Este trabalho revisa e problematiza a usual associação entre a matemática escolar e o desenvolvimento do raciocínio lógico, introduzindo a argumentação e a prova em matemática como um elo de tal associação. Assim, desenvolve-se uma investigação tanto teórica quanto de campo, visando compreender por que, embora central na matemática acadêmica, a prova é tão pouco explorada na matemática escolar. A investigação teórica reviu diversas referências, em geral oriundas da Educação Matemática, mas também da História da Matemática, com vistas a: (1) compreender o papel de destaque da prova no contexto atual da Matemática, a partir do entrelaçamento entre a noção de demonstração e o próprio desenvolvimento dessa ciência; (2) discutir aspectos conceituais e epistemológicos da prova matemática que podem contribuir para um trabalho significativo com o tema na educação básica; e (3) compreender as razões da ausência de um trabalho significativo com a prova matemática na educação básica do Brasil nas últimas décadas. A investigação de campo complementa a investigação teórica apresentando um estudo de caso sobre conhecimentos, crenças e concepções de um pequeno grupo de professoras de matemática da educação básica a respeito do raciocínio lógico e da prova matemática. Essas investigações permitiram concluir que são diversas as causas do suposto abandono do trabalho com a prova matemática na educação básica, entre as quais destacamos a falta de uma discussão aprofundada sobre o tema na formação inicial de professores e a presença de práticas de ensino de matemática pautadas numa concepção tecnicista / In this dissertation, we review and problematize the usual association between school mathematics and the development of logical reasoning, introducing the proof in mathematics as a link of this association. Therefore we conducted both theoretical research and field research, in order to understand why the mathematical proof, although central to academic mathematics, is so little emphasized in school mathematics. In theoretical research, we reviewed several references, usually arising from the Mathematics Education, but also from the History of Mathematics, in order to: (1) understand the important role of proof in the current context of mathematics, from the entanglement between the notion of demonstration and even the development of this science; (2) discuss conceptual and epistemological aspects of the mathematical proof that can contribute to meaningful work with this theme in basic education; and (3) understand the reasons for the absence of meaningful work with mathematical proof in basic education in Brazil in recent decades. The field research complements the theoretical research presenting a case study on knowledge, beliefs and conceptions of a small group of mathematics teachers of basic education about logical reasoning and mathematical proof. These investigations allowed us to conclude that there are various causes for the alleged abandonment of work in mathematical proof in basic education, among which we highlight: the absence of thorough discussion of this topic school teacher education and the presence of current practice of a technical approach to math teaching

Ce travail de recherche s'intéresse à l'inclusion scolaire des élèves en situation de handicap et plus particulièrement aux élèves reconnus porteurs d'une dyslexie sévère. Ce sujet est, de nos jours, une réelle question sociale et un enjeu au sein de l'éducation nationale. En effet, depuis la loi du 11 février 2005 pour "l'égalité des droits et des chances, la participation et la citoyenneté des personnes handicapées", l'inclusion scolaire, en milieu ordinaire, est un droit pour chaque personne en situation de handicap. Cette recherche prend comme objet d'étude les pratiques enseignantes ainsi que les conceptions des enseignants lorsqu'un élève dyslexique, reconnu handicapé, par la Maison Départementale des Personnes Handicapées (MDPH), est scolarisé au sein de leur classe. A partir de l'association de divers outils de recherche (entretiens, observations, recueil de données), il s'agit de voir en quoi la scolarisation d'un élève à Besoins Éducatifs Particuliers engendre une évolution des pratiques et des conceptions des enseignants sur leurs élèves ainsi que sur leur métier. Les résultats de cette enquête permettent de penser comment la corporation éducative évolue, modestement mais de façon concrète, par l'accommodation des pratiques enseignantes face à un public de plus en plus hétérogène. / This research work deals with the school inclusion of special needs pupils and more specifically those who have been recognized as severely dyslexic. This subject is, nowadays, a real social question and an issue facing the "National Education". Since the law of February 11th, 2005 on the "Equality of rights, opportunity, partication and citizenship of handicapped persons", school inclusion in normal environments has indeed been a right for each disabled person. This research focuses on the study of teaching practices as well as teacher's perceptions when a dyslexic pupil, recognized by the "Maison Départementale des Personnes Handicapées" as disabled, is enrolled in their class (MDPH : Support centers for disabled individuals located in each department in France). In combining several resarch instruments (interviews, observations, data collection), it shows the effect of how the schooling of pupils with special educational needs, generates and develops teaching pratices and teachers' perceptions of their students and their own profession. This investigation suggests how the educational corporate body is evolving, modestly but in a tangible way, by modifying teaching practices to better an increasingly heterogeneous public.

Un vocabulaire riche favorise le développement des habiletés de communication, d’expression et de l’esprit critique. Afin d’aider les élèves à croitre, il est crucial de dispenser un enseignement lexical efficace. Cependant, les enseignants auraient peu recours aux pratiques recommandées par la recherche, celles de l’enseignement direct du vocabulaire. Les mots enseignés devraient être expliqués dans un contexte authentique, rencontrés fréquemment et réinvestis lors d’activités ludiques, ce qui n’est pas toujours fait. Peu de formations portant sur le vocabulaire sont offertes aux enseignants. Les objectifs de notre recherche sont d’élaborer une formation sur l’enseignement direct du vocabulaire, d’expérimenter et documenter sa mise en place et de déterminer son efficacité. Pour élaborer notre formation, nous nous sommes basés sur les recherches portant sur l’efficacité des dispositifs de formation continue. Nous avons mis sur pied une formation distribuée dans le temps, dans laquelle les enseignants participent activement avec leurs collègues de cycle. Six enseignants du primaire ont participé à la formation. Trois entrevues ont été menées avec les participants avant la formation, immédiatement après celle-ci et deux mois plus tard sur leurs conceptions et leurs pratiques relatives au vocabulaire. La mise en place et le déroulement de la formation ont été documentés. Des analyses thématiques ont permis d’identifier les forces externes, centrales et structurelles ainsi que les éléments propres à la formation qui ont influé sur sa mise en place. Les résultats d’analyses qualitatives longitudinales sur les entretiens suggèrent que les conceptions et, dans une moindre mesure, les pratiques des enseignants ont évolué à la suite de la formation. / A rich vocabulary supports the development of communication, expression and critical thinking skills. To help students grow, effective lexical instruction is crucial. However, teachers reportedly make little use of the research-recommended practice of direct vocabulary instruction. The words taught should be clearly explained in an authentic context, frequently encountered and reused in playful activities, which is not always done. Little training ob vocabulary is offered to teachers. The objectives of our research are to develop a training course on robust vocabulary instruction, to experiment and document its implementation and to determine its effectiveness. In developing our training, we drew on research on the effectiveness of professional development schemes. We set up a time-distributed professional development training course in which teachers actively participate with their cycle colleagues. Six primary school teachers participated in the training. Three interviews were conducted with the participants before the training, immediately after the training, and two months later on their conceptions and practices regarding vocabulary. The set-up and conduct of the training were documented. Thematic analyses were used to identify external, central and structural forces as well as elements specific to the training that influenced its implementation. The results of longitudinal qualitative analyses of the interviews suggest that teachers' conceptions and, to a lesser extent, practices evolved with the training.

Nos connaissances scientifiques sur la reproduction humaine et l’éducation à la sexualité se renouvellent très rapidement. Leur transposition didactique également, en fonction de l’évolution de pratiques sociales liées à la santé sexuelle, à des comportements sociaux, mais aussi en interaction avec des représentations sociales et des valeurs. L’objectif de notre recherche est donc de clarifier ces interactions et d'identifier ce qui empêche ou retarde l'introduction, dans l'enseignement d'un pays, des dernières connaissances scientifiques sur la reproduction humaine et l’éducation sexuelle. Une première approche historique et épistémologique est relative à l’influence des facteurs culturels sur l’éducation à la sexualité dans le cadre de la culture arabo-islamique, sans oublier pour autant le cadre culturel occidental. Par ailleurs, une deuxième approche didactique porte sur l’analyse d’une part des programmes et manuels scolaires tunisiens (depuis 2004 jusqu’à nos jours), et d’autre part sur une analyse comparative des conceptions des enseignants en Tunisie et dans six pays francophones (Maroc, Algérie, Liban, Burkina Faso, Sénégal et la France). Afin de permettre un choix raisonné des contenus d’enseignement, nous avons trouvé utile l’approche suivante : l’étude de l’interaction entre les programmes, les manuels et les attentes des futurs enseignants. C’est dans cette perspective que nous avons tenté d’identifier les attentes et les interrogations des futurs enseignants tunisiens sur l’enseignement de l’éducation à la sexualité. Le dernier chapitre de cette thèse analyse les conceptions d'enseignants dans sept pays francophones (Algérie, Burkina Faso, France, Liban, Maroc, Sénégal, Tunisie) sur la reproduction humaine et l’éducation à la sexualité. Notre contribution se veut une porte d'entrée à ce vaste domaine toujours en évolution, qu'est la sexualité dans une perspective éducative et citoyenne ; elle veut poser la question du statut moral et culturel de la sexualité dans notre société. En effet, l'analyse des conceptions des enseignants nous a conduits à caractériser la notion de « rapport à la culture » qui se rapproche du concept de « rapport au savoir ». La mise en évidence de l’incidence de la culture musulmane sur le sujet traité nous a permis de tirer des conclusions quant au lien entre la culture et les conceptions / Our scientific knowledge about Human Reproduction and Sex Education is constantly changing. Its didactic transposition is also changing according to the evolution of social practices linked to reproductive health, social behaviours, and in its interaction with values. The aim of our research is therefore to clarify these interactions and to identify the factors that prevent or promote the introduction of the lastest scientific knowledge on Human Reproduction and Sex Education into a country’s teaching syllabus. Firstly, a historical and epistemological approach was used to study the influence of cultural factors on sex education in the Arabic-Muslim culture, without neglecting the Western culture. Secondly, a didactic approach was used to critically analyse Tunisian school textbooks on Human Reproduction and Sex Education (from 2004 to 2011), and equally to carry out a comparative analysis of teachers' conceptions in Tunisia and in six francophone countries (Morocco, Algeria, Lebanon, Burkina Faso, Senegal and France). In order to choose an appropriate teaching content, we thought it wise to use the approach of studying the interaction between the syllabus, the textbooks and the student teachers’ expectations on the teaching of human reproduction and sexuality. It is in this perspective that we attempted to identify the expectations and worries of student teachers on issues related to the teaching of sex education. The last chapter of this work analyses the conceptions of teachers in seven francophones countries (Algeria, Burkina Faso, France, Lebanon, Morocco, Senegal, Tunisia) on Human Reproduction and Sex Education. This work intends to make its contribution to the vast and constantly evolving domain of Human sexuality, especially in the perspective of citizenship education. It intends to discuss the question of culture and moral status of sexuality in our society. In fact, the analysis of teachers' conceptions about sex education led us to characterize the notion of "relation to culture" which approaches the concept of "relation to knowledge". Highlighting the impact of Muslim culture on the topic has permitted us to draw conclusions about the link between culture and conceptions

Made available in DSpace on 2016-04-27T16:57:50Z (GMT). No. of bitstreams: 1 dissertacao_leila_souto_assis.pdf: 603489 bytes, checksum: cfdb80c1882cb67e78497cae17d0751a (MD5) Previous issue date: 2005-11-29 / The present study investigates the Mathematics teachers conceptions about the possible uses of learning objects from RIVED-Brazil project as potential aided resources in the Mathematics presential teaching and learning process using computational environments. In order to identify such conceptions, we assumed a qualitative approach through case study, under GODOY (1995) and CHIZZOTTI (2003) perspectives, of RIVED-Brazil project, adopting semi-structured interviews as our data collecting technique based con TRIVIÑOS (1987) perspective. Interested in this reflection, we analyze the current practices of the interviewed teachers, their intentions and ideal expectations about the tools, resources, technologies and environments as well as, after these points of view, we present the two educational modules selected for this research, intending identify which are the possibilities that, for these Mathematics teachers, can immerge from the use of them. Our aim is to study the potential contributions that can occur from the integration among the use of Mathematics learning objects, which belong to the educational modules selected for this research, and the expectations and current teaching practices of the interviewed teachers. In order to do that, three Mathematics teachers were interviewed and two educational modules were selected from RIVED-Brazil project, analyzing all of that under some aspects related to Activity Theory based on ENGESTRÖM (1999) perspective, mainly focusing on the expansive cycle definition / A presente pesquisa aborda as concepções de professores de Matemática frente à possível utilização de objetos de aprendizagem do projeto RIVED-Brasil como recurso potencialmente auxiliador no processo de ensino-aprendizagem presencial da Matemática realizado em ambientes informatizados. A fim de identificar tais concepções, adotamos uma abordagem qualitativa através do estudo de caso, na visão de GODOY (1995) e CHIZZOTTI (2003), do projeto RIVED-Brasil, utilizando como técnica de coleta de dados entrevistas semi-estruturadas apoiadas em TRIVIÑOS (1987). No enfoque desta reflexão, analisamos as práticas atuais dos educadores entrevistados, suas pretensões e expectativas ideais em termos de ferramentas, recursos, tecnologias e ambientes bem como, após estas considerações, apresentamos os dois módulos educacionais selecionados para esta pesquisa, buscando estabelecer quais são as possibilidades que, nas visões destes professores de Matemática, podem surgir a partir de seu uso. Nosso objetivo é estudar as potenciais contribuições que poderão emergir da integração entre uso dos objetos de aprendizagem de Matemática pertencentes aos módulos educacionais selecionados e as expectativas e práticas de ensino dos docentes entrevistados. Para esta verificação, contamos com a participação de três professores de Matemática e utilizamos dois módulos educacionais selecionados do projeto RIVED-Brasil, analisados sob alguns aspectos da Teoria da Atividade segundo a perspectiva de ENGESTRÖM (1999), principalmente quanto ao conceito de ciclo expansivo

Les connaissances de génétique humaine viennent d’évoluer profondément avec un changement de paradigme majeur : l'émergence de l'épigénétique, en rupture avec l'ère du «tout génétique». L’objectif de notre recherche est d'analyser jusqu'à quel point ces changements se sont opérés dans l’enseignement secondaire en biologie dans 19 pays. Nous interrogeons les relations entre science et société et plus précisément entre connaissances scientifiques, valeurs (par exemple celles qui fondent les idéologies innéistes, sexistes, voire racistes) et pratiques socioculturelles(spécifiques aux pays, à leurs systèmes éducatifs, aux religions). Cette thèse relève de la didactique de la biologie. Sa première partie présente d’une part et de façon succincte quelques connaissances de génétique humaine pour situer ce changement récent de paradigme et d’autre part, le contexte didactique de ce travail fortement lié à l’analyse des conceptions chez les enseignants et dans les manuels scolaires.La seconde partie est consacrée à la méthodologie. Élaborée conjointement avec les différentes équipes du projet BIOHEAD-CITIZEN, elle se compose d’une grille d’analyse pour les manuels scolaires et d’un questionnaire de 10 pages pour analyser les conceptions des enseignants. L’outil statistique des analyses multivariées est présenté de façon simple pour permettre à un lecteur non averti d'en maîtriser le sens.La troisième partie présente et discute les résultats, qui sont de deux types :- Analyse critique des manuels scolaires. Dans la majorité d'entre eux, ont été identifiés des indices montrant un ancrage de conceptions innéistes, souvent implicites. Par exemple, les images de jumeaux monozygotes suggèrent dans tous les pays que leur façon de s'habiller serait déterminée par leurs gènes. D’autres indices, en revanche, différencient les pays entre eux. Par exemple le syntagme programme génétique, aujourd'hui fortement contesté par les scientifiques, reste très présent dans certains pays (France, Finlande, Liban, etc.), alors qu'il a récemment disparu dans les manuels scolaires tunisiens, et qu'il n'est traditionnellement pas utilisé dans d'autres pays (ex-union soviétique).– Analyse des conceptions d'enseignants de 19 pays à propos du déterminisme génétique des performances et traits humains (7050 enseignants du primaire et du secondaire, de lettres et de biologie). Ces conceptions illustrent de fortes interactions entre les valeurs des enseignants et leurs connaissances sur l’hérédité. Il existe des différences importantes entre les pays. Par exemple des pays d’Europe méditerranéenne (France, Italie, Portugal) sont moins innéistes que les pays non européens. En Finlande, les enseignant(e)s sont à la fois plus innéistes qu'en France,mais tout aussi féministes. De façon plus générale, les conceptions des enseignants varient significativement avec leur degré de croyance et de pratique religieuse mais indépendamment de la confession religieuse. Elles varient aussi en fonction de leur âge, de leur sexe et de leur niveau d’étude. Au total, nos analyses mettent en évidence des systèmes de conceptions : les plus innéistes sont en même temps les plus créationnistes quant à l'évolution, et correspondent à certaines opinions politiques, religieuses et sociales.La conclusion insiste sur l'importance pour les enseignants de prendre conscience de la complexité de ce qu'ils enseignent en génétique humaine. La formation des maîtres gagnerait à les familiariser avec une approche critique des manuels qu'ils utilisent, mais aussi de leurs propres conceptions, en particulier en sachant identifier les interactions, fréquentes en génétique humaine,entre valeurs et connaissances scientifiques. / The rise of epigenetics as a major new paradigm for human genetics has profoundly transformed the field, marking a rupture with the “all genetics” era. The aim of our research is to analyze the effect of these changes for biology teaching in secondary education in 19 countries. We examine the relationship between science and society and more specifically between scientific knowledge, values (e.g. those associated with innatist, sexist or racist ideologies) and socio-cultural practices (specific to countries, their educational systems, and religions).This thesis is in the didactics of biology. The first part briefly presents some elements of human genetics to help situate the new paradigm, as well as introducing the educational context of this work, which highlights the analysis of conceptions among teachers and school textbooks.The second part is devoted to methodology. Developed in collaboration by the 19 teams of theBIOHEAD-CITIZEN project, it consists of a framework for analysing textbooks and the useof a 10-page questionnaire to assess teachers' conceptions. The statistical tool of multivariate analysis is then presented in a widely accessible manner. The third part presents and discusses the results, which are of two types:- Critical analysis of school textbooks. The majority of them still contained innatist conceptions, although often only implicit, as with images of monozygotic twins suggesting in all countries that their way of dressing is determined by their genes. However, other elements differed from one country to another. For example, the term "genetic program", now strongly challenged by scientists, is still regularly used in some countries (France, Finland, Lebanon,etc.), while it has recently disappeared from Tunisian textbooks, and has never been widely used in some others (like the former Soviet Union).- Analysis of teachers' conceptions about genetic determinism for human traits and performances in 19 countries (7,050 primary and secondary school teachers, in literature and biology). These conceptions illustrate the close interaction between teachers’ values and their knowledge about heredity. There are important differences between countries; for example,teachers in Southern Europe (France, Italy, Portugal) are less innatist than outside Europe. In Finland, the teachers are more innatist than in France, but not more sexist. More generally ,teachers’ conceptions vary significantly with their degree of belief in God and religious practice, irrespective of religious denomination. Conceptions also vary according to age, sex and level of education. Overall, our analysis highlights the concept of a ‘system of conceptions’: the most innatist groups are also the most creationist, and are characterized by certain political, religious and social features.The conclusion emphasizes the importance for teachers of becoming aware of the complexity of human genetics. Teacher-training needs to include a critical approach not only to textbooks, but also of the teachers’ own conceptions, helping them to identify interactions between values and scientific knowledge.