Orientador: Paulo Rennes Marçal Ribeiro / Banca: Marlene Aparecida G. Colombo Arnoldi / Banca: Anesia Sodré Coelho / Resumo: O presente trabalho teve como objetivo discutir a necessidade de se trabalhar a temática da orientação sexual junto esse público. Especificamente, objetivou-se analisar se os professores da Educação de Jovens e Adultos observam mudanças comportamentais em seus alunos, no tocante à sexualidade, e se esses mesmos professores trabalham com as situações relativas à sexualidade na sala de aula e se estão preparados para assumi-la em sua prática docente, entendendo que a sexualidade faz parte do elenco dos temas transversais. O trabalho é composto por uma introdução à Sexualidade e à História da Orientação Sexual no Brasil, por um histórico da Educação de Jovens e Adultos no Brasil, pelo diagnóstico da formação de professores e pela análise das falas dos professores da Educação de Jovens e Adultos. A pesquisa utilizou entrevistas semi-estruturadas que, analisadas, possibilitou confirmar ou não as hipóteses elencadas. Entre os resultados obtidos, foi possível detectar a urgência da Orientação Sexual voltada para a Educação de Jovens e Adultos e a disposição dos professores em trabalhar com este tema. / Abstract: This paper has a purpose to discuss the necessity to introduce the sexual education for this public. Especifically, the aim is a analysis if the teachers follow behaviour changes in her students related to sexuality, if they work with situations linked to sexuality in classrons and finally discover if they are prepared to use this practice understanding that sexuality is a part of the cross-cutting themes. It is composed by an a introduction to sexuality and History of Sexuality in Brazil and a overwiew about teacher's training and her speechs. The search used semi-structured reports that once reconsidered give oportunity to confirm or not hypothesis. Among the results we detected the urgency of sexual matters linked to youth and adults education and the attitude of the teachers in order to develop this subject. / Mestre

Submitted by PPGE PPGE (pgedu@ufba.br) on 2014-03-13T15:51:41Z No. of bitstreams: 1 TESE CECILIA 09.12.11 - REVISAO VERSAO FINAL Biblioteca.pdf: 27942822 bytes, checksum: ce13bab4ab631cbac8d09a6813a0ed75 (MD5) / Rejected by Maria Auxiliadora da Silva Lopes (silopes@ufba.br), reason: Mudar a coleção para: Coleção de Teses do PPGE on 2014-07-30T19:55:27Z (GMT) / Submitted by PPGE PPGE (pgedu@ufba.br) on 2014-10-02T12:08:07Z No. of bitstreams: 1 TESE CECILIA 09.12.11 - REVISAO VERSAO FINAL Biblioteca.pdf: 27942822 bytes, checksum: ce13bab4ab631cbac8d09a6813a0ed75 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-10-16T16:04:16Z (GMT) No. of bitstreams: 1 TESE CECILIA 09.12.11 - REVISAO VERSAO FINAL Biblioteca.pdf: 27942822 bytes, checksum: ce13bab4ab631cbac8d09a6813a0ed75 (MD5) / Made available in DSpace on 2014-10-16T16:04:17Z (GMT). No. of bitstreams: 1 TESE CECILIA 09.12.11 - REVISAO VERSAO FINAL Biblioteca.pdf: 27942822 bytes, checksum: ce13bab4ab631cbac8d09a6813a0ed75 (MD5) / Este trabalho tem como objeto de pesquisa as itinerâncias de vida/formação de Carmen Teixeira e atividade profissional sob a perspectiva de gênero onde entretece diversas implicações no âmbito da educação. O nosso interesse plasma-se na dimensão reflexiva do procedimento biográfico sobre Carmen Teixeira, que nos permitiu tratar os componentes de sua formação pessoal/profissional e sua contribuição como educadora e gestora como objeto-processo de pesquisa, mediante investigação de sua participação nos projetos desenvolvidos no âmbito da educação integral e formação de professoras, e de sua atuação técnico-administrativa em outros espaços públicos educacionais. O objetivo geral foi investigar e reconstruir as itinerâncias de vida/formação de Carmen Teixeira e atividade profissional na educação da Bahia pelas lentes de gênero. Realizamos uma pesquisa biográfica, fundamentada nos referenciais teóricos que consideram as epistemologias atinentes as histórias de vida e aos estudos de gênero, com uma abordagem qualitativa e (auto) biográfica, utilizando a técnica da entrevista semi-estruturada com familiares, amigos, colaboradores, ex-alunos e professores para a coleta de informações, além de materiais biográficos secundários. Buscamos, assim, o desvelamento das barreiras que sistematicamente lhes foram interpostas nas relações de gênero, no cenário político-educacional, no espaço público, predominantemente ocupado pelo sexo masculino, num processo em que se configurou em visibilizar sua vida e atuação profissional como mulher/educadora. / ABSTRACT This work has as subject of research the itinerancies of life/Carmen‟s training and the professional activity under the perspective of gender which interweaves several implications in the scope of education. Our interest focuses in the reflexive dimension of the biographical procedure about Carmen Teixeira, who allowed us to treat the components of her personal/professional training as well as her contribution as educator and manager as object-process of research through investigation of her participation in the developed projects in the scope of integrated education and teacher‟s training, and its technical and administrative work in other public educational spaces. The overall goal was to investigate and reconstruct the itinerancies of life/Carmen‟s training and professional activity in the education of Bahia through the lens of gender. We did the biographical research based in the theoretical references that consider the epistemologies related to the histories of life and gender studies with a qualitative and (auto)biographical approach, using the technique of semi-structured interviews with family, friends, colleagues, former students and teachers for the collection of information, as well as secondary biographical materials. Thus, we seek the disclosure of barriers that were systematically brought in the relations of gender in the political-educational scenario, in the public space, occupied predominantly by males, in a process that was configured to visualize her life and professional performance as woman/educator.

Orientador: Guilherme do Val Toledo Prado / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-17T17:37:43Z (GMT). No. of bitstreams: 1 Munhoz_LuciannaMagrideMelo_M.pdf: 2492650 bytes, checksum: d034ce6ea7076084bde3d65a54d7410b (MD5) Previous issue date: 2010 / Resumo: O presente trabalho tem como tema a escrita docente e sua contribuição para a formação profissional de professores. Para tanto, a pesquisa apresenta a pedagogia Freinet e o Movimento de Professores iniciado por Freinet no início do século XX. Este Movimento está presente em mais 47 países por todo mundo e faz da escrita de seus integrantes a sua base de sustentação e permanência por tantos anos. O primeiro capítulo apresenta o Memorial de Formação da autora, que percorrerá todo o texto, tendo como fio condutor a escrita e a forma como a autora se relacionou com a escrita, desde a infância até a fase adulta e profissional. Outros episódios da minha relação com a escrita vão surgindo ao longo do trabalho. O segundo capítulo trata da vida e obra de Célestin Freinet e a criação do Movimento da Escola Moderna na França e no Brasil. É feita também a contextualização histórica e filosófica do pensamento de Freinet, bem como uma pequena investigação de como a escrita docente foi se desenvolvendo ao longo do século XX no Brasil republicano. No terceiro capítulo são apresentados os estágios feitos pela pesquisadora nas edições de duas revistas organizadas por professores do Movimento Freinet da França. Ainda neste capítulo é feita uma breve análise de uma publicação francesa e uma brasileira. O último capítulo traz a conclusão que evidencia, através da bibliografia atual, a relevância da escrita como instrumento de reflexão e legitimação da profissionalidade docente. / Abstract: This work features the teachers' writing and its contribution to teacher training. For this, the research introduces the Freinet pedagogy and movement of teachers initiated by Freinet at the beginning of the twentieth century. This movement is present in over 47 countries around the world and makes the writing of its members the base for support and endurance for many years. The first chapter presents the author's Memorial Training, excerpt of the text will go throughout the research, with the writing as a guiding principle. The way the author had been related to writing from childhood to adulthood and professional life. The second chapter broaches the life and work of Celestin Freinet and the creation of the Modern School Movement in France and Brazil. Additionally, a historical and philosophical context of Freinet's thought, as well as a little investigation on how teachers' writing developed over the twentieth century in Republican Brazil are carried through this chapter. The third chapter presents the stages made by the researcher on issues of two magazines organized by French Freinet Movement teachers. Moreover, a brief analysis of a Brazilian and a French publication is conducted in this chapter. The final chapter brings the conclusion that verifies the importance of writing as a tool for reflection and legitimation of professional teaching. / Mestrado / Ensino e Práticas Culturais / Mestre em Educação

Orientador: Elisabeth Barolli / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-15T08:16:42Z (GMT). No. of bitstreams: 1 Goes_Joana_M.pdf: 821577 bytes, checksum: 4f1b642eefa456fc3cf767c3e803abb7 (MD5) Previous issue date: 2010 / Resumo: Esta pesquisa apresenta os resultados decorrentes da análise do processo de trabalho do coletivo docente de uma escola paulista em torno de um projeto curricular de feira de ciências, o qual tem sido foco de investimento do grupo de professores anualmente desde a fundação da Instituição em 1994. Nossos principais objetivos foram identificar elementos que atuam na sustentação do trabalho desse grupo docente e analisar qual contexto de formação profissional essa configuração permite. Trata-se de uma investigação interpretativa (Erickson, 1986), do tipo estudo de caso (Yin, 2005). Os dados foram coletados no ano de 2007 e referem-se às entrevistas realizadas com quatro professores dessa equipe escolar, ao questionário aplicado com dezoito professores do grupo, a oito reuniões do grupo destinadas ao processo da feira de ciências desse ano, e à memória de uma das pesquisadoras que participou do grupo pelo período de cinco anos. As análises apoiaram-se principalmente em conceitos psicanalíticos apresentados por Bion, Freud, Lacan e Kaës. Identificamos nesse grupo docente um ideal educacional e profissional partilhado (em analogia ao ideal de eu), que vem balizando os investimentos dos sujeitos no trabalho da feira de ciências mediante a criação de intermediários, que por atuarem no fortalecimento da coesão entre os pares, tem contribuído para que se organizem predominantemente como um grupo de trabalho. Há um contexto escolar que propicia o exercício criativo e autoral dos professores, que encontram no projeto da feira uma possibilidade de realizá-lo, sendo esse mais um fator de contribuição para a dinâmica do grupo. Reconhecemos, portanto, uma experiência de formação docente referenciada principalmente por problematizações geradas no interior da unidade escolar: os professores, ao trabalharem sobre o projeto de feira de ciências, produzem transformações/construções concomitantemente no ensino que promovem, na Instituição que integram e na identidade profissional que possuem. / Abstract: This study analyses the working process of a teacher's collective around a science fair curricular project within a São Paulo school. This science fair has been held annually since the school's inauguration in 1994. Our main objectives have been to identify elements that contribute to the maintenance of this teacher's collective work and to analyze the professional training context that this configuration allows to emerge. This is a case study (Yin, 2005) using the interpretative investigation methodology (Erickson, 1986). The data was collected in 2007 and consists of interviews carried out with four teachers, responses to a questionnaire answered by 18 teachers, recordings and direct observation of eight group meetings, as well as the memory of one of the researchers, who took part in this teacher's group for five years. The analyses mainly draw upon psychoanalytical concepts presented by Bion, Freud, Lacan and Kaës. we identified in this teacher's group a shared educational and professional ideal (in analogy of the ideal of the self) which has guided their work in the science fair through the creation of intermediaries. Because they strengthen peer cohesion, these intermediaries have contributed to the organization of the teachers mainly as a work group. we have also identified a school context which enables teacher creativity and authorship. These teachers find in the science fair's project a fertile ground to act in this way - something which also contributes to the group dynamics. we therefore identified a teacher's training experience which mainly draws upon questions and problems raised by the teacher's own experiences within the school: teachers, while working on the science fair project, simultaneously produce constructions/transformations in their teaching method, in their institution and in their professional identity. / Mestrado / Ensino, Avaliação e Formação de Professores / Mestre em Educação

Submitted by Erika Demachki (erikademachki@gmail.com) on 2017-03-24T17:10:30Z No. of bitstreams: 2 Dissertação - Elizete Divina Xavier - 2017.pdf: 2704344 bytes, checksum: 9ba4e4657a55926530d4579abcb79853 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-03-27T15:10:42Z (GMT) No. of bitstreams: 2 Dissertação - Elizete Divina Xavier - 2017.pdf: 2704344 bytes, checksum: 9ba4e4657a55926530d4579abcb79853 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-03-27T15:10:42Z (GMT). No. of bitstreams: 2 Dissertação - Elizete Divina Xavier - 2017.pdf: 2704344 bytes, checksum: 9ba4e4657a55926530d4579abcb79853 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-02-22 / The Ministry of Education and Culture (MEC) program titled National Pact for Literacy in the Proper Age (PNAIC), which aims to alphabetize all children, without exception and at the right time: by the end of third grade. Like others states and counties, Goiás State Secretary Department of Education had joined the program. This work is based on it, especially in order to discuss what is proposed as theoretical and methodological concepts in literacy to teach reading and writing and its implications in literacy teachers. The initial hypothesis suggested that in Language's Notebooks, this study object, the subject's concepts, communication and language, for example, were saw in a psychologizing perspective, without giving emphasis to language's issues and without considering children's and teacher's subjectivity related to knowledge, hypothesis confirmed throughout this research. This study has a qualitative and documental bibliographic nature and was based on Linguistics and Psychoanalysis studies references, discussing languages concepts, language and subject. Chapter 1 approaches PNAIC beginning on national leveland and its development on Goiás State relating the documents that establish it legally and its organizational structure. Chapter 2 presents PNAIC notebook's language, and what they bring as communication, lenguage and subject's conceptions. Chapter 3 presents a discussion about the need where teachers must produce reading and writing experiences in literacy by having an elaboration perspective and therefore presents a proposal of a training course which aims to contribute to the continuing education of literacy teachers in Goiás State. / O Programa do Ministério da Educação e Cultura (MEC) intitulado Pacto Nacional pela Alfabetização na Idade Certa (PNAIC), tem como meta alfabetizar todas as crianças, sem exceção e no momento certo, até o final do terceiro ano escolar. Assim como outros estados e municípios, a Secretaria Estadual de Educação de Goiás aderiu a esse Programa. Este trabalho versasobre ele, principalmente ao ter como objetivo discutir suas concepções teórico-metodológicas para o ensino da leitura e da escrita na alfabetização e suas implicações na formação do professor alfabetizador. A hipótese inicial sugere que nos Cadernos de Linguagem, objeto do estudo, os conceitos de sujeito, linguagem e língua, por exemplo, são abordados numa perspectiva psicologizante, sem dar realce às questões linguísticas e sem considerar a subjetividade da criança e do professor em relação ao saber, hipótese esta confirmada ao longo da pesquisa. Esta dissertação foi de natureza qualitativa, de caráter bibliográfico documental e se fundamentou nos referenciais da Linguística e da Psicanálise, discutindo as concepções de linguagem, língua e sujeito. O Capítulo I aborda o surgimento do PNAIC em nível nacional e seu desenvolvimento no estado de Goiás, relacionando os documentos que o fundamentam legalmente e sua estrutura organizacional. O Capítulo II apresenta os Cadernos de Linguagem do PNAIC e o que trazem como concepções de linguagem, língua e sujeito. O Capítulo III discute a necessidade de o professor produzir experiências escolares de leitura e escrita na alfabetização adotando uma perspectiva de elaboração; e para isso apresenta uma proposta de curso de formação com o intuito de contribuir na formação continuada dos professores alfabetizadores do Estado de Goiás.

L'amélioration de la maitrise du français langue première chez les élèves du primaire au Québec dépend de plusieurs facteurs. L'enseignant peut jouer un rôle dans ce processus, sa formation universitaire lui fournissant les connaissances nécessaires afin d'encadrer le développement des compétences langagières de l'élève. Une de ces compétences joue un rôle privilégié dans l'utilisation et la maitrise de la langue, il s'agit de la compétence lexicale, la capacité à comprendre et à utiliser les unités du lexique, aussi bien à l'oral qu'à l'écrit. Afin d'encadrer le développement de la compétence lexicale en français langue première des élèves du primaire, les enseignants doivent eux-mêmes posséder un bon niveau de compétence lexicale, mais aussi détenir un certain nombre de connaissances sur le fonctionnement du lexique lui-même, c'est-à-dire des connaissances métalexicales. Le référentiel québécois de la profession enseignante (MEQ, 2001b) ne détaille pas les connaissances métalexicales que doit posséder l'enseignant pour mener les tâches associées à ses activités d'enseignement/apprentissage du lexique. En outre, la plupart des universités québécoises n'offrent pas de cours dédiés explicitement à la didactique du lexique. Pourtant, ce sont dans les cours de didactique que sont dispensées les connaissances théoriques et pratiques nécessaires au futur enseignant pour assumer les tâches de planification et de pilotage des activités d'apprentissage et d'évaluation des compétences des élèves. La relative absence de cours de didactique du lexique en formation initiale pourrait s'expliquer par le fait qu'il s'agit d'une discipline encore jeune dont les fondements théoriques et pratiques sont en cours de développement. Cette thèse en didactique du français langue première s’intéresse donc aux contenus linguistiques de référence de la didactique du lexique, ainsi qu’à la formation des maitres au primaire dans cette même discipline. Le travail de recherche effectué afin de tenter de remédier au problème soulevé a permis la réalisation de deux objectifs complémentaires. Le premier a consisté en la construction d’une ontologie des savoirs lexicologiques, qui permet de représenter à l’intérieur d’une hiérarchie de notions l’ensemble des connaissances disciplinaires de référence de la didactique du lexique. Cette représentation a ensuite été utilisée pour spécifier et structurer les contenus d’un module de cours en didactique du lexique visant le développement des connaissances métalexicales chez les futurs enseignants du primaire au Québec. L’ontologie et le module de cours produits ont été évalués et validés par des experts de chacun des domaines concernés. L’évaluation de l’ontologie a permis de vérifier la méthode de construction de celle-ci, ainsi que différents aspects relatifs à la structuration des concepts dans l’ontologie. L’évaluation du module de cours a quant à elle montré que les contenus de cours étaient pertinents, les méthodes pédagogiques employées appropriées et le matériel de cours développé bien conçu. Cela nous permet d'affirmer que le module de cours en didactique du lexique se présente comme un apport intéressant à la formation des futurs enseignants du primaire en français langue première au Québec. La recherche dans son ensemble présente enfin une contribution pertinente à la didactique du lexique, son caractère original résidant entre autres dans le fait d’avoir développé un mécanisme d’exploitation d’une base de connaissances (ontologie des savoirs lexicologiques) pour la conception didactique (module de cours en didactique du lexique). / To improve first language learning in Québec primary schools, several variables must be taken into account, one of them the teachers themselves. Their training gives them the necessary knowledge to guide pupils in the development of their linguistic competences. One of these, lexical competence, plays a central role in the mastery of language. Lexical competence is the ability to understand and use lexical units, in oral speech as well as in written speech. To help pupils develop their lexical competence, teachers must not only themselves possess an appropriate level of lexical competence, but must in addition have acquired a certain amount of metalexical knowledge, that is, knowledge about the structure of the lexicon. The ministerial guide to the teaching profession (MEQ, 2001b) provides no guidance regarding metalexical knowledge required of future teachers. Moreover, there are no courses specifically devoted to lexical didactics. It is nevertheless in these kinds of courses that future teachers learn to prepare and guide activities in vocabulary acquisition and to evaluate their pupils' lexical competence. The scarcity of these kinds of courses in Québec universities may be explained by the youth of the discipline, whose theoretical linguistics foundations are still under construction. This dissertation on the didactics of French as a first language addresses the question of reference linguistic content for lexical didactics, as well as the training of future teachers in that discipline. Our research led to two complementary outcomes. The first outcome was to construct an ontology of lexicological knowledge. The second was the use of the ontology to specify and structure the content of a course in lexical didactics, devoted to the acquisition of metalexical knowledge by future teachers. Both the ontology and the course have been evaluated and validated by domain experts. The evaluation of the ontology supported the method used for its elaboration, as well as the structure of the concepts in the ontology. The evaluation of the course indicated that the course's content and pedagogical methods were correct and that the learning and teaching material were well designed. These results prove that the course is a useful tool for improving a teacher's training in lexical didactics. Our research as a whole makes a meaningful contribution to the intended domains, by developing a way to use a knowledge base (the ontology of lexicological knowledge) for educational purposes (a course in lexical didactics).

L'amélioration de la maitrise du français langue première chez les élèves du primaire au Québec dépend de plusieurs facteurs. L'enseignant peut jouer un rôle dans ce processus, sa formation universitaire lui fournissant les connaissances nécessaires afin d'encadrer le développement des compétences langagières de l'élève. Une de ces compétences joue un rôle privilégié dans l'utilisation et la maitrise de la langue, il s'agit de la compétence lexicale, la capacité à comprendre et à utiliser les unités du lexique, aussi bien à l'oral qu'à l'écrit. Afin d'encadrer le développement de la compétence lexicale en français langue première des élèves du primaire, les enseignants doivent eux-mêmes posséder un bon niveau de compétence lexicale, mais aussi détenir un certain nombre de connaissances sur le fonctionnement du lexique lui-même, c'est-à-dire des connaissances métalexicales. Le référentiel québécois de la profession enseignante (MEQ, 2001b) ne détaille pas les connaissances métalexicales que doit posséder l'enseignant pour mener les tâches associées à ses activités d'enseignement/apprentissage du lexique. En outre, la plupart des universités québécoises n'offrent pas de cours dédiés explicitement à la didactique du lexique. Pourtant, ce sont dans les cours de didactique que sont dispensées les connaissances théoriques et pratiques nécessaires au futur enseignant pour assumer les tâches de planification et de pilotage des activités d'apprentissage et d'évaluation des compétences des élèves. La relative absence de cours de didactique du lexique en formation initiale pourrait s'expliquer par le fait qu'il s'agit d'une discipline encore jeune dont les fondements théoriques et pratiques sont en cours de développement. Cette thèse en didactique du français langue première s’intéresse donc aux contenus linguistiques de référence de la didactique du lexique, ainsi qu’à la formation des maitres au primaire dans cette même discipline. Le travail de recherche effectué afin de tenter de remédier au problème soulevé a permis la réalisation de deux objectifs complémentaires. Le premier a consisté en la construction d’une ontologie des savoirs lexicologiques, qui permet de représenter à l’intérieur d’une hiérarchie de notions l’ensemble des connaissances disciplinaires de référence de la didactique du lexique. Cette représentation a ensuite été utilisée pour spécifier et structurer les contenus d’un module de cours en didactique du lexique visant le développement des connaissances métalexicales chez les futurs enseignants du primaire au Québec. L’ontologie et le module de cours produits ont été évalués et validés par des experts de chacun des domaines concernés. L’évaluation de l’ontologie a permis de vérifier la méthode de construction de celle-ci, ainsi que différents aspects relatifs à la structuration des concepts dans l’ontologie. L’évaluation du module de cours a quant à elle montré que les contenus de cours étaient pertinents, les méthodes pédagogiques employées appropriées et le matériel de cours développé bien conçu. Cela nous permet d'affirmer que le module de cours en didactique du lexique se présente comme un apport intéressant à la formation des futurs enseignants du primaire en français langue première au Québec. La recherche dans son ensemble présente enfin une contribution pertinente à la didactique du lexique, son caractère original résidant entre autres dans le fait d’avoir développé un mécanisme d’exploitation d’une base de connaissances (ontologie des savoirs lexicologiques) pour la conception didactique (module de cours en didactique du lexique). / To improve first language learning in Québec primary schools, several variables must be taken into account, one of them the teachers themselves. Their training gives them the necessary knowledge to guide pupils in the development of their linguistic competences. One of these, lexical competence, plays a central role in the mastery of language. Lexical competence is the ability to understand and use lexical units, in oral speech as well as in written speech. To help pupils develop their lexical competence, teachers must not only themselves possess an appropriate level of lexical competence, but must in addition have acquired a certain amount of metalexical knowledge, that is, knowledge about the structure of the lexicon. The ministerial guide to the teaching profession (MEQ, 2001b) provides no guidance regarding metalexical knowledge required of future teachers. Moreover, there are no courses specifically devoted to lexical didactics. It is nevertheless in these kinds of courses that future teachers learn to prepare and guide activities in vocabulary acquisition and to evaluate their pupils' lexical competence. The scarcity of these kinds of courses in Québec universities may be explained by the youth of the discipline, whose theoretical linguistics foundations are still under construction. This dissertation on the didactics of French as a first language addresses the question of reference linguistic content for lexical didactics, as well as the training of future teachers in that discipline. Our research led to two complementary outcomes. The first outcome was to construct an ontology of lexicological knowledge. The second was the use of the ontology to specify and structure the content of a course in lexical didactics, devoted to the acquisition of metalexical knowledge by future teachers. Both the ontology and the course have been evaluated and validated by domain experts. The evaluation of the ontology supported the method used for its elaboration, as well as the structure of the concepts in the ontology. The evaluation of the course indicated that the course's content and pedagogical methods were correct and that the learning and teaching material were well designed. These results prove that the course is a useful tool for improving a teacher's training in lexical didactics. Our research as a whole makes a meaningful contribution to the intended domains, by developing a way to use a knowledge base (the ontology of lexicological knowledge) for educational purposes (a course in lexical didactics).

The thesis follows the development of the methodology of left-handers's writing, teacher's usage of the knowledge of methodology in a practice, researching the materials aimed in left- handness dedicated to teachers and parents, describing statements and opinions of the concrete primary teachers on left-hander's methodology. The thesis consists of the theoretical part and the empiric part. In the therotical part there are defined terms laterality and dominance, the development of the methodology of left-hander's writing since the year 1967 when this type of writing was legalised in the Czech Republic. The possibilities of getting information about the problematic of left-handness are summed, including books and trainings for primary school teachers. Finally, available equipment for left-handers is introduced. The research combines two methods - questionnaire and interview. The quantitative research is supposed to come up with the concrete percentage of left-handed pupils and with the general knowledge of teachers connected with methodology of left-hander's writing. The qualitative research was made by the form of interiewing teachers and Ivo Vodička. The aim of the thesis is to find out the way how to train teachers effectively based on researched information. KEYWORDS laterality, diagnostics of...