The diploma thesis deals with teachers' approach to pupils suffering from epilepsy, i.e. in what manner and to what extent the teachers' behaviour towards such pupils is affected by their knowledge, attitudes and self-confidence. The thesis aims to explore and describe teachers' theoretical knowledge about pupils suffering from epilepsy and their ability to implement this knowledge in the class. The thesis also finds out about the extent of teachers' confidence about the issue and their views on the disease. The thesis has been divided into two parts, theoretical and research. The theoretical part includes theory relating to epilepsy, as well as studies on teachers' knowledge and attitudes towards pupils suffering from epilepsy both in the Czech Republic and abroad, including the teacher's approach to a pupil suffering from epilepsy. The research part provides assessment of how much the teachers teaching pupils with epilepsy know about the disease, using psychometric evaluated instruments. The research part also presents results on teachers' attitudes towards epilepsy measured by the ATPE questionnaire, which is a psychometric evaluated instrument. The conclusion discusses and compares the acquired results with foreign literature.

Esta pesquisa caracteriza-se como estado da arte e traz um mapeamento das pesquisas que foram feitas a respeito do Conhecimento Pedagógico do Conteúdo (PCK) no período de 1986 a 2013. O objeto de estudo foi o material escrito (artigos, dissertações, teses, livros e trabalhos publicados em anais de congressos) que envolvem conhecimento pedagógico do conteúdo. Para isso, serviu-se dos bancos de dados ERIC (Education Resources Information Center) e SciELO (Scientific Eletronic Library Online) e da ferramenta de pesquisa ISI Web of Knowledge. Os termos utilizados para a busca foram: conhecimento pedagógico do conteúdo, pedagogical content knowledge e conocimiento didáctico del contenido nos seguintes campos - título, resumo, tema e corpo de texto. Foram encontrados 3329 trabalhos e, em linhas gerais, a quantidade de trabalhos vem crescendo, principalmente a partir de 2001. A maior parte dos trabalhos (85%) apresenta caráter empírico e são publicados na forma de artigos científicos (85%). A área de Ciências da Natureza e Matemática predomina em número de trabalhos (61%). Grande parte dos trabalhos apropria-se de duas ou mais ferramentas para a coleta de dados, constatando-se uma preferência pelo uso das entrevistas de forma geral, sendo que os descritores observações, formação de professores, análise de documentos e testes e questionários também merecem destaque. Há uma preferência em investigar o PCK de professores em formação inicial (39%) e do Ensino Fundamental (62%). No Ensino de Química, em específico, também se observou as mesmas tendências. Constatou-se que os Estados Unidos detém majoritariamente a produção acadêmica sobre o PCK. Os dados apontam para a necessidade de mais estudos teóricos sobre o PCK, especialmente na área das ciências e que enfoquem os professores experientes, além de, particularmente, os professores da Educação Infantil e do Ensino Médio. Apesar das lacunas, a quantidade de trabalhos crescente nos leva a crer que o PCK é um modelo frutífero e que tem auxiliado a compreender o conhecimento profissional de professores. / This research is characterized as state of the art and provides a mapping of the studies that have been made on the Pedagogical Content Knowledge (PCK) during the period 1986-2013. The object of this study was the comparison and assessment of written material (articles, dissertations, thesis, books, and papers published in conference proceedings) involving PCK. For this purpose, the database ERIC (Education Resources Information Center) and SciELO (Scientific Electronic Library Online) and the ISI Web of Knowledge search tool were used. The terms used for the search were: conhecimento pedagógico do conteúdo, pedagogical content knowledge, and conocimiento didactico del contenido in the following fields - title, abstract, subject, and body text. A total of 3329 items were found and it was noted that, in general, the number of items is increasing with time, especially since 2001. Most studies (85%) present empirical results and are published as scientific articles (85%). The majority of articles are in the area of Natural Sciences and Mathematics (61%). In most cases, two or more tools for data collection are used, and though, in general, there is a preference for the use of interviews and the descriptors: observations, teacher education, analysis of documents and tests and quizzes are also worth highlighting. There is a preference to investigating the PCK of teachers in initial training (39%) and in elementary schools (62%). The same trend is also observed in Chemistry education. Also worth noting is that the United States has largely academic literature on PCK. Our data indicates the need for more theoretical studies on PCK, especially focusing on science education and experienced teachers, particularly kindergarten and high school teachers. Despite the shortcomings, the increasing number of articles leads us to believe that PCK is a fruitful model and that it has helped in the assessment of the professional knowledge of teachers.

Esta dissertação apresenta os resultados acerca do estudo que foi desenvolvido no âmbito do mestrado o qual investigou como professoras de Educação Infantil da rede municipal da cidade de São Paulo, que participaram dos cursos de formação para implantação da proposta curricular Orientações Curriculares: expectativas de aprendizagens e orientações didáticas para Educação Infantil (SME/DOT, 2007), percebem e expressam a incorporação e a compreensão do currículo às suas práticas cotidianas. Diante das inovações pedagógicas propostas pelo documento, a pesquisa considerou na análise fatores como o tempo de carreira e os saberes constituídos nas trajetórias profissionais e de vida. Esses influenciam nessas mudanças? De que maneira? E as condições de trabalho, de que modo influenciam as práticas dos professores e sua disposição para mudanças? Tais questões nortearam a pesquisa desenvolvida. A discussão teórica que fundamenta a análise baseia-se nos estudos de Maurice Tardif, ao tratar dos saberes docentes que permeiam desde as questões iniciais da pesquisa até a elaboração das análises dos documentos e questionários. A questão dos tempos da carreira, que é sustentada pela produção de Michael Huberman, foi utilizada para estabelecer os critérios de seleção dos sujeitos da pesquisa, o qual explicita os ciclos de carreira dos professores, no caso do presente estudo, diante dos impactos das reformas educacionais, temática fundamentada nos estudos de Frago, sob a perspectiva das culturas escolares. Os dados empíricos foram coletados por meio de questionários, entrevistas, consulta a semanários e observação de aulas das professoras participantes e pela inserção nas escolas que atuam, descrevendo esses contextos de trabalho e a trama das relações que neles se estabelecem. Também integra o corpus documental da pesquisa a descrição das Orientações Curriculares e dos seus documentos subsequentes; por meio dessa descrição foram estabelecidas categorias de análise que subsidiaram o cruzamento dos dados. As categorias de análise são: papel do professor, concepção de infância e currículo, tempos e espaços. As considerações deste estudo evidenciam que as reformas educacionais perpassam diferentes instâncias educativas e que, ao dar visibilidade aos relatos das professoras sobre as condições reais de trabalho, percebe-se a multiplicidade dos saberes que mobilizam ao ressignificarem suas práticas e nesse processo tornam-se também autoras e produtoras de novos saberes pedagógicos. / This dissertation presents the results from a study developed during a masters degree program. The research took as its subject female teachers who work for São Paulo city in early childhood education. The teachers participated in training courses for the implementation of the innovative curricular proposal Curriculum Guidelines: learning expectations and teaching guidelines for Early Childhood Education (SME/DOT, 2007). The present study seeks to understand how these teachers perceive and express the acquisition and comprehension of the curriculum in practice COTIDIANAS while facing the proposed pedagogic innovations. Under consideration is whether the length of the teachers careers, the extent of the knowledge developed in their professional and personal lives. These affect these changes? That whay? And their working conditions may or may not be factors that influence their teaching practices and willingness to change? Such questions guide the research developed. Maurice Tardiffs study dealing with teachers knowledge provides the theoretical discussion which is the basis for this analysis, from the initial research questions to the elaborations of the document and survey analyses. The concept of career length, supported by the works of Michael Huberman, was used to establish the criteria for selecting the research subjects. The present study examines how the teacher career cycles described by Huberman are affected by educational reforms, a topic based on Fragos study, from the perspective of school culture. The empirical data was collected through surveys, interviews, analysis of the teachers journals, observation of the participants performance during their classes, and lastly, their integration at the schools as described by the work setting and the relationship networks established therein. The description of Curriculum Guidelines and its subsequent documents is also included in the research documental corpus. This description was used to establish the categories of analysis that provide support for data cross-checking. The categories of analysis are: teacher role, concepts of childhood and curriculum, time and space. The considerations of this study make clear that educational reforms apply to all aspects of different educational institutions. By lending visibility to the teachers reports about their real work conditions, the multitude of skills that give a new sense of significance to their teaching practices becomes evident. Through this process, the teachers become the authors and producers of new kinds of pedagogical knowledge.

O trabalho de pesquisa consistiu em um estudo dos documentos oficiais que orientaram o ensino de Língua Portuguesa e Literatura para o 2º grau (antiga nomenclatura do ensino médio) tendo em vista a possibilidade de compreender a relação entre as proposições inovadoras ali contidas e o trabalho de pesquisa acadêmica com o qual dialogam. Partiu-se de uma concepção de currículo como um artefato cultural, uma invenção escolar e, portanto, como prática sócio-histórica e culturalmente constituída. O objetivo desta pesquisa foi verificar em que medida os documentos curriculares balizam a seleção de conteúdos e de que modo ocorre esta seleção, em outras palavras, como se constituiu, historicamente, o currículo de literatura como disciplina escolar. A análise dos documentos curriculares permitiu-nos ponderar sobre uma relação já apontada por Geraldi (2003) que o trabalho pedagógico tende a fetichizar o produto do trabalho científico. Tal observação partiu de um exame em que foram cotejadas as várias edições dos dois tipos de documentos curriculares produzidos ao longo dos anos de 1980 no Brasil, nos quais se propunham inovações no ensino de literatura. Observamos ainda que a lógica de incorporação dos resultados do trabalho de pesquisa não é igual nos dois tipos de documento, possivelmente em função do fato de os autores dos textos publicados nos Subsídios para Implementação da Propostas Curriculares de Língua Portuguesa terem sido pesquisadores universitários, e, portanto, eles próprios responsáveis pela elaboração de uma obra original; em contrapartida, o texto da Proposta Curricular de Língua Portuguesa 2º grau, elaborado pela equipe técnica da CENP assume, em grande parte, o modo de apropriação do trabalho científico apontado por Geraldi (2003), sendo possível atribuir aos autores do Subsídios a noção bourdiesiana de auctor e aos autores da Proposta Curricular a de lector. A pesquisa permitiu-nos concluir que esse modo peculiar de apropriação do trabalho científico explica, em parte, a permanência de práticas arraigadas à tradição, embora mescladas a algumas proposições inovadoras. Esta mescla caracteriza a relação compósita dos saberes docentes (Tardif, Lessard, Lahire), outra categoria de análise mobilizada para analisar a questão. Compreendemos, finalmente, que o modo como os docentes podem mobilizar esses saberes é regido, em última instância, pela noção de táticas de consumo (De Certeau, 1994), explicando o que, num primeiro olhar, parece apenas uma burla dos mecanismos de controle impostos pelo currículo, configura-se na verdade, como um mecanismo de busca dos protocolos de ação, mais do que pelos protocolos da pesquisa científica (Anne-Marie Chartier, 2007). / The dissertation consists on a study of official documents which orients Portuguese and Literature for the Secondary Level, considering a possibility to understand the relation between the innovation proposals and the work resultant of academicals research. Our starting point was a conception of curriculum as a cultural artifact, a school invention and, so, a sociohistorical e culturally constituted practice. The aim of this research was to verify if curriculum documents establishes the teaching contents selection and how is this selection made, in other words, how the literature (as school discipline) curriculum was historically constituted. Analyzing the documents we could consider a relation which Geraldi (2003) had already pointed: the pedagogical work presents a tendency to fetishism of the scientific works product. Such observation is linked to an exam which varied editions of both kind of curriculum documents were compared. We considered only the documents produced along the eighties in São Paulo, Brazil. Both proposed innovation in literature teaching, but we observed that the logic of the incorporation of scientific works products is not equal in both documents, possibly due to the fact that the authors of the texts published in the guide Subsídios are academic researchers, and so, they are, themselves, the responsible of an original work elaboration, on the other hand, the text of Proposta Curricular de Língua Portuguesa 2º grau, elaborated by the technical team of CENP assumes, in major, the way which the scientific work (remarked by Geraldi, 2003) is appropriated. This aspect allowed us to attribute to the authors of Subsídios the bourdieusian idea of auctor, and to the authors of Proposta Curricular the idea of lector. The research also allowed us to conclude that this peculiar way of appropriation of the scientific works explain, partially, the permanence of practices rooted in tradition, although mixed to some of the innovation proposals. This mix characterizes the composite relation of teaching knowledge (Tardif, Lessard, Lahire, 1991), another point of view used to understand the question. At last, we understood that the way teachers may mobilize such knowledge is determined by the idea of consumption tatics (as proposed by De Certeau, 1994), explaining what, in a first sight may look just a way to not attend to the control mechanism represented by curriculum, configures, in fact, a mechanism of search for the action protocols, more than the scientific research protocols (Anne-Marie Chartier, 2007).

Made available in DSpace on 2015-03-04T20:03:28Z (GMT). No. of bitstreams: 0 Previous issue date: 13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A pesquisa teve por objetivo investigar a ação da supervisão escolar, enquanto mediadora do processo de ruptura de posturas tradicionais e de construção de novos saberes, no cotidiano da escola, tendo como campo empírico a Escola Municipal de Ensino Fundamental Senador Salgado Filho – SL/RS, a qual implementou, sob a coordenação da supervisão, o Projeto de Isonomia de Carga-Horária e Salas Temáticas – uma reorganização do tempo e do espaço escolar! A investigação teve caráter qualitativo e o estudo foi organizado sob duas categorias centrais (a ação supervisora e os saberes dos professores), possibilitando o diálogo com pesquisadores que deram sustentação teórica para a compreensão dos achados. Chistov, Cunha, Pimenta e Placco, fundamentalmente sustentaram a primeira categoria; e Charlot, Gómez, Libâneo, Pimenta, Tardif, a segunda. Outros pesquisadores iluminaram as descobertas desta pesquisa, trazendo referencias para as duas categorias, tais como Azevedo, Brandão, Freire, Rios e Sousa Santos. Na busca pelo

Made available in DSpace on 2015-03-04T20:04:56Z (GMT). No. of bitstreams: 0 Previous issue date: 26 / Nenhuma / O objetivo desse estudo foi, a partir de narrativas de professores do município de Montenegro/RS, investigar práticas pedagógicas inclusivas, procurando compreender os saberes necessários aí construídos. A questão central indagava: Quais são e como podem ser construídos os saberes necessários à prática dos professores para a inclusão de alunos com necessidades educacionais especiais? Para participar da pesquisa, selecionei cinco professoras dessa rede municipal de ensino, que atuam na Educação Básica nos níveis da educação infantil, ensino fundamental, educação de jovens e adultos e no serviço do laboratório de aprendizagem e que, ao longo de suas carreiras, incluíram em suas práticas alunos com necessidades educacionais especiais. A pesquisa se fundamentou na abordagem qualitativa e apoiou-se em Aranha (2005), Mantoan (1997, 2005), Edler Carvalho (2006), Sassaki (1997), Mazzota (1987) e Delors (1998), Gauthier (2006), Pimenta (1999), Tardif (2002), Osório Marques (1988, 1990, 2003), Montero (2001) e Sarmento / This study aimed at investigating inclusive education practices, from what teachers of the city of Montenegro/RS said, trying to comprehend the knowledge needed, built there. The main question was: Which are and how can the knowledge needed for the practice of the teachers be built for the inclusion of students with special educational needs? For participating in the study, I selected five teachers from the municipal system of education, that work with basic education in the levels of kindergarten, elementary school, education for teenagers and adults and in the laboratory service of learning and that, during their careers, included in their practices, students with special educational needs. It was chosen a qualitative approach and the research was supported on Aranha (2005), Mantoan (1997, 2005), Edler Carvalho (2006), Sassaki (1997), Mazzota (1987) and Delors (1998), Gauthier (2006), Pimenta (1999), Tardif (2002), Osório Marques (1988, 1990, 2003), Montero (2001) and Sarmento (1994). From the analysis, it

Submitted by Jailda Nascimento (jmnascimento@pucsp.br) on 2016-10-20T16:08:14Z No. of bitstreams: 1 Neire Sueli Munhoz.pdf: 16862862 bytes, checksum: aeb201eeb1932d666a932852663914d4 (MD5) / Made available in DSpace on 2016-10-20T16:08:15Z (GMT). No. of bitstreams: 1 Neire Sueli Munhoz.pdf: 16862862 bytes, checksum: aeb201eeb1932d666a932852663914d4 (MD5) Previous issue date: 2016-09-06 / The main objective of this master thesis is the analysis of the impact of the Pnaic (National Pact for Literacy in the Right Age) on the continuous training of teachers from 1st, 2nd, and 3rd years at the municipal education system of Barueri. The thesis examines how the training provided by the Pnaic influenced the teachers’ practice in the classroom, their acquisition of new knowledge, and how it contributed to the amelioration of the students’ teaching and learning processes. Focusing on the Pnaic training given for the discipline Mathematic during the year 2014, the methodology consisted on the qualitative analysis of interviews (of both teachers and school managers) and documentary analysis of portfolios. Theoretical substantiation of this work came from authors (such as Placco, Tardif, Imbernón e Nóvoa) that emphasize the importance of a continuous and permanent education process, in which the knowledge and competences of teachers are valued in their human and technical facets, and applied to enhance students’ knowledge. The main results of this thesis corroborate the relevance of educational public policies for education of teachers, which are based on the strengthening of previous theoretical and practical competences and on the building of new practices to promote the development of cognitive and affective capabilities of the students / A dissertação teve por objetivos estudar e analisar as implicações da formação continuada de professores alfabetizadores de primeiro, segundo e terceiro anos, na Rede Municipal de Ensino de Barueri, a partir da Formação do Pacto Nacional pela Alfabetização na Idade Certa – Pnaic, no componente curricular Matemática. Buscou compreender a prática dos professores, a partir dessa formação, bem como investigar se essa formação auxiliou na mobilização dos saberes docentes e na construção de práticas direcionadas para a melhoria do processo de ensino e aprendizagem dos alunos dessas séries. Considerou como referencial empírico a prática docente de professores que participaram do PNAIC-Matemática no ano de 2014. A metodologia utilizada foi a abordagem qualitativa apoiada nos procedimentos de entrevista coletiva com os professores e gestores de duas escolas e de análise documental do portfólio montado durante o ano de formação. Os teóricos que fundamentaram esse trabalho foram Placco (2006), Tardif (2014), Imbernón (2011) e Nóvoa (1999), que enfatizam a importância da formação dos professores como um processo contínuo e permanente, no qual seus saberes devem ser valorizados e incentivados em todas as dimensões das relações humanas e técnicas, para que possam mobilizar seus conhecimentos em prol da construção de conhecimentos com seus alunos e seus pares. O resultado da pesquisa parece confirmar a importância das políticas públicas de programas de formação baseados na reflexão e no fortalecimento dos conhecimentos teóricos e práticos do professor, fundamentando sua ação docente, pela articulação entre a teoria e a prática

The aim of this study is to enlarge knowledge concerning teachers´ knowledge creation in their everyday practices. Of central importance are questions concerned with what a teacher’s daily work looks like, to what areas does the knowledge a teacher develops in her/his daily work belong and what is their content. The major area of interest involves how the day-to-day knowledge is created as well as which type of teaching that dominates. The study is based on ethnographic fieldwork. That implies the use of a wide range of data from different sources, in my case, participating observations, different kinds of interviews and informal conversations. I followed two senior level teachers over time, one for half a year and the other for almost a whole year. Teachers´ work. The results show that teachers’ work is immediate, unpredictable, intensive and oriented by action. The relational character of the work is in focus however. Teacher’s work on building relationships with their pupils is continuously ongoing the whole time and everywhere. Relationships are created and upheld. The teaching, which is the teachers’ main task, does not take the pure form that one could assume but in many respects consists of relationships, even if at a first glance this does not appear to be the case. I have found that beyond a teacher’s actions there is often a relationship-based explanation. Yet another task that takes another form than that one could imagine and that is continually present in the everyday work is that which I call work related to grade-setting. Teachers´ knowledge. I have discovered a number of dimensions of teachers’ practical knowledge that can be considered as ”new”. These originate principally from two main areas: Pupils and teaching. The pupil-related knowledge consists of four categories: individual knowledge, “reading” knowledge, relational knowledge and care knowledge. The teaching-related categories of knowledge are: tactical didactic knowledge, subject-didactic knowledge, meta-knowledge and survival knowledge. I regard all these forms of knowledge as contextual. They are also personal as they are created by the teacher in a unique environment. My impression is that the forms of knowledge are also use-oriented and that most of them comprise a social dimension. Teachers´ knowledge creation. My findings show that teachers´ knowledge creation in everyday practice takes place within three areas, relational work, practical didactic improvement and work related to grade-setting. What I mostly find in the teachers is knowledge creation of an extremely refined manner. They test, adapt, change and improve both for their own sake and for the pupils. I use the term refinement learning for this process. Most of the knowledge creation in teachers takes place through interaction foremost with individuals, but even with texts and objects. This is explained by the profession’s relational character. The situations the teachers are involved in are never exactly the same but demand modifications to strategies previously used. Learning is here seen as invite-initiated and is best understood from a situated perspective. The interplay processes alone however cannot explain the knowledge creation that occurs. The teachers’ reflections about their teaching, which lead to new lesson elements is one example. The creation of knowledge can then best be explained from a constructivist perspective even if it also has its origin in interactive situations. Here, learning is more self-initiated. Knowledge creation can be regarded as necessary, as all the situations the teacher is involved in require solutions. They can also be regarded as natural situations as the teacher is obliged to promote both the pupils’ learning and development. This forces them to formulate explanations in all possible ways and means so that the pupils understand, as well as their creating a favourable environment so that both learning and development are encouraged. Thus teachers’ knowledge creation arises when they are working. They must learn in order to be able to handle the job itself.

This study examined teachers‘ knowledge for teaching algebra, with a particular focus on teaching the concept of function and quadratic relations in China and the United States. An embedded mixed methods design was adapted, a design in which the main data set consists of written answers to a questionnaire, while the supportive data set is comprised of the written answers to open-ended questions and follow-up interviews. A structural equation model was adopted to analyze the status and structure of teacher knowledge for teaching algebra in China and the U.S. A qualitative analysis of the answers to the open-ended questions and follow-up interviews is aimed to further illustrate and interpret the quantitative findings. Three hundred and seventy six Chinese and 115 U.S. prospective middle and high school mathematics teachers participated in this survey. Based on an extensively quantitative and qualitative data analysis, the following conclusions were made. First, the Chinese participants demonstrated a stronger knowledge for teaching algebra when compared with their U.S. counterparts. Second, the structure of knowledge for teaching algebra of the Chinese participants is much more interconnected than that of their U.S. counterparts. Third, the Chinese participants showed flexibility in choosing appropriate perspectives of function concept and in selecting multiple representations in contrast to their U.S. counterparts. Fourth, this flexibility is found to be closely related to school math and teaching math. Finally, the number of college math and math education courses taken impacts teachers‘ knowledge for teaching algebra. The findings of this study hold several implications for mathematics teacher preparation in general and studies on mathematics teachers‘ knowledge in particular. Theoretically, the complexity of understanding and measuring mathematics teachers‘ knowledge for teaching was examined and discussed. This study also enriches the understanding of mathematics teachers‘ knowledge for teaching at middle and high schools in China and the United States. Specifically, the Chinese practice of developing teachers‘ basic knowledge, skills, and flexibility provides an alternative for U.S. mathematics teacher educators to reflect on their practice. Practically, what we can learn from this study to improve mathematics teacher preparation in China and the U.S. is discussed. Finally, the limitations of this study are discussed and further studies are suggested.

The aim of this study is to investigate the environmental knowledge level of teachers, who teach the elementary science and technology course, and to explore possible relationships between environmental knowledge level and their demographic attributes. In this study, data was obtained by the instrument developed by the researcher to 183 teachers from 91 selected elementary schools throughout &Ccedil / ankaya and Yenimahalle districts of Ankara in spring 2005-2006 semester. The results of the study indicated that participant did not take adequate environmental education neither preservice nor inservice education. Teacher in the study used media (visual or printed) to reach environmental information. Majority of the teachers in the study had average knowledge about environmental concepts and only small number of teachers had adequate knowledge level about environmental concepts. The main predictor of teachers&rsquo / knowledge were teaching experience, class hours taught in a week and being a part of an environment project.