda perdura uma lacuna no tratamento desse tema. A preocupação em preencher essa lacuna motivou este trabalho, que teve como objetivo principal propor e aplicar uma sequência didática que abordasse os seguintes temas: língua, gramáticas e normas linguísticas, a fim de contribuir com a realização de uma Educação Linguística eficaz (BAGNO; RANGEL, 2005). Esses três conteúdos principais geraram desdobramentos que proporcionaram a discussão dos seguintes tópicos: variação e preconceito linguísticos. A sequência didática elaborada é composta por oito etapas em que são intercalados momentos de aula expositiva e de atividades lúdicas. A aplicação da proposta de sequência didática ocorreu em uma turma de nono ano do Ensino Fundamental de um CIEP (Centro Integrado de Educação Pública) localizado na Zona Oeste da cidade do Rio de Janeiro. As ferramentas utilizadas para identificar os conteúdos assimilados pelos alunos foram a avaliação da participação da turma e os resultados de quatro atividades específicas. Considerando a complexidade e o ineditismo dos conceitos apresentados na sequência didática, o desempenho da classe foi satisfatório. Os alunos também responderam a dois questionários, um no início da sequência e outro ao final, que tinham o propósito de avaliar se houve mudança com relação ao entendimento da existência de variação linguística e do preconceito linguístico. O primeiro questionário revelou que a maioria dos alunos já havia sofrido e praticado preconceito linguístico; já o segundo mostrou que a maioria dos discentes assimilou a noção de preconceito linguístico e rompeu com a ideia de certo e errado na língua. Como objetivo secundário, este trabalho intentou deixar um legado para professores, pois com esta dissertação a ação não ficará limitada apenas ao nono ano daquele CIEP, mas poderá contribuir com o ensino linguístico de diversas escolas; e para pesquisadores, pois este registro descreve um modelo de trabalho acadêmico em que se pretendeu aplicar o princípio de indissociabilidade entre ensino, pesquisa e extensão. A expectativa é que, somados a trabalhos similares, seja possível abrir um precedente de trabalhos acadêmicos fundamentados teoricamente e desenvolvidos de forma prática, além de realizados com preocupações sociais e educacionais / The teaching-learning process of the Portuguese Language discipline presents a challenge for both teachers and students, and much of that is due to the lack of recognition of linguistic diversity (Lima, 2014). There is a tendency in the school environment to appreciate just one linguistic norm, ignoring the other different ones that are part of societys life. Therefore, the students get into conflict, because what is presented to them as "the Portuguese Language" is far distant from their personal experience with the language. In order to eliminate this conflict, the National Curriculum Guidelines and the Schoolbook National Program establish the insertion of the language variation theme in the syllabus of the Portuguese Language courses. However, a gap still exists in the treatment of this subject. The concern of filling this gap motivated this work, which aimed to propose and apply a didactic sequence about the following topics: language, grammars and linguistic norms in order to contribute with the achievement of an effective Linguistic Education (BAGNO and RANGEL, 2005). These three main subjects generated developments that fomented the discussion of the following topics: language variation and linguistic discrimination. The didactic sequence consists of eight steps that intercalate moments of classroom instruction and practical activities. The application of the proposed didactic sequence occurred in a ninth grade class of elementary school of an Integrated Center of Public Education located in the western area of the city of Rio de Janeiro. The tools used to identify the assimilation of the content by the students were the evaluation of class participation and the results of four specific activities. Considering the complexity and originality of the concepts presented in the didactic sequence, the performance of the students was satisfactory. The students also answered two questionnaires: one at the beginning of the sequence and the other at the end of it, which were designed to evaluate if there was a change concerning the understanding of the existence of linguistic variation and linguistic discrimination. The first questionnaire revealed that the majority of the students had already suffered and practiced linguistic discrimination; the second one showed that most of the students assimilated the notion of linguistic discrimination and broke with the concept of right and wrong in language. As a secondary objective, this work aimed to leave a legacy for teachers, because, with this dissertation, the action will not be limited to a single class only, but may contribute to Portuguese Language teaching in several schools. Also, it leaves a legacy for researchers, since this record describes an example of an academic work that applied the principle of indivisibility between teaching, research and extension. The expectation is that, united to similar works, it could be possible to set a precedent of academic papers that are theoretically grounded, practical developed and, also, concerned to social and educational matters