Cette recherche de thèse questionne la dimension matérielle des pratiques, et plus particulièrement celle concernant les outils d’enseignement et d’apprentissages que constituent les affiches. Mon objet de recherche se construit dans l’analyse du discours des enseignants et de celui des élèves. Je tente d’identifier leurs représentations et leurs conceptions de l’affiche, telles qu’ils disent la pratiquer, telles qu’ils s’y investissent selon les pédagogies qu’ils mettent en place. La caractérisation des pratiques d’affichage selon les disciplines scolaires contribue à des modélisations dans les espaces didactique et institutionnel, dans celui des manuels scolaires, des pratiques enseignantes et des pratiques des élèves. / This thesis research questions the material dimension of practices, especially that concerning the teaching and learning tools that are posters. The topic of my research is built into the analysis of the speech of teachers and the pupils. I try to identify their representations and views of the poster, as they say the practice, as they invest themselves according to the teaching methods they implement. The characterization of the poster practices according to the practical school subjects contribute to modeling in teaching and institutional spaces, in one of textbooks, teaching practices and pupils practices.

Submitted by Maria Bernadete Dos Santos (mariabpds@id.uff.br) on 2017-08-31T12:36:53Z No. of bitstreams: 5 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Luciano.pdf: 12206545 bytes, checksum: b9537fcf4c08c3f3ddefb4493ccf5b56 (MD5) Caderno do Professor.pdf: 296859 bytes, checksum: 0729ece613bee420088994ece804d1db (MD5) Cadernos de Conclusão do Aluno.pdf: 649890 bytes, checksum: 2d235e34f86ca818b10be27c03f5e6b3 (MD5) Cadernos de Experimentos do Aluno.pdf: 8220310 bytes, checksum: 77a3de899d4c4327512c7a75d2e825ed (MD5) / Approved for entry into archive by Biblioteca Central do Valonguinho Biblioteca Central do Valonguinho (bcv@ndc.uff.br) on 2017-09-04T22:33:00Z (GMT) No. of bitstreams: 5 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Luciano.pdf: 12206545 bytes, checksum: b9537fcf4c08c3f3ddefb4493ccf5b56 (MD5) Caderno do Professor.pdf: 296859 bytes, checksum: 0729ece613bee420088994ece804d1db (MD5) Cadernos de Conclusão do Aluno.pdf: 649890 bytes, checksum: 2d235e34f86ca818b10be27c03f5e6b3 (MD5) Cadernos de Experimentos do Aluno.pdf: 8220310 bytes, checksum: 77a3de899d4c4327512c7a75d2e825ed (MD5) / Made available in DSpace on 2017-09-04T22:33:00Z (GMT). No. of bitstreams: 5 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Luciano.pdf: 12206545 bytes, checksum: b9537fcf4c08c3f3ddefb4493ccf5b56 (MD5) Caderno do Professor.pdf: 296859 bytes, checksum: 0729ece613bee420088994ece804d1db (MD5) Cadernos de Conclusão do Aluno.pdf: 649890 bytes, checksum: 2d235e34f86ca818b10be27c03f5e6b3 (MD5) Cadernos de Experimentos do Aluno.pdf: 8220310 bytes, checksum: 77a3de899d4c4327512c7a75d2e825ed (MD5) / Neste trabalho, através de questionários diagnósticos realizados com professores e alunos do Colégio Estadual Walter Orlandini (CEWO) constatou-se que a pouca utilização do laboratório de Química do colégio devia-se, principalmente, a falta de material de apoio à experimentação. Pelo fato do laboratório ser considerado pelos docentes e discentes do CEWO um importante recurso didático na melhoria do ensino-aprendizagem de Química, foi elaborado materiais de apoio às aulas experimentais dos três anos do Ensino Médio desse colégio fundamentados nos aportes teóricos da aprendizagem significativa crítica de Marco Antonio Moreira e epistemológicos de Gaston Bachelard. O caderno do professor possui orientações para organização e desenvolvimento de atividades laboratoriais que foram testadas no ano de 2013 e 2014. Os cadernos de experimentos dos alunos foram escritos de forma simples visando a autonomia dos alunos nas atividades experimentais e na liberdade de ação do professor para que o ensino se tornasse socialmente ativo. Nesses cadernos os alunos desenvolverão a aprendizagem investigativa, anotarão e analisarão dados, elaborarão hipóteses e pré-conclusões, desenvolverão a capacidade de argumentação numa relação dialógica com o professor no intercâmbio de ideias e na construção do conhecimento. Os cadernos de conclusões dos alunos foram elaborados para que os alunos possam desenvolver uma aprendizagem investigativa e crítica pós-atividade experimental, buscando as implicações CTSA do estudo realizado, a alfabetização científica e a leitura de novas fontes de informação. A aplicação dos cadernos de atividades experimentais iniciou-se em 2013 para 227 alunos distribuídos em duas turmas do primeiro ano, uma do segundo e três turmas do terceiro ano. Já em 2014 as atividades práticas foram realizadas com 223 alunos distribuídos em uma turma do primeiro ano, duas do segundo e três turmas do terceiro ano. Através de questionário os materiais de apoio foram avaliados por todos os professores de Química do diurno do CEWO constatando que 100% dos professores avaliaram positivamente o trabalho desenvolvido. Os cadernos de experimentos também foram avaliados pelos alunos de 2013 e observou-se que a maioria dos discentes aprovou o material de apoio. Uma breve percepção da contribuição dos materiais de apoio foi realizada comparando o índice de aprovação do ano de 2012, ano em que não foi aplicada a metodologia desenvolvida, e do ano de 2013, ano em que os materiais de apoio foram usados; bem como a análise das anotações dos alunos registradas em seus Cadernos de Conclusão. Dessas análises podemos considerar de forma geral que houve melhoria e/ou motivação no aprendizado de Química dos alunos do CEWO. / In this paper, through diagnostic surveys conducted with teachers and students of the Public High School Walter Orlandini (CEWO) it was found that the low use of chemical laboratory of the school was due mainly to the lack of support for experimental purposes. Because the laboratory may be considered by teachers and students of CEWO an important teaching tool in improving the teaching / learning of chemistry, was developed to support experimental classes three series of High School this college, based in the framework of meaningful learning of critical theory of the Marco Antonio Moreira and epistemological Gaston Bachelard. The teacher's notebook has guidelines for the organization and development of laboratory activities that were tested in 2013 and 2014. The notebooks of student experiments writings were simply seeking the autonomy of students in experiential activities and freedom of action of the teacher for that teaching became socially active. In these notebooks, the students will develop investigative learning, will note and analyze data, prepare hypotheses and pre-conclusions, develop the ability to reason in a dialogic relationship with the teacher in the exchange of ideas and knowledge construction. The notebooks of conclusions students were elaborated to allow students to develop a critical and investigative learning after experimental activity, seeking the CTSA implications of the study, the scientific literacy and reading new information sources. The application of experimental activities notebooks began in 2013 to 227 students divided into: two classes of the first year, one class of the second year and three classes of the third year. Already in 2014 the practical activities were conducted with 223 students divided into one class of the first year, two classes the second and three classes of the third year. Through questionnaire support materials were evaluated by all CEWO’s teachers of chemistry at the day-shift., noting that 100% of teachers evaluated the work positively. The notebooks experiments were also evaluated by the students of 2013 and it was observed that most of the students approved. A brief insight of the contribution of the support materials was performed by comparing the approval ratings of the year 2012, the year in which the methodology was not applied, and the year 2013, in which the supporting materials were used; as well as analysis of the notes of the students registered in its of conclusion notebooks. These analyzes can be considered that there was improvement and / or motivation of the students in the chemistry of CEWO learning.

La présente étude s’intéresse particulièrement au concept mathématique de fraction et à son enseignement-apprentissage au cycle 3 de l’école primaire en France. Ce concept étant souvent difficile à comprendre par les élèves, il est introduit formellement dès la classe de CM1 du cycle 3 de l’école primaire.L’objectif de cette recherche a été, dans un premier temps, l’étude de l’enseignement des fractions. Pour ce faire, sont analysées les situations d’apprentissage qui proposent des activités portant sur les fractions dans cinq manuels scolaires de mathématiques de CM1 et cinq manuels de CM2, de même collection ; le but est de connaître les différentes significations de la fraction présentes dans ces manuels.Dans un deuxième temps, l’objectif de cette recherche fut de savoir ce qu’il reste chez les élèves après qu’ils ont étudié les fractions. Pour cela, un échantillon de 275 sujets, 160 de CM1 et 115 de CM2 de l’école primaire, ont répondu à un questionnaire écrit portant sur les fractions. Le but est d’étudier les conceptions et les représentations chez ces élèves à l’égard de la notion de fraction, en particulier à l’égard des différentes significations de la fraction données par ces élèves.Dans un troisième temps, nous voulions connaître les conceptions de quelques enseignants sur la manière avec laquelle ils abordent les fractions avec leurs élèves. Pour ce faire, 8 enseignants parmi les 12 enseignants des classes concernées ont participé à l’étude.L’analyse effectuée sur les manuels scolaires a été faite à l’aide d’une grille d’analyse, les résultats de cette analyse relèvent que les activités ou les situations d’apprentissage proposées dans les manuels scolaires choisis ne sont pas réparties à égalité entre les diverses significations de la fraction. De plus, les significations de la fraction les plus présentes dans les manuels scolaires de CM1 à travers les activités analysées sont respectivement les suivantes : Partie-tout (quantité continue), Mesure, Nombre ; dans les manuels scolaires de CM2, les significations les plus présentes sont respectivement les suivantes : Nombre, Partie-tout (quantité continue) et Mesure. En revanche, les activités relatives aux autres significations sont généralement présentes, mais avec des fréquences réduites.Pour traiter de l’apprentissage des fractions chez les élèves, l’analyse s’est effectuée autour des connaissances et des représentations des élèves de CM1 et de CM2 par rapport aux différentes significations de la fraction. Cette analyse, effectuée sur les réponses des élèves sur le questionnaire, montre que la signification de la fraction la plus utilisée, par les élèves de CM1 et de CM2, est celle de Partie d’un tout (quantité continue). Les significations Nombre, Mesure, Partie d’un tout (quantité discrète) et Nombre sur une droite graduée sont présentes dans les réponses des élèves. En revanche, les autres significations sont celles qui sont les moins utilisées par les élèves. De plus, en ce qui concerne les significations manifestées de la fraction, les élèves de ces deux niveaux scolaires ne diffèrent pas beaucoup. Enfin, notre étude permet de constater que les élèves utilisent les significations de la fraction les plus fréquemment présentes dans les manuels scolaires, cela nous donne un éclairage sur l’objet de l’influence de l’enseignement des fractions sur l’apprentissage des élèves.Afin de connaître les conceptions pédagogiques et épistémologiques des enseignants sur leur manière d’aborder l’enseignement de la fraction, nous avons construit les données au moyen d’une enquête par questionnaire auprès de 8 enseignants. Les réponses à ce questionnaire ont été analysées suivant deux perspectives, pédagogique et mathématique..... / This study concerns the fraction mathematical concept, mainly in its teaching-learning in the cycle 3 of French primary school. This concept is often difficult to be understood by pupils; it is formally introduced in the CM1 class of the cycle 3 in primary school.The object of this research was, firstly, the study of fractions’ teaching. To do that, we analyzed learning situations that offer activities bearing on fractions in five math textbooks of CM1 and five math textbooks of CM2, all from the same collection ; the goal is to know the different meanings of the fraction present in these books.In a second time, the object of this research was to find out what pupils remain after they studied fractions. For that, a sample of 275 subjects, 160 from CM1 and 115 from CM2, answered to a written questionnaire bearing on fractions. The goal is to study conceptions and representations that pupils have in respect of the concept of fraction, particularly in respect of different meanings of fraction given by these pupils.In a third time, we wanted to know the opinions of a few teachers about the way in which they approach fractions at school. To do that, 8 teachers among the 12 teachers of the classes concerned participated in the study.The analysis conducted on the books was made with the help of an analysis grid; the results of this analysis point out that the activities or learning situations offered in selected books are not equally distributed between the various meanings of fraction.Moreover, the most present meanings of fraction in CM1 books through the activities analyzed are respectively the following: Part of a whole, Measurement and Number; in CM2 books, the most present meanings are respectively the following: Number, Part of a whole and Measurement. However, the activities related to the other meanings are generally present, but with a reduced frequency.To treat fractions’ learning by pupils, the analysis was made around of the knowledge and the representations of the pupils of CM1 and CM2 relative to different meanings of fraction. This analysis, performed on the pupils' answers on the questionnaire, shows that the meaning of fraction the most used by the students of CM1 and CM2, is that of Part of a whole (continuous quantity). The meanings Number, Measure, Part of a whole (discrete quantity) and Number on a number line are present in pupils' answers. However, the other meanings are those who are the less used by the pupils. Moreover, in regards to the manifested meanings of fraction, pupils of both school levels do not differ much. Finally, our study shows that pupils use the most fraction’s meanings found in books. It gives us a light on the subject of the influence of fractions’ teaching in pupils’ training.To know the epistemological and pedagogical conceptions of teachers in their approach to fraction’s teaching, we built the data by a sample survey with 8 teachers. The answers were analyzed using two perspectives, pedagogic and mathematic. For the pedagogical character analysis, a grid was built around the privileged modes of representation by the teachers and around the respective roles reserved to teacher and pupils. In parallel, we verified the mathematical value of the answers provided by the teachers. To introduce the concept of fraction, the teachers say that they give a large place to concrete or graphical representations. Also, the teachers have an important role throughout teaching and learning approaches.

There is a scarcity of research exploring the field of Speech and Language Disorders (SLD) in the Greek mainstream primary education context. Accordingly, the aim of this study was twofold: (i) to identify the nature and extent of speech, language and communication skills of Greek pupils with noticeably slow progress, and (ii) to examine the provision made for these pupils in Greek mainstream and inclusion classes. The study was in two phases. For the first phase, pupils whose speech and language development was below expectations were assessed using a battery of tests. Data analysis indicated no significant differences in the language profile and non-verbal reasoning ability of the pupils with SLD, General Learning Difficulties (GLD) and other Special Educational Needs (SEN). The data also gave an indication of SLD incidence in Greek mainstream primary classrooms. Phase two involved seven case studies. Together, these provided a rich profile of the speech/language and literacy functioning of the pupils identified with SLD, GLD and Specific Writing difficulties (SpWd) and the provision offered to them in Greek primary mainstream settings. The findings revealed that these pupils shared difficulties in the domains of speech/language and literacy, which impacted on their access to the curriculum and academic attainments. However, teaching practices were not differentiated according to the pupils’ specific needs or year group. Additionally, pupils’ difficulties in the above areas had a negative impact on their social participation and acceptance by peers. Overall, the study highlights the complex nature of SLD, and the similarities in the language profile and the non-verbal reasoning skills of the SLD and other SEN subgroups. This raised questions about whether SLD, as used in these schools, is a distinct area of difficulty or on a continuum with other areas of difficulties. In addition, the study raised questions regarding the assessment and identification of SLD in the Greek context, as well as the practical teaching of pupils who experience such difficulties.

Partindo do princípio de que a aprendizagem conceitual envolve o estabelecimento de relações significativas entre os diversos conceitos que compõem um tema de ensino e, considerando também que o professor, ao preparar suas aulas, faz uso de um livro didático, e este pode ser utilizado como fonte de pesquisa por seus alunos, desejou-se compreender a inter-relação entre aprendizado, conhecimento estabelecido, e processo de ensino, norteada pelo modelo triádico de Gowin. Para este fim, foram elaboradas estruturas como redes e mapas conceituais referentes a todos os dados coletados. De maneira bastante simplificada, redes de conceitos são representações gráficas constituídas por nós (conceitos) que são ligados entre si formando uma rede que tem como intuito expressar de maneira objetiva uma determinada estrutura de conhecimento. Já mapas conceituais são diagramas de significados, ou seja, conceitos organizados de tal forma que aqueles que possuem relação entre si (dentro do entendimento de quem os constrói) são ligados por uma linha. Frases de ligação curtas e simples são escritas sobre essa linha, explicando qual o significado da relação conceitual. Os dados a partir dos quais foram elaboradas tais estruturas são, para os alunos (aprendizado), uma questão versando sobre os aspectos macroscópicos e submicroscópicos do equilíbrio químico; para o livro didático (conhecimento estabelecido), o texto introdutório do capítulo que faz referência ao tema citado e; para o professor (processo de ensino), um fragmento da primeira aula, onde os conceitos inicias e primordiais relacionados ao equilíbrio foram apresentados e discutidos com os alunos. A análise das redes e mapas conceituais revelou que, no decorrer do curso, os alunos aprimoraram seu conhecimento referente aos principais conceitos acerca do tema. Além disso, foi possível perceber que de fato os elementos da tríade de Gowin encontram-se bastante interligados, ora se complementando, ora se reforçando, mas nunca se contradizendo. Em relação aos aspectos macroscópicos e submicroscópicos do equilíbrio químico, percebeu-se que ambos são pouco aprofundados na discussão do livro didático e durante as aulas, o que consequentemente refletiu numa abordagem superficial feita pelos alunos. / Assuming that conceptual learning involves the establishment of meaningful relationships between the various concepts that make up a teaching theme, and also considering that the teacher, when preparing his classes, makes use of a textbook, and this one can be used as a research source by his students, we wanted to understand the relationships between learning, established knowledge, and teaching process, guided by Gowin\'s triadic model. For this purpose, structures such as networks and concep maps were elaborated for all the collected data. In a very simplified way, concept networks are graphic representations constituted by nodes (concepts) that are linked to one another, forming a network with the clear intention of expressing a given knowledge structure. Concept maps are diagrams of meanings, that is, concepts organized in such a way that those who have relations with each other (within the understanding of who builds them) are linked by a line. Short and simple propositions are written on this line, explaining the meaning of the concept relation. The data from which these structures were elaborated are, for students (learning), an issue dealing with macroscopic and submicroscopic aspects of chemical equilibrium; for the textbook (established knowledge), the introductory text of the chapter that refers to the subject cited and; for the teacher (teaching process), a fragment of the first class, where the initial and primordial concepts related to the equilibruim were presented and discussed with the students. The analysis of the networks and concept maps revealed that, during the course, the students improved their knowledge regarding the main concepts about the theme. In addition, it was possible to see that in fact the elements of Gowin\'s triad are very intertwined, sometimes complemented, sometimes strengthened, but never contradicted. In relation to the macroscopic and submicroscopic aspects of the chemical equilibrium, it was noticed that both are not deepened in the discussion of the textbook and during the classes, which consequently reflected in a superficial approach made by the students.

Costuma-se identificar o ensino do Francês Instrumental (FI), prática que se inscreve entre as modalidades do ensino do Francês Língua Estrangeira (FLE), com o ensino da leitura de textos em francês e trata-se, em geral, da leitura de textos informativos. Neste trabalho, contudo, propomos, também, a leitura de textos literários neste contexto de ensino/aprendizagem. Para tal, fazemos, primeiramente, um histórico do FI. Em seguida, discutimos os processos cognitivos da leitura, da leitura em língua estrangeira e a especificidade da leitura literária em língua estrangeira. Enfim, a partir da metodologia proposta por Dabène e Quet (2000), refletimos sobre a contribuição do texto literário em um curso de FI por meio da análise das verbalizações orais e escritas realizadas por alunos desse curso / It is used to identifying the teaching of Reading in French (RF), as a practice that is included among the modalities of the teaching of French as a Foreign Language (FFL) with the teaching of reading of French texts and in general, it deals with the reading of informative texts. In this work, however, I also propose literary text readings in the context of teaching/learning. For such, I do, firstly, a historical of RF. After that, I discuss the cognitive processes of reading, reading in foreign language and the specifity of literary reading in foreign language. Finally, from the proposed methodology by Dabène and Quet (2000), I reflect about the contribution of the literary text in a RF course through the analysis of oral and written verbalizations achieved by the students of this course.

A educação está voltada para a formação de alunos com conhecimentos integrados, que sejam participativos e críticos da sociedade atual. Com o intuito de estimular essa formação e a construção de conhecimentos, a atual pesquisa foi desenvolvida com bases na pesquisa-ação, permitindo a reestruturação das metodologias educacionais durante todo o processo. A sequência didática elaborada tem atividades propostas para serem aplicadas no espaço formal e não formal de ensino, estimulando a elaboração de conhecimentos sobre o tema estudado. Pensando em facilitar esse processo, vi que alguns locais, como o parque CienTec da USP, podem auxiliar na construção e no entendimento de concepções e conceitos científicos. Essas atividades propostas estimulam a participação, a criatividade e a integração dos conhecimentos dos alunos com o tema abordado, além de permitir que os alunos compreendam os fenômenos naturais em seu contexto real. Para fazer a análise de como ocorreu a construção desses conhecimentos nos alunos, utilizei como metodologia a pesquisa ação, na qual ao mesmo tempo sou professora e pesquisadora, dessa forma consegui acompanhar o processo da elaboração de novas ideias e novos conhecimentos. Ao fazer esse acompanhamento consegui ser crítica da minha própria prática e repensar novas metodologias e ações para alcançar os objetivos propostos. Durante a pesquisa descrevi como ocorreram as construções dos conhecimentos realizados pelos alunos, assim como as mudanças observadas. Para qualificar todas essas modificações que ocorreram durante a sequência didática, analisei as produções textuais, desenhos e diálogos produzidos pelos alunos, antes, durante e após a visita ao Parque CienTec, focando essa construção sobre a temática água e a urbanização. Os momentos foram comparados verificando os tipos de associações que esses alunos construíram durante a visita ao espaço não formal de ensino. / Education is focused on formation of students with integrated knowledge, which are participatory and critical of contemporary society. In order to stimulate this formation and the construction of the knowledge, the current study was developed with bases in action-research, allowing the reconstruction of educational methodologies throughout the process. The elaborate didactic sequence has activities proposals for implementation in the formal space and non-formal education, stimulating the elaboration of knowledges about the studied theme. In order to make the process easier, I realized that some places, like USP´s CienTec Park, could help in the construction and understanding of the conceptions and scientific concepts. The proposed activities stimulates participation, creativity and integration of knowledge of students with the discussed theme. Besides, allows students understanding natural phenomena in their real context. To analyse how was the knowledge constructions process, I used as methodology the action research, in which at the same time Im a teacher and a researcher, I got follow the process of construction of knowledge and new ideas. During this process I had the chance to criticize my own practices and think about new methodologies and actions to get my goals. During the research I described how the knowledge process construction, realized by the students, occurred, as well as the principal changes. To qualify all these changes that occurred during the didactic sequence, I analyzed the textual productions, drawings and dialogues produced by the students before, during and after the visit to USPs CienTec Park, focusing this construction on the theme water and urbanization. The moments were compared by checking the types of associations that these students built during the visit to non-formal education.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2014-08-28T18:37:11Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) MATEMÁTICA FINANCEIRA - SIMÃO PEDRO.pdf: 1350923 bytes, checksum: 9fac353769529f3c26c61ace9663f875 (MD5) / Made available in DSpace on 2014-08-28T18:37:11Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) MATEMÁTICA FINANCEIRA - SIMÃO PEDRO.pdf: 1350923 bytes, checksum: 9fac353769529f3c26c61ace9663f875 (MD5) Previous issue date: 2013-04-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The goal of this work is to serve as a guide so that teachers can orientate and enrich their pedagogical practice in an appropriate manner as well as to enable readers to solve problems of their daily lives, such as: evaluating loans, understand and decide on investments, among other similar. With this, emphasize the importance of processing your teaching and learning. We believe that this is a matter of great importance in the daily lives of people, especially after the stabilization of the Brazilian economy because the real plan, where people now have easier access to credit, acquiring Financing and loans with higher frequency. This justi es a solid learning and future application of Financial Mathematics. Through their study, students can be prepared to perform commercial and nancial transactions that occur in your daily life, such as choosing the best form of payment, cash or term, analyzing investment alternatives, understand the functioning of nancial markets organize your personal nances etc. / O objetivo deste trabalho é servir de guia para que os professores possam orientar e enriquecer sua prática pedagógica de maneira adequada, além de capacitar o leitor para resolver problemas do cotidiano, tais como: avaliar empréstimos, entender e optar sobre investimentos, dentre outros semelhantes. Com isto, destacar a importância de se processar o seu ensino e aprendizagem. Consideramos que esse é um assunto de grande relevância no dia a dia das pessoas , principalmente, após a estabilização da economia brasileira em virtude do plano real, onde as pessoas passaram a ter acesso facilitado a linhas de crédito, adquirindo financiamentos e empréstimos com maior freqüência. Isso justi ca uma sólida aprendizagem e futura aplicação da Matemática Financeira. Por meio de seu estudo, o leitor pode ser preparado para realizar transações comerciais e financeiras que ocorrem no seu dia a dia, como optar pela melhor forma de pagamento, à vista ou a prazo, analisar alternativas de investimentos, entender o funcionamento do mercado fi nanceiro, organizar suas fi nanças pessoais etc.

Submitted by Kamila Costa (kamilavasconceloscosta@gmail.com) on 2015-06-18T21:11:32Z No. of bitstreams: 1 Dissertação-Luiz C C Mendes.pdf: 1127626 bytes, checksum: 3867dce3c1616f07fa4984ef6374d5d5 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-07-06T18:18:27Z (GMT) No. of bitstreams: 1 Dissertação-Luiz C C Mendes.pdf: 1127626 bytes, checksum: 3867dce3c1616f07fa4984ef6374d5d5 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-07-06T18:22:43Z (GMT) No. of bitstreams: 1 Dissertação-Luiz C C Mendes.pdf: 1127626 bytes, checksum: 3867dce3c1616f07fa4984ef6374d5d5 (MD5) / Made available in DSpace on 2015-07-06T18:22:43Z (GMT). No. of bitstreams: 1 Dissertação-Luiz C C Mendes.pdf: 1127626 bytes, checksum: 3867dce3c1616f07fa4984ef6374d5d5 (MD5) Previous issue date: 2015-02-04 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper aims to introduce students and teachers of basic mathematical education some resolutions of problems in the field of arithmetic which can benefit the teachinglearning process. Initially, it will be addressed the divisibility with their properties and criteria. This is done after a presentation of Euclidean division and its applications in basic education. Moreover, it will be presented a brief theoretical background based on the concept and the operational properties of modular congruence with their residue classes, followed by their applications. Finally, it will be presented a brief history of the numbers in the calendars. / A presente dissertação tem como objetivo principal apresentar a alunos e professores de matemática do ensino básico algumas resoluções de problemas no campo da aritmética que pode beneficiar o processo ensino-aprendizagem. Serão abordados inicialmente a divisibilidade, com suas propriedades e seus critérios, após apresentação da divisão euclidiana e suas aplicações no ensino básico. Além disso, será apresentado um breve embasamento teórico, pautado no conceito e nas propriedades operacionais da congruência modular com suas classes residuais, seguido de suas aplicações. No final, será feito um breve histórico dos números nos calendários.

Em 1948, a cidade de Ribeirão Preto foi contemplada com uma faculdade de medicina, a Faculdade de Medicina de Ribeirão Preto (FMRP), cujas primeiras aulas foram ministradas em maio de 1952. Desde sempre, essa faculdade se dedicou à pesquisa e à formação pós-graduada, no entanto, a formação oferecida durante o ensino médico de graduação nunca deixou de ser uma preocupação constante. Mesmo tendo sofrido uma extensa reforma curricular, aprovada em 1992, implantada em 1993 e completada em 1998, o curso de ciências médicas da FMRP sofreu, após a aprovação das novas diretrizes curriculares nacionais para cursos de medicina, em 2001, uma revisão curricular, aprovada, em 2007, e implementada, em 2008, que determinou o desenvolvimento de atividades de forma articulada ao longo dos anos pela introdução de eixos longitudinais de formação. A Atenção à Saúde da Comunidade I ou, simplesmente, ASCI, foi a primeira disciplina do eixo Atenção à Saúde da Família e da Comunidade. Este estudo teve por objetivo realizar uma avaliação discente da disciplina ASCI, em seu primeiro ano de inclusão na grade curricular, identificando o que deveria permanecer, o que requereria aperfeiçoamento e o que deveria ser abandonado, obtendo, ainda, sugestões que permitissem introduzir, nos próximos anos, mudanças que aumentassem a efetividade do processo ensino-aprendizagem dos estudantes. Considerando a complexidade do objeto a ser estudado, uma abordagem metodológica quantitativaqualitativa que permitisse tanto a identificação de indicadores e tendências quantificáveis quanto de percepções e sugestões, foi adotada. A população de estudo escolhida foi: todos os estudantes do curso de ciências médicas da FMRP matriculados na disciplina ASCI, no ano de 2008, totalizando 103 indivíduos. Optouse pela construção de um instrumento de coleta de dados específico para essa pesquisa composto por: um questionário estruturado auto-aplicável capaz de caracterizar a população e quantificar as percepções discentes sobre cada variável estudada, uma questão não estruturada, destinada a captar evidências sobre a construção de um novo conhecimento a respeito da promoção da saúde e prevenção de doenças em uma comunidade, e um espaço para comentários e sugestões sobre a disciplina. Para a etapa quantitativa do estudo, foram escolhidas 9 como variáveis as características da disciplina: objetivo, metodologia de ensinoaprendizagem, conteúdos, diversificação de cenários, aprendizagem por meio de vivências, interação com a comunidade, tutoria, divisão em pequenos grupos, discussões em grupo, comunicação mediada por computador, metodologias de avaliação e carga horária. A coleta de dados ocorreu entre os dias 24 de novembro e 02 de dezembro de 2008. Os resultados quantitativos obtidos apontaram altos índices de aprovação discente à disciplina e os qualitativos, a construção de uma percepção discente adequada aos objetivos educacionais da disciplina incluindo a modificação do conceito sobre saúde e a aproximação entre discentes e seu futuro objeto de trabalho. Além disso, a população estudada demonstrou grande preocupação em contribuir para que a disciplina se tornasse, durante os próximos anos, ainda mais efetiva no cumprimento de seu objetivo educacional. / In 1948, the town of Ribeirão Preto was benefit by a faculty of medicine, the Faculdade de Medicina de Ribeirão Preto (FMRP), whose first classes were taught on May, 1952. Historically, this faculty has been focused in research and postgraduation training, however, the training offered during the medical graduation has always been a frequent concern. Even after an extensive curricular reforming, which was approved in 1992, introduced in 1993 and completed in 1998, the FMRP Medical Sciences Course passed through a curricular revision; that happened in consequence of the approval of the new national curriculum guidelines for courses in medicine in 2001, agreed in 2007, and implemented in 2008, which determined the articulated activities development over the years by the introduction of longitudinal axes of training. The Atenção à Saúde da Comunidade I (Attention to the Communitys Health I) or, simply, ASCI, was the first subject from the axis Atenção à Saúde da Família e da Comunidade (Attention to Family and Communitys Health). This study aims to perform a students assessment of the subject ASCI in its first year of curricular inclusion, identifying what should remain, what should be improved and what should be forsaken, obtaining, yet, suggestions that would permit to introduce, in the years to come, changes that would increase the students teaching and learning process effectiveness. Considering the complexity of the object to be studied, a quantitative and qualitative approach, that would allow even the identification of indicators and quantifying trends or perceptions and suggestions, was adopted. The chosen population for this study was: all the FMRP Medical Sciences course students enrolled in the subject ASCI, in the year of 2008, adding up 103 people. It was chosen for this research the construction of a specific data collection instrument composed by: a self applicable structured questionnaire that was able to characterize the population and quantify the students perceptions about each variable studied; a non-structured question, designated to absorb evidence about the construction of a new knowledge area concerning the health promotion and prevention of illnesses in a community; and a space for comments and suggestions about the subject. For the quantitative step of this study, were chosen as variables these subjects features: objective, teaching and learning methods, contents, scenery 11 diversification, learning through experience, interacting with the community, mentoring, working in small groups, group discussions, computer mediated communication, assessment methods and working hours. The data collection occurred between the days November 24th and December 2nd, 2008. The obtained quantitative results reveal high approval rates of the students in the subject and the qualitative demonstrated the students construction of a perception that corresponds to the educational aims of the subject, including the change in their concept about health and the approximation between them and their future work object. Besides, the studied population demonstrated a big concern in contributing so the subject would became, over the years, even more effective as fulfilling its educational goals.