The aim of the present study was to investigate the teacher’s perception about working both with individuals with autism and with Down’s syndrome. A semi-structured interview was performed with 10 teachers, in two special schools, in the interior of the state of Rio Grande do Sul. Each one of these interviews was compound of a range of questions, dealing with topics such as teacher’s identification, etiologic notions about the syndrome, intellectual development and clinical characteristics of the children, ways of educational intervention and finally the difficulties and feelings of the teachers concerning their work in this area and also their educational strategies. The analysis of the obtained material revealed that there are similarities and differences in the way in which the teachers perceive their students with the Down’s syndrome or Autism. One fundamental aspect which was identified related to the circumstances that led the teacher to work with these children, which were not always founded on choice. One of the concerns, which mostly differentiated the teacher’s discourse, was in relation to pleasure when working with these children. This appears more clearly regarding the students with Down’s syndrome, indicating a feeling of well-being and satisfaction of the teacher, due to the social reciprocity and communication in the relationship with the children. On the other hand, stereotyped ideas; worries with behaviors that are not specific to the anxiety and lack of self-confidence were aspects which characterized the teacher’s perception about autism. This picture might have influenced their management strategies. For example, in order to alleviate their conflicts and anxieties the teachers used strategies to maintain the students systematically busy to attempt to “control” the autism. However, the practice of “sheltering” by means of flexible work and encouragement of the autonomy based on the exercise of choice were also identified in some of the teachers. Another aspect that deserves attention is in the relation to the beliefs about the etiology of autism, specifically those concerning the mother-child bond. A simplistic view of this issue was identified, which was understood as a direct relationship of “cause and effect” rather as a reciprocal process, where each element of the dyad contributes to its quality. Finally, the results of this paper point to a complexity but not impossibility of the educational process of the so-called “special” student. However, attention should be paid to the need of founding the educational practice on knowledge, thus avoiding the emergency of distorted ideas and subsequently practices incoherent with the individual’s development.

The aim of the present study was to investigate the teacher’s perception about working both with individuals with autism and with Down’s syndrome. A semi-structured interview was performed with 10 teachers, in two special schools, in the interior of the state of Rio Grande do Sul. Each one of these interviews was compound of a range of questions, dealing with topics such as teacher’s identification, etiologic notions about the syndrome, intellectual development and clinical characteristics of the children, ways of educational intervention and finally the difficulties and feelings of the teachers concerning their work in this area and also their educational strategies. The analysis of the obtained material revealed that there are similarities and differences in the way in which the teachers perceive their students with the Down’s syndrome or Autism. One fundamental aspect which was identified related to the circumstances that led the teacher to work with these children, which were not always founded on choice. One of the concerns, which mostly differentiated the teacher’s discourse, was in relation to pleasure when working with these children. This appears more clearly regarding the students with Down’s syndrome, indicating a feeling of well-being and satisfaction of the teacher, due to the social reciprocity and communication in the relationship with the children. On the other hand, stereotyped ideas; worries with behaviors that are not specific to the anxiety and lack of self-confidence were aspects which characterized the teacher’s perception about autism. This picture might have influenced their management strategies. For example, in order to alleviate their conflicts and anxieties the teachers used strategies to maintain the students systematically busy to attempt to “control” the autism. However, the practice of “sheltering” by means of flexible work and encouragement of the autonomy based on the exercise of choice were also identified in some of the teachers. Another aspect that deserves attention is in the relation to the beliefs about the etiology of autism, specifically those concerning the mother-child bond. A simplistic view of this issue was identified, which was understood as a direct relationship of “cause and effect” rather as a reciprocal process, where each element of the dyad contributes to its quality. Finally, the results of this paper point to a complexity but not impossibility of the educational process of the so-called “special” student. However, attention should be paid to the need of founding the educational practice on knowledge, thus avoiding the emergency of distorted ideas and subsequently practices incoherent with the individual’s development.

The aim of the present study was to investigate the teacher’s perception about working both with individuals with autism and with Down’s syndrome. A semi-structured interview was performed with 10 teachers, in two special schools, in the interior of the state of Rio Grande do Sul. Each one of these interviews was compound of a range of questions, dealing with topics such as teacher’s identification, etiologic notions about the syndrome, intellectual development and clinical characteristics of the children, ways of educational intervention and finally the difficulties and feelings of the teachers concerning their work in this area and also their educational strategies. The analysis of the obtained material revealed that there are similarities and differences in the way in which the teachers perceive their students with the Down’s syndrome or Autism. One fundamental aspect which was identified related to the circumstances that led the teacher to work with these children, which were not always founded on choice. One of the concerns, which mostly differentiated the teacher’s discourse, was in relation to pleasure when working with these children. This appears more clearly regarding the students with Down’s syndrome, indicating a feeling of well-being and satisfaction of the teacher, due to the social reciprocity and communication in the relationship with the children. On the other hand, stereotyped ideas; worries with behaviors that are not specific to the anxiety and lack of self-confidence were aspects which characterized the teacher’s perception about autism. This picture might have influenced their management strategies. For example, in order to alleviate their conflicts and anxieties the teachers used strategies to maintain the students systematically busy to attempt to “control” the autism. However, the practice of “sheltering” by means of flexible work and encouragement of the autonomy based on the exercise of choice were also identified in some of the teachers. Another aspect that deserves attention is in the relation to the beliefs about the etiology of autism, specifically those concerning the mother-child bond. A simplistic view of this issue was identified, which was understood as a direct relationship of “cause and effect” rather as a reciprocal process, where each element of the dyad contributes to its quality. Finally, the results of this paper point to a complexity but not impossibility of the educational process of the so-called “special” student. However, attention should be paid to the need of founding the educational practice on knowledge, thus avoiding the emergency of distorted ideas and subsequently practices incoherent with the individual’s development.

Tidigare forskning har visat att elever har bristande kunskaper i multiplikationstabellerna. Att automatisera tabellerna ger eleverna goda förutsättningar inför övriga matematikområden. Syftet med studien var att skapa kunskap om lärares uppfattning till automatisering av multiplikationstabellerna samt att få kunskap om hur många av lärarnas elever som hade automatiserat tabellerna. Syftet var även att ta reda på vilka metoder lärare använder för att stötta eleverna i detta. Studien genomfördes med enkät som datainsamlingsinstrument och resultatet från enkäten följdes upp med fokusgruppsintervjuer. Resultatet av studien visade att många lärare upplever automatisering av multiplikationstabellerna som viktigt eftersom det underlättar för eleverna inför övriga matematikområden samt att det avlastar elevernas arbetsminne. Metoderna som flest lärare använde i sin undervisning var digitala undervisningsplattformar samt olika arbetsblad som drillträning av tabellerna. / Previous research had shown that students lacked knowledge in the multiplication tables. Automating the tables gives students good conditions to succeed in other areas of mathematics. The purpose of this study was to create knowledge about teacher’s perceptions of automating the multiplication tables and to examine how many of the pupils had automated the tables. The purpose was also to identify what methods teachers use to support students in multiplication table automation. The study was conducted with a survey and the results were followed up with focus group interviews. The results showed that many teachers value the automation of the multiplication tables because it prepares the students for other mathematics areas and it relieves the student’s working memory. The methods most teachers used in their teaching were digital teaching platforms and various worksheets such as drill training of the tables.

SOUSA, Rosângela Teixeira de Avaliação institucional e os resultados do Sistema Permanente de Avaliação da Aducação Básica do Ceará – SPAECE nas escolas estaduais do município de Fortaleza: um estudo descritivo na percepção do professor. 2013. 94f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2013. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-02-15T13:01:36Z No. of bitstreams: 1 2013_dis_rtsousa.pdf: 1855790 bytes, checksum: f673b50174f849ee12fa3348d0bd627d (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-03-03T10:37:11Z (GMT) No. of bitstreams: 1 2013_dis_rtsousa.pdf: 1855790 bytes, checksum: f673b50174f849ee12fa3348d0bd627d (MD5) / Made available in DSpace on 2017-03-03T10:37:11Z (GMT). No. of bitstreams: 1 2013_dis_rtsousa.pdf: 1855790 bytes, checksum: f673b50174f849ee12fa3348d0bd627d (MD5) Previous issue date: 2013 / The purpose of this research was, in general, to analyze the results of institutional evaluation of the state schools in the city of Fortaleza through the perception of the teacher and to compare the results in the subjects of Portuguese language and mathematics in the 3rd grade of high school listed in SPAECE 2011. Specifically, purposed to analyze the vision of the teachers on the management team; to identify the working conditions of teachers in schools; analyze the expectations of teachers towards their students, and finally; compare data collected by the institutional review in the perception of the teacher and school performance achieved by the students. The institutional review relates to obtaining information for the diagnosis and monitoring of various aspects related to school. The data obtained are relevant to investigate the impact of state policies on school population including expanding the view not only on the extent of the pedagogical aspect, but mainly to identify the weaknesses and strengths of the school units, with the aim of promoting its self knowledge, the optimization of its functions and decision making, to ensure, to the society, its importance and quality. In this sense, a descriptive exploratory research was conducted through the use of secondary data, in a sample of twenty- four state high schools who participated in the institutional review of AVALIA, as well as the - SPAECE Education in 2011; being that twelve schools with higher average of proficiency and twelve schools with lower average of proficiency. There were used as research instruments: the questionnaire of the teacher prepared by the AVALIA Educational Adviser and the results of SPAECE – High School 2011. Data analysis showed that independently of the school be of a higher or lower average proficiency and to possess a good concept regarding the management, this result have not revealed any significant difference between them, neither did have an influence on the academic performance of the students in subjects assessed by SPAECE – High School 2011. / Esta pesquisa objetivou, de modo geral, analisar os resultados da avaliação institucional das escolas estaduais do município de Fortaleza na percepção do professor e comparar aos resultados de aprendizagem nas disciplinas de língua portuguesa e matemática na 3ª série do ensino médio coletados no SPAECE 2011. Especificamente, intencionou analisar a visão dos professores acerca da equipe de gestão; identificar as condições de trabalho dos professores na escola; analisar a expectativa dos professores em relação aos seus alunos e, por fim; comparar os dados coletados pela avaliação institucional na percepção do professor e o desempenho escolar obtido pelos alunos. A avaliação institucional diz respeito à obtenção de informações para o diagnóstico e acompanhamento dos mais variados aspectos referentes à escola. Os dados obtidos são relevantes para averiguar o impacto das políticas estaduais sobre a população escolar inclusive, ampliando o olhar não somente sobre a abrangência do aspecto pedagógico, mas, sobretudo identificar as insuficiências e potencialidades das unidades escolares, com o objetivo de promover o seu autoconhecimento, a otimização de suas funções e as tomadas de decisões, de modo a assegurar, junto à sociedade, sua importância e qualidade. Nesse sentido, foi realizada uma pesquisa descritiva de cunho exploratório, mediante o uso de dados secundários, em uma amostra composta de vinte e quatro escolas estaduais de ensino médio, que participaram da avaliação institucional da AVALIA, como também do SPAECE-Ensino Médio em 2011, sendo doze escolas com maior proficiência média e doze escolas com menor proficiência média. Foram utilizados como instrumentos de pesquisa: o questionário do professor elaborado pela AVALIA Assessoria Educacional e os resultados do SPAECE-Ensino Médio 2011. A análise dos dados demonstraram que, independente da escola ser de maior ou menor proficiência média e possuir um bom conceito em relação à gestão, esse resultado não revelou diferenças significativas entre elas, nem influenciou no desempenho acadêmico dos alunos nas disciplinas avaliadas pelo SPAECE-Ensino Médio 2011.

Ämnet samhällskunskap är ett ämne som behandlar innehåll som ska förbereda eleverna för att bli demokratiska medborgare. För att det ska kunna ske är det av vikt att lärarna ger eleverna möjligheter att lära sig det. I studien är syftet att undersöka vilka metoder som lärare uppfattar motiverar elever samt vilka metoder som lärare uppfattar som framgångsrika för elevers kunskapsutveckling i ämnet samhällskunskap. Studien har gjorts ur ett årskurs 4–6 perspektiv. Studien tar sin grund i den sociokulturella teoribildningen, där tanken om lärande i samspel, och lärande genom medierande verktyg, är av vikt. En kvalitativ metod har använts för studien. För att belysa lärarnas uppfattningar av motiverande och kunskapsutvecklande metoder har kvalitativa intervjuer använts. Efter genomförda intervjuer, bearbetades materialet och analys samt kodning gjordes. Resultatet visar att lärarnas uppfattningar om vilka metoder som motiverar elever och vilka metoder som anses kunskapsutvecklande i stora drag handlar om att eleverna gynnas av ett varierat arbetssätt där det ingår att de får dela med sig utav sina tankar och idéer genom bland annat grupparbete, diskussioner och praktiskt arbete. Slutsatsen av studien är att lärarnas uppfattningar av vad det är som motiverar och utvecklar elevernas kunskaper till stora delar stämmer överens med vad forskning säger. Det är därmed av stor vikt att som lärare vara medveten om vad det är som motiverar eleverna för att en faktisk kunskapsutveckling ska ske. / The civic education contains subjects that is supposed to prepare pupils to become democratic citizens. To be able to fulfil that goal it is important for teachers to give the pupils opportunities to learn about it. The aim of this study is therefore to examine which methods teachers apprehend to be successful for pupil’s knowledge development and their motivation in civics education. This study has been done in the perspective of the Swedish primary school. The study is based on the sociocultural learning theory, where learning in cooperation, and learning through mediating tools is important. A qualitative method has been used for this study. To acknowledge the teacher’s perceptions about motivating and knowledge development, this study has used qualitive interviews. After the interviews were done, the material was processed and analyzed, furthermore a coding was done. The result showed that the teacher’s perception about which methods that motivates the pupils and which methods that are knowledge developing was that they should vary their teaching. For example, the pupils should be in an environment where they can share their thoughts and ideas through working in groups, discussions, and practical tasks. The conclusion of this study is that the teacher’s perceptions of what is considered motivating and knowledge developing mainly agrees with what research says. There it is important for teachers to be aware of what motivates pupils for an actual knowledge development to happen.

Orientador: Cibele Cecílio de Faria Rozenfeld / Resumo: Nos últimos anos, com a expansão das tecnologias, presenciamos o surgimento de diferentes dispositivos, programas e aplicativos, tornando as Tecnologias Digitais da Informação e Comunicação (TDICs) cada vez mais presentes no mundo, em diferentes contextos na era da Cultura Digital (SANTAELLA, 2003; BERTOLDO, SALTO E MILL, 2018; KENSKI, 2018). Desse modo, no panorama educacional contemporâneo, ressalta-se os desafios advindos dessa nova era, pois, se por um lado essas ferramentas podem potencializar o trabalho dos educadores, sem delimitação espaçotemporal, por outro elas exigem suporte e Competência Digital dos professores e alunos (UNESCO, 2008, 2014, 2016). Nesse sentido, inúmeras são as discussões acerca da formação de professores, em uma perspectiva crítico-reflexiva (FREIRE, 1979; MOURA-FILHO, 2011) e perceptiva (MERLEAU-PONTY, 1999; MATOS E JARDILINO, 2016), para o ensino de línguas aliado ao uso das tecnologias (BAX, 2003; LEFFA, 2012; PAIVA, 2013; MARQUES-SCHÄFER E ROZENFELD, 2017). Além do mais, percebe-se o descompasso entre a velocidade transformacional das TDICs e a morosidade em integrá-las na Educação e na formação docente, bem como as condições de infraestrutura, a oferta e o manejo de recursos tecnológicos (KENNISNET, 2015; ALMEIDA E VALENTE, 2016). Partindo desse cenário, o presente trabalho tem como objetivo analisar as percepções de professores de inglês da rede pública de ensino acerca da relevância do uso das TDICs em sala de aula, da infraestrutura para ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In recent years, with the expansion of technologies, we have witnessed the emergence of different devices, programs and applications, making Digital Information and Communication Technologies (DICTs) increasingly present in the world, in different contexts in the era of Digital Culture (SANTAELLA, 2003; BERTOLDO, SALTO AND MILL, 2018; KENSKI, 2018). Thus, in the contemporary educational perspective, the challenges arising from this new era are emphasized, since, on the one hand, these tools can enhance the work of educators, without spatiotemporal delimitation, on the other, they require support and Digital Competence from teachers and students (UNESCO, 2008, 2014, 2016). In this sense, there are countless discussions about teacher education, in a critical-reflexive (FREIRE, 1979; MOURA-FILHO, 2011) and perceptive view (MERLEAU-PONTY, 1999; MATOS E JARDILINO, 2016), for teaching languages combined with the use of technologies (BAX, 2003; LEFFA, 2012; PAIVA, 2013; MARQUES-SCHÄFER AND ROZENFELD, 2017). Furthermore, there is a mismatch between the transformational speed of DICTs and the delay in integrating them in Education and teacher education, as well as the conditions of infrastructure, proposition and use of technological resources (KENNISNET, 2015; ALMEIDA AND VALENTE, 2016). Based on this scenario, the present work aims to analyze the perceptions of English teachers in the public school about the relevance of using DICTs in the classroom, the infrastructure for such use ... (Complete abstract click electronic access below) / Mestre