A full dissertation submitted in fulfilment of the requirements for the degree of Masters in Education Presented to the Faculty of Education and Social Sciences 2015 / In Africa, throughout the history of schooling, many teachers have been confronted by the demanding situation of teaching two or more year groups in the same classroom although data on this multi-grade phenomenon is scarce. Although reading is a fundamental competency and the core of our curriculum, a gap exists in practice. In multi-grade classes the gap is wider as a result of the different grades and varying abilities within the grades. The present study was motivated by the researcher’s concern for the status of reading in all Foundation Phase classes. This study answers one main question: How do teachers in two urban multi-grade classrooms teach reading in the Foundation Phase? The two sub-questions are: What are the current reading practices in urban multi-grade classrooms in the Foundation Phase? What challenges do teachers of urban multi-grade classes face when teaching reading in the Foundation Phase? The conceptual framework that was central to answering the two sub questions includes four theorists namely: Lave and Wenger’s (1991) Vygotsky’s (1978); Bronfenbrenner’s (1990) and finally Piaget’s (1972) stages of cognitive development including pre-operational stage and concrete operational stage. The literature review highlights the physical setting of the multi-grade classrooms, debates the advantages and limitations of urban multi-grade teaching, compares the National Curriculum Statement (NCS) 2005 and the Curriculum Assessment Policy Statement (CAPS) reading curriculum, briefly deliberates the stages of reading development and finally discusses the variety of reading practices. A qualitative interpretive case study research design was formulated to explore the complex phenomenon of urban multi-grade reading practices in the Foundation Phase. The first research question explored the reading practices found in two urban multi-grade classes, and the findings include four themes which are: stories, vocabulary, comprehension and reading. The second sub-question, focussed on the challenges the urban multi-grade teachers experienced. In conclusion this study reveals that reading can be taught successfully in urban multi-grade classes. Teaching reading in multi-grade classes may foster the emotional, intellectual, social and academic well-being of learners. Secondly although the two urban multi-grade teachers faced many challenges, with the necessary support structures in place, these challenges could be minimized.

The diploma paper presents whole study material relevant to field of the whole numbers for listeners of primary school teaching needs. Theoretic part deals with the whole numbers problems from several authors aspects. I find out level of the skills about the whole numbers of children in the 1st and the 5th grade of the primary school and the pedagogic faculty JČU students in this practical part. Further I am focus on primary school teachers approach to this problems. Part of my diploma paper is collection of the exercise for primary school students and teachers during practice.

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-04-18T18:51:35Z No. of bitstreams: 2 Dissertação - Elisa Regina da Cruz - 2017.pdf: 9218411 bytes, checksum: 3d1673c63a84a2b1a63832e5834121cb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Rejected by Luciana Ferreira (lucgeral@gmail.com), reason: Na citação a primeira data é da publicação e a última que é a da defesa. on 2017-04-20T12:11:25Z (GMT) / Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-04-27T20:23:28Z No. of bitstreams: 2 Dissertação - Elisa Regina da Cruz - 2017.pdf: 9218411 bytes, checksum: 3d1673c63a84a2b1a63832e5834121cb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-05-03T12:18:59Z (GMT) No. of bitstreams: 2 Dissertação - Elisa Regina da Cruz - 2017.pdf: 9218411 bytes, checksum: 3d1673c63a84a2b1a63832e5834121cb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-05-03T12:18:59Z (GMT). No. of bitstreams: 2 Dissertação - Elisa Regina da Cruz - 2017.pdf: 9218411 bytes, checksum: 3d1673c63a84a2b1a63832e5834121cb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-03-15 / The objective of this research was to analyze the theoretical and methodological conceptions of geographic climatology in Geography teaching with teachers who teach classes in the final years of elementary school, specifically in the 6th year of the Jataí-GO Municipal Network. This research sought to highlight the emergence of geographic climatology with the studies of Monteiro (1971), Sette (2002), Zavattini (2004, 2014), Sant'Anna Neto (2008) and Ferreira (2012) among others. In education the contributions were added through papers published in the Brazilian Symposium on Geographic Climatology (SBCGs). It is a research with a qualitative essence, that privileges a study of action research. As a result of the research it was identified in the annals of the SBCGs about the geographic climatology in the education, and the data showed that there has been an advance in the last years, being that the South region from the creation of the symposium was the first region to publish a work directed to The teaching of climatology. The Southeast region was the region that from 1996 published in all the events. However, we highlight the participation of the Central West region that in 2012 was the region that most published and the Northeast also made a great contribution from 2000. The works present researches for the construction of meteorological apparatus, visit the meteorological station The use of music, film, popular sayings, cloud watching, the use of satellite imagery and games. The contents of climatology verified in the book presents a language Clear, except in the content on the seasons of the year. The work encourages creativity and suggests activities that allow a relationship Local and global and makes use of cartography Representing the elements Of climate on maps facilitates the reading and visualization of phenomena. The collection presents possibilities for exploration reflective that focus the space as a whole with different temporalities, spatialities and discusses the problems environmental Global that allows that the teacher perform one job at perspective of climatology geographical. In the definition of climate and time, the book brings a concept mixed and a climatology traditional and a climatology Geographical And on the knowledge of climatology geographical in Monteiro All teachers said they did not know. Thus, it was verified the importance of intervening through an action, Organized with the support of the book, suggestion resource audiovisual Captain Tormenta and Paco en seasons of the year, consulted at the site of MEC. This object of learning allowed accomplish na activity interactive and you decide to navigate. The use of the song the pequi of Marcelo Barra was suggested to the teachers because it allows to relate the seasons with the reality of the student. The sequence was pointed out by the teachers as an material excellent, easy to understand. The contents cited in the book and the resource of Captain Tormenta and Paco in seasons of the year Brings riddles and multimedia animations that allow the use of the object as a motivator of learning. / A pesquisa teve como objetivo analisar as concepções teóricas e metodológicas da climatologia geográfica no ensino de Geografia com os professores que ministram aulas nos anos finais do ensino fundamental, especificamente no 6º ano da Rede Municipal de Jataí-GO. Essa investigação buscou elencar o surgimento da climatologia geográfica com os estudos de Monteiro (1971), Sette (2002), Zavattini (2004, 2014), Sant’Anna Neto (2008), Ferreira (2012) entre outros. Na educação as contribuições foram acrescentadas por meio de trabalhos publicados nos Simpósios Brasileiro de Climatologia Geográfica (SBCGs). Trata-se de uma pesquisa com essência qualitativa, que privilegia um estudo da pesquisa ação. Como resultado da pesquisa identificou-se nos anais do SBCGs acerca da climatologia geográfica na educação, e os dados mostraram que houve um avanço no últimos anos, sendo que a região Sul desde a criação do simpósio foi a primeira região a publicar um trabalho voltado para o ensino de climatologia. A região Sudeste foi a região que a partir de 1996 publicou em todos os eventos. No entanto destacamos a participação da região Centro Oeste que em 2012 foi a região que mais publicou e o Nordeste também obteve um grande contribuição a partir de 2000. Os trabalhos apresentam pesquisas voltadas para a construção de aparelhos meteorológicos, visita a estação meteorológica, a utilização de música, filme, ditos populares, observação de nuvens, a utilização de imagens de satélite e jogos. Os conteúdos de climatologia verificados no livro apresentam uma linguagem clara, exceto no conteúdo sobre as estações do ano. A obra incentivam a criatividade e sugerem atividades que permitem uma relação local e global e faz o uso da cartografia representando os elemento do clima em mapas que facilita a leitura e visualização dos fenômenos. A coleção apresenta possibilidades de exploração de forma reflexiva que enfoque o espaço como uma totalidade, com diferentes temporalidades, espacialidades e discute os problemas ambientais globais que permite ao professor um trabalho nas perspectiva da climatologia geográfica. Na definição de clima e tempo o livro traz um conceito misto de uma climatologia tradicional e uma climatologia geográfica e sobre o conhecimento da climatologia geográfica a partir do estudo de Monteiro todos os professores afirmaram não ter conhecimento. Assim, verificou-se a importância de intervir por meio de uma ação, organizada com apoio do livro, sugestão de recursos audiovisual Capitão Tormenta e Paco em estações do ano, consultado no site do MEC. Este objeto de aprendizagem permitiu realizar uma atividade interativa onde o usuário decide a navegação. A utilização da música “o pequi de Marcelo Barra” foi sugerida aos professores pois permite relacionar o tema estações do ano com a realidade do aluno. A sequência foi apontada pelos professores como um material ótimo, de fácil compreensão. Os conteúdos são citados no livro e o recurso do Capitão Tormenta e Paco em estações do ano traz charadas e animações multimídia que permitem a utilização do objeto como motivador da aprendizagem.

Made available in DSpace on 2016-08-17T13:54:06Z (GMT). No. of bitstreams: 1 delcineide maria ferreira.pdf: 828193 bytes, checksum: 40376fc0055ce8d9336467cdec9b19ba (MD5) Previous issue date: 2006-01-14 / The present paper seeks to evidence all contribtions that the teaching of History can offer to High School students (as well as other levels; we stressed High School students due to the theoretical cut of this study) through a pedagogic pratice that takes in consideration analysis and reflexion. This way, facing the chaotic picture of public education (as well private one) in Brazil, especially in the State os Maranhão, the worry about a teaching im which it is possibile the active and critical participation of the person before different social instances is considered here very importat. A theaching capable of make possibile for students to find themselves in modern world as well as see themselves as human beings who cam transform, build an participate. However, it has to be stressed that the limits of a society acostumated to define positions require an education of this kind. The research will be conducted from the theoretical analysis as well as interviews with teachers from two public schools in São Luís City (Liceu Maranhense High School and Complexo Educacional Edison Lobão High School); afterward, there will be elaborated a report of the research as part of a future dissertation. / O presente trabalho procura evidenciar as contribuições que o ensino da História pode oferecer ao aluno do Ensino Médio mediante uma prática pedagógica que leve em consideração a análise e a reflexão. Diante do quadro caótico da educação pública (e também privada) de nosso país, e especialmente em nosso Estado, consideramos oportuna a preocupação com um ensino que oriente para a participação ativa e crítica do indivíduo frente às diferentes instâncias sociais, um ensino capaz de possibilitar ao aluno situar-se no mundo, perceber-se um ser que transforma, constrói, participa. Entretanto, não deixamos de ressaltar os limites que uma sociedade acostumada a definir posições impõe a uma educação desse tipo. A pesquisa encaminhar-se-á a partir da análise teórica e de entrevistas gravadas com professores de duas escolas públicas de São Luís MA (Liceu Maranhense e Complexo Educacional Edison Lobão), e posteriormente procederemos à elaboração do relatório da pesquisa de campo com parte da dissertação.

No description available.

M.Ed. / New vistas for research among educationists are being introduced through the implementation of the Revised National Curriculum Statement (RNCS), the second phase of Outcomes-Based Education (OBE) in South Africa that will be put into practice for the Foundation Phase from 2004. This essay seeks to engage at grassroots level with the people who are experiencing the new dispensation in the teaching of Literacy in the Foundation Phase: the educators, the learners and their parents and the district officials. It is a vital part of the change process, and the sustaining of the Revised National Curriculum Statement (RNCS), that the present reforms are encouraged at all centres of learning: to this end educators are being trained during their holidays. The revised curriculum aims are empowering both learners and educators, with a particular emphasis on offering learners the necessary opportunity to equip themselves for life in society once they have finished school. The setting of the study is a school in Gauteng, 90% of whose learners are from the informal settlement of Bekkersdal with its highly congested homes. The overcrowding in the shacks contributes to the difficulty of the learners in the area to master their work, and it is left to educators in the area to bear full responsibility for the education of the learners, for parents in the area are unable to be involved in the process for most of them are illiterate. Individual educators in the school, aware of the sociological factors that impact in a negative manner on the schooling in the area, are expected to “go an extra mile” to empower learners so that they, becoming literate, have the opportunity to construct knowledge by means of knowledge sharing, exploration, asking questions and active participation in the classroom. / Dr. M.C. van Loggerenberg

M.Ed. (Educational and Learning Support) / The research problem addressed in this research essay focused on the teaching strategies that were used by the teacher in the classroom to facilitate inclusion. The investigation was carried out with the aim of exploring these teaching strategies. The South African Constitution supports the inclusion of learners with barriers to learning and development in regular classrooms as a human rights issue. This right is further underpinned by White Paper 6, which compels all the schools to admit and accommodate these learners in their classrooms. One of the aims of inclusion is quality education for all. The change to inclusion implies that teachers are required to adapt their teaching strategies to accommodate all learners in their classrooms. This means that teachers need to be trained in the relevant teaching skills if they are to accommodate the needs of all learners in their classrooms. Qualitative research methods were used for data collection and analysis. The literature review in this investigation was confined to inclusive teaching strategies, the teacher used to accommodate learners with barriers to learning in her classroom. It also included the development of an inclusive education and training system, the principles of inclusive teaching strategies and the role of the educator in response to change. To identify the school and a suitable classroom for observation, purposive sampling was used. Two individual interviews and four observations were used to collect data. Data collection took place in a classroom situation were the researcher observed the strategies the teacher used to include all learners in the classroom. Data analysis in this study was done using the constant comparative method. Findings indicated that the teacher adapted her teaching strategies to accommodate learners with barriers to learning and development in her classroom. The strategies she used were co-operative learning, direct instruction and motivation. She has found the value of collaborating with colleagues and thus began the process of teacher support. The Education Support Services can use the findings of the investigation towards the structuring of training for teachers in inclusive settings.

[pt] O presente trabalho visa investigar a produção escrita de alunos de uma escola pública da rede estadual do Rio de Janeiro, buscando observar o grau de letramento em língua portuguesa como primeira língua, apresentado por esses alunos ao ingressarem no Ensino Médio e quando estão prestes a conclui-lo. A pesquisa insere-se na área de Linguística Aplicada, voltada para a relevância social do uso da língua (Moita Lopes, 2006), adotando uma abordagem textual à escrita (Hyland, 2002) e seguindo pressupostos teórico-metodológicos da Lingüística Sistêmico-Funcional, que se ocupa do estudo da língua enquanto sistema de significados e suas funções nos contextos culturais e situacionais. Enfocando o estudo do uso da metáfora gramatical (Halliday, 1994) em textos escolares, através do emprego de nominalizações, este trabalho propõe as seguintes questões: 1) Os alunos do Ensino Médio empregam a metáfora gramatical em seus textos produzidos em sala de aula? 2) O uso de uma linguagem gramaticalmente mais metafórica aumenta durante o ciclo do Ensino Médio? 3) O uso de nominalizações contribui para a melhoria no letramento dos alunos? O conjunto de textos analisados neste estudo consiste em um questionário social, respondido por 40 (quarenta) alunos de duas turmas, uma do primeiro ano e outra do terceiro ano, para que possamos entender quem são os sujeitos sóciohistoricamente construídos, que compõem estas salas de aula. Exercícios de transformações de estruturas verbais em nominais foram feitos por alunos do primeiro ano e do terceiro do Ensino Médio, e analisados para observar o domínio da metáfora gramatical através do uso de nominalizações. Redações escritas por esses alunos (N=50) também foram analisadas com o objetivo de verificar o uso da metáfora gramatical no momento da elaborar os textos escritos em sala de aula. Os resultados da pesquisa indicam que os alunos apresentam um maior domínio da metáfora gramatical quando chegam ao terceiro ano, entretanto não fazem uso de uma linguagem gramaticalmente mais metafórica ao redigir seus textos em sala de sala de aula, mostrando certa dificuldade em fazer uso amplo de transformações gramaticais na escrita. / [en] The present work aims at investigating the written production of students at a state school in Rio de Janeiro, in order to verify the degree of literacy in Portuguese as a first language of the students as they enroll in secondary school and when they are about to complete it. This Applied Linguistics research, emphasizes the social relevance of the use of language (Moita Lopes, 2006), adopting a textual approach to writing (Hyland, 2002) and following theoretical and methodological assumptions of Systemic-Functional Linguistics, which views language as a system of meanings and functions in both situational and cultural contexts. Focusing on the study of the use of grammatical metaphor (Halliday, 1994) in school texts, through the use of nominalizations, this research proposes the following questions: 1) Do students in secondary school employ the grammatical metaphor in their texts produced in the classroom? 2) Does the use of a more grammatically metaphorical language increase during the cycle of high school? 3) Does the use of nominalizations help to improve the students’ literacy? The set of texts analyzed in this study consists of a social questionnaire, answered by 40 (forty) students in two classes, one of the first year and the other of the third year, so that we could understand who the socio-historically constructed subjects that compound these classrooms are. Exercises that aim at transforming verbal structures into nominal were done by students of the first and third years of secondary school, and analyzed to observe the control of grammatical metaphor through the use of nominalizations. Essays written by these students (N = 50) were also analyzed with the purpose of verifying the use of grammatical metaphor while writing the texts in the classroom. Research results indicate that students have a greater control of grammatical metaphor when they achieve the third year of secondary school. However, they do not use a more grammatically metaphorical language to write their texts in the classroom, showing certain difficulty of using largely grammatical transformations in writing.

[pt] Esta pesquisa propõe que a desmotivação que marca a relação de muitos jovens com a escola poderia ser abrandada caso existissem mais espaços de diálogo com os agentes da instituição, especialmente em situações que permitissem aos alunos a expressão de seus dilemas, sugestões de mudanças e acolhimento das mesmas. Este pressuposto surge da articulação entre referências teóricas da sociologia da juventude e da educação, da psicologia e da filosofia da linguagem, que indicou a necessidade de estudar-se o jovem em sua condição situada, agente que constroi sua própria identidade através da linguagem e da narrativa. O objetivo desta pesquisa foi, por um lado, compreender quais são os discursos que competem na construção da identidade aluno dos jovens participantes da pesquisa e, por outro, avaliar como as situações de expressão individual e de interação permitem que essas identidades se (re)elaborem de forma consciente. Para tanto, convidamos dois grupos de jovens do Ensino Médio de uma escola pública na zona sul do Rio de Janeiro para participar de oficinas de elaboração de um roteiro e de videogravação. Desenvolvemos, com base na abordagem de pesquisa autobiográfica, uma metodologia composta por três partes: (1) uma redação autobiográfica individual, (2) a elaboração coletiva de um roteiro de inspiração autobiográfica e (3) uma entrevista individual videogravada. A análise dos depoimentos dos participantes mostrou que, apesar de apresentarem dilemas semelhantes próprios da fase de transição e do contexto socioeconômico em que vivem, os jovens elaboram de formas diversas suas identidades e projetos de trajetória de vida. / [en] This research suggests that the lack of motivation that marks the relationship of many young people with school could change if there were more opportunities for dialogue with the institution, specially through providing situations that allow students to express their dilemmas and ideas. This assumption stems from the connection found between theoretical references in the areas of sociology of youth and education, psychology and philosophy of language. Such connection indicated the need to study the student in his/her situated condition, as an agent who constructs his/her own identity through language and narratives. The aim of this study was first, to understand what are the competing discourses in the construction of student identities for those involved in the research, and, second, to analyze how the situations of individual expression and interaction allow those identities to be consciously re-constructed. To this end, we invited two groups of high school students from a public school in the city of Rio de Janeiro to participate in workshops and prepare a script that would then be video.

This study examines the extent to which teachers in Senior Primary Schools who have obtained a professional qualification in Environmental Education, implement Environmental Education in their schools. It also explores factors which influence the implementation of Environmental Education at the Senior Primary School. Teachers who had qualified from Tlhabane and Hebron Colleges of Education were interviewed as were the principals of their schools and some of the lecturers who had taught them Environmental Education. The implementation of Environmental Education was addressed by means of comparing the teacher's responses with Primary Environmental Education Teacher Competencies as suggested by Glasgow and Robinson (1986) and Lahiry et al (1988). The information was deduced from the teachers responses from semi-structured interviews and were qualitatively analysed.