Made available in DSpace on 2016-04-27T16:33:18Z (GMT). No. of bitstreams: 1 BENEDITA APARECIDA DE AZEVEDO.pdf: 553113 bytes, checksum: f4ccf05e41f1ca5a6d9499954f13994e (MD5) Previous issue date: 2007-02-14 / This research aims to investigate the view that teachers from classes of Adult and Youth Education (EJA) from 5th to 8th grades from public state schools of Vale do Ribeira-SP have about the didactic materials used in classroom. The investigation work has the following research questions What do the teachers say about the use of the Collection Ensinar e Aprender (Teach and Learn) in classroom? What difficulties do they notice in relation to the use of that material? Which other materials have been used by those teachers? as well as the hypothesis that the material proposed and received by the teachers of EJA classes from 5th to 8th grades in the state of São Paulo (Collection Teach and Learn) has not been frequently used, once the students reach the EJA classes from 5th to 8th grades without the necessary fluency in reading and writing, compelling the teachers to use other materials. The data, collected by means of analysis of documents and interviews with 05 teachers from those classes, were organized in synthesis charts and analyzed taking into consideration the theoretical reference offered by authors who study the school in its relationship with the social structure and the culture (Pérez Gómez and Gimeno Sacristán). This dissertation is structured in order to present what the analyzed documents indicate and propose; what the analytical studies about those documents bring; what the studies on pedagogic and didactic practices for Adult and Youth Education bring; and what the investigated teachers say about their work and those materials. The results emphasize that the teachers ignore the existence of the Curricular Proposal for the 2nd segment of the Adult and Youth Education and also ignore specific materials to support their work, the reason why they are compelled to accomplish adaptations of didactic materials destined to regular classes of Primary School / A pesquisa aqui relatada tem por objetivo investigar a visão que as professoras de classes de Educação de Jovens e Adultos Ciclo II de escolas do ensino público estadual do Vale do Ribeira-SP têm dos materiais didáticos utilizados em sala de aula. Norteiam o trabalho de investigação as seguintes questões de pesquisa Que dizem as professoras sobre o uso da Coleção Ensinar e Aprender em sala de aula? Que dificuldades percebem em relação ao uso desse material? Que outros materiais têm sido utilizados por essas professoras? bem como a hipótese de que o material proposto e recebido pelas professoras de classes de EJA Ciclo II no estado de São Paulo (Coleção Ensinar e Aprender) tem sido, em geral, pouco utilizado, tendo em vista que os alunos chegam às classes de EJA Ciclo II, sem a necessária fluência em leitura e escrita, levando as professoras a lançar mão de outros materiais. Os dados, coletados por meio de análise de documentos e de entrevistas com 05 professoras em exercício nessas classes, foram organizados em quadros-síntese e analisados à luz do referencial teórico oferecido por autores que estudam a escola na sua relação com a estrutura social e a cultura (Pérez Gómez e Gimeno Sacristán). A estrutura dessa dissertação está organizada de forma a apresentar o que indicam e propõem os documentos analisados; o que dizem os estudos que os analisaram; o que dizem os estudos sobre práticas pedagógicas e didáticas para Educação de Jovens e Adultos; e o que dizem as professoras investigadas sobre esses materiais e seu trabalho. Os resultados revelam que as professoras desconhecem a existência de uma Proposta Curricular para o 2º segmento da Educação de Jovens e Adultos e de materiais específicos nos quais possa apoiar seu trabalho, razão pela qual se vêm obrigadas a realizar adaptações de materiais didáticos destinados às classes regulares de Ensino Fundamental

Sammanfattning Syfte och frågeställningar Syftet med studien är att undersöka hur idrottslärare i årskurs 7-9 talar om relationen mellan orientering och friluftsliv i ämnet idrott och hälsa. Frågeställningarna studien avser besvara är följande: Hur bedrivs undervisningen i friluftsliv och orientering? Vilka geografiska områden används för friluftslivsundervisning? Hur används de geografiska områdena i undervisningen?  Metod Datainsamlingen till studien gjordes i form av semistrukturerade intervjuer utifrån en intervjuguide. Sju idrottslärare från årskurs 7-9 intervjuades, fem från Stockholms län varav två verksamma i innerstaden, en från Södermanlands län samt en från Norrbottens län. Urvalet skedde genom ett bekvämlighetsurval. Intervjuerna spelades in och transkriberades. Transkriberingen analyserades med hjälp av diskursanalys som teoretiskt ramverk. Resultat Diskursanalysen av hur idrottslärare talar om relationen mellan friluftsliv och orientering resulterade i en övergripande diskurs där själva undervisningen i friluftsliv framträder som bestående av aktiviteter. Orientering beskrevs vidare som ett kunskapsområde som kunde integreras i friluftsundervisningen. Friluftslivsundervisnings olika aktiviteter ses av flera lärare som förberedande delar inför vandringar och övernattningar. Närområdets ansågs ha stor betydelse då det just gav möjligheter till dessa förberedande aktiviteter. I talet om undervisning i friluftsliv och orientering framkom även behovet av mer resurser och mer av ämnesöverskridande planeringstid. Vid genomgången av det empiriska materialet framkom även att eleverna hade svårt att uppfatta syftet med de aktiviteter som genomfördes, vilket resulterade i att undervisningen i friluftsliv många gånger präglades av omotiverade elever. Slutsats I diskursanalysen av lärarnas tal framträder att lärarna har en mycket en öppen tolkning av kursplanen, där orientering utgör en aktivitet bland andra inom friluftsliv. Skolans närområde tilldelas stor betydelse och används för aktiviteter. Den öppna skrivningen i kursplanen ger idrottslärare möjligheter att bedriva aktiviteter utan att placera in dem i ett mer övergripande sammanhang. En möjlig lösning som gör att momentet friluftsliv och utevistelse kan inkluderas mer i undervisningen, är dels mer tid till undervisningen, dels en ämnesöverskridande planering. Detta skulle kunna skapa möjligheter till en rödare tråd än vad som återfinns idag. Friluftsliv och andra typer av ämnesinnehåll skulle kunna särskiljas tydligare. / Abstract Aim and research questions The purpose of this study is to examine how physical education (PE) teachers from grades 7-9 view the relationship between orienteering and friluftsliv within their teaching. The study aims to answer the following questions: How do PE teachers use orienteering and friluftsliv in their teaching? Which geographical areas are used during lessons focusing on friluftsliv? In what ways are these geographical areas being used by PE teachers? Method The data was collected through semi structured interviews which followed an interview guide. Seven PE teachers were interviewed, of which five teach came within the Stockholm area, one from Norrbotten and one from Södermanland. The teachers were selected through a convenient sample. The interviews were recorded, transcribed to text documents and thereafter analyzed by using a discourse analysis. Results The discourse analysis showed that the teachers view friluftsliv as a teaching area for physical activities. This was further explained by the teachers´ strive to organize the friluftsliv education using activities named by the curriculum. The teachers viewed these activities as preparations for other outdoor activities, such as longer hikes. The discourse around orienteering was that orienteering was an integrated part of friluftsliv. The open interpretation of the curriculum by the teachers led in some cases to activities being chosen without much reflection on their actual purpose. Furthermore, the empirical material showed that students did not know the purpose of certain activities, which affected their overall motivation for friluftsliv education. An important aspect for all teachers in this study is the geographical areas close to the school. Another aspect is the PE teachers´ desire for more cooperation with other school subjects. The PE teachers also expressed that they wanted a solution which could create more time for friluftsliv in their teaching, which would make it easier to organize meaningful activities. Conclusion The discourses connected to how the teachers talk about friluftsliv and orienteering shows that friluftsliv is mainly viewed as an area for physical activity. When discussing geographical areas close to the school, a discourse was created which highlighted the significance of this aspect, together with friluftsliv as a means of preparation for other outdoor activities. More cooperation with other subjects has potential to create more time for friluftsliv, making it easier to separate orienteering from this teaching area.