Using language as a tool to engage in social activity and mediate learning is a human experience. For some, that experience is limited as a result of language/learning problems or by experiences in environments that have not fostered language development. Language minority students who have learning disabilities are also challenged to create meaning in a language that is not native and that may be limited, particularly as it relates to academic learning. This study examined the influence of three learning environments on the communicative competencies of bilingual students with learning disabilities and the influence of those environments on the students' learning. Students were at least two years below expected grade level in reading. During the study, they used their grade level textbooks as they engaged in learning Social Studies content. Results indicate that dialogic, interactive learning environments influence the communicative competencies students demonstrate as well as their content learning.

Orientador(a): Célia Regina Rossi / Banca: Andreza Marques de Castro Leão / Banca: Sebastião de Souza Lemes / Banca: Maria Isabel Seixas da Cunha Chagas / Resumo: Esta pesquisa de cunho qualitativo teve como principal objetivo conhecer as contribuições do "Projeto Web Educação Sexual", para a formação de professoras da educação infantil e do ensino fundamental I. Este projeto é estruturado por meio de webinares, que são conferências, seminários e conversas informais online. Sexualidade, relações de gênero e educação em sexualidade são temas que precisam ser estudados e abordados no ambiente escolar. Existe uma lacuna na formação inicial de professores sobre essa temática e a formação continuada se apresenta como uma possibilidade de resolver esse problema. A pesquisa caracterizou-se por dar voz a um grupo de professoras da educação básica sobre o tema e quanto a suas impressões relativas à formação online e temáticas trazidas pelas webinares. Participaram do estudo quatro professoras. Para a coleta de dados foram utilizados: um questionário de (re) conhecimento da realidade das professoras, seguido de uma entrevista semiestruturada. Este estudo mostrou-se relevante para o levantamento de informações sobre a importância da formação continuada em Educação em Sexualidade, sobretudo quanto aos aspectos da atuação profissional para uma mediação crítica, esclarecedora, autônoma, digna e respeitosa das professoras, dos alunos e da comunidade escolar, incluindo a família. O estudo investigou também um aspecto atual da formação de professores que trata do uso das novas tecnologias, uma vez que enfocou os aspectos desta formação por meio das Tec... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This qualitative research had as main goal to know the contributions of the "Sexual Education Web Project", for the education of teachers of the Early Childhood Education and of the Fundamental Education I. This study followed the teachers who looked for in the webinars, through conferences, seminars and informal online conversations about knowledge for their actions at school, with respect to sexuality and gender relations. Sexuality, gender relations and sexuality education are issues that need to be studied and addressed in the school environment. There is a gap in initial teacher education on this subject and continuing education presents itself as a possibility to solve this problem. This research was characterized by giving a voice to a group of teachers of basic education on the subject regarding their impressions regarding the online training and thematic ones brought by the webinars. Four teachers participated in the study. To collect data were used: a questionnaire of the acknowledge of the reality of the teachers, followed by a semi-structured interview. This study proved to be relevant for the collection of information about the importance of continuing education in Sexuality Education, especially regarding aspects of professional performance for a critical, enlightening, autonomous, dignified and respectful mediation of teachers, students and the school community, including the family. The study also investigated a current aspect of teacher training that deals with the use of new technologies, since it focused on aspects of this training through Digital Technologies. As results, we found that the teachers considered that the Web Sex Education Project contributed to their personal and professional training, as they broadened their view on sexuality and worried them to seek more and more, and feel more fit for actions in school with Early Childhood... (Complete abstract electronic access below) / Mestre

First Year College of Education students who have done and/or passed mathematics at matric level, often lack adequate understanding of basic mathematical concepts and principles. This is due to the fact that formal tests and examinations often fail to assess understanding at anything but a basic level. It is against this background that this study uses alternative and more direct means of assessing the level and nature of the understanding such students have of aspects of basic arithmetic and number theory. More specifically, the goals of the study are: 1. To determine the students' levels of understanding of the following number concepts: Rational numbers; Irrational numbers Real numbers and Imaginary numbers. 2. To determine whether the students understand the rules governing operations with negative numbers and with zero as principles rather than conventions. 3. To determine whether the students understand the rule governing the order of operations as a matter of convention rather than as a matter of principle. A survey of the literature concerning the nature of understanding as well as the nature of assessment is given. The students' understanding in the above areas was assessed by means of a written test followid by interviews. A sample of 50 students participated in the study while a sub-sample of 6 were interviewed. Some of the significant findings of the study were : 1. The students largely failed to draw clear distinctions between Real and Rational numbers as well as between Irrational and Imaginary numbers. 2. Very few of the students could explain the rationale behind the rules governing the. operations with negative numbers and zero. 3. Only half of the students had any knowledge of the rule governing the order of operations. Only one student demonstrated an understanding of the rule as a convention.

Orientador: Washington Luiz Pacheco de Carvalho / Coorientador: Rejane Aurora Mion / Banca: Carmen Roselaine de Oliveira Farias / Banca: Ana Maria de Andrade Caldeira / Banca: Maria Antonia de Souza / Banca: Luciana Maria Lunardi Campos / Resumo: O principal objetivo deste trabalho consiste em analisar o processo de construção da identidade de professor e pesquisador em ensino de Física, em uma proposta educacional que vem sendo construída, desenvolvida e estudada na formação inicial de professores deste 1997. A pesquisa consistiu em um estudo de caso, tendo a coleta e análise dos dados sob fundamentos teóricos epistemológicos e metodológicos em Freire, Habermas, Strauss, Latour e Miron. A formação do professor e pesquisador em ensino de Física ocorre diante de diferentes demandas e situações -limite que precisam ser enfrentadas. Por isso, é necessário tecer reflexões, relações e modificações no curso da ação. Constato que a vivência de uma práxis - interlocução entre teoria e prática - no desenvolvimento de uma proposta educacional na formação inicial de professores de Física é condição imprescindível para a construção da identidade de professor e pesquisador em ensino de Física. Os resultados demonstram que a proposta tem tido progressos importantes na sistematização de atividades educacionais que problematizem conceitos e práticas, as quais viabilizem a abertura e continuidade do diálogo; bem como, nas parcerias tecidas, que buscam implementar e consolidar a relação ensino, pesquisa e extensão na interface Universidade-Escolas / Abstract: The aim of this study was to analysis the construction of identity of teacher and reseacher in the teaching of Physics in an educational proposal bulding, developed and studies in abn initial teacher education program since 1997. The research was in a study of case, with collection and analysis of the data was supported by the theoretical epistemological and methodological concepts of Freire, Habermas, Strauss, Latour and Miron. The education of teachers and researchers in the teaching of Physics takes places in a context of different demands and limit situations. It is necessary to develop reflexions, relations and modifcations in the course of action. I check that the experience of praxis - interannouncer between theory and practice - in the development of an educational proposal in Physics teachers initial educational supports the construction of a special identity - a teacher and researcher in the teaching of Physics. The outomes demonstrate that the proposal have had considerable progress in the systematization and educational activities that problematize concepts and practices, which in turn allow for the start and continuation of dialogue; the partnerships that aim to implement and consolidate the relations among teaching, research and outreach activities at the University and Schools / Doutor

Orientador: Fernando Bastos / Banca: Roberto Nardi / Banca: Taitiany Karita Bonzanini Fuzer / Resumo: Apresentados aqui resultados de uma investigação realizada junto a um projeto maior, intitulado Diálogos sobre o Ensino de Ciências Naturais, de caráter colaborativo entre universidades e escola básica. O objetivo da pesquisa foi gerar subsídios para discussões acerca da relação entre fatos e modelos em um projeto de formação de professores da área de Ciências da Natureza, cujo enfoque principal foi o uso das atividades práticas como estratégia formativa. A pesquisa utilizou uma abordagem qualitativa; os dados foram coletados por meio de notas de campo, com posterior elaboração de relatórios de observação. Os dados gerados ao longo dos anos de 2011 e 2012 demonstram que (a) os professores possuíam determinadas lacunas em suas noções epistemológicas; (b) os professores puderam ampliar seus saberes disciplinares, curriculares e experiências à medida que tentaram implementar propostas de aula incorporando animações em vídeos e trabalho com modelos; (c) os diálogos com os professores forneceram subsídios importantes para que so colaboradores externos pensassem ações subsequentes do projeto. Consideramos, também, que as diversas estratégias utilizadas aliadas ao uso das atividades práticas contribuíram para a mobilização de diversos saberes docentes / Abstract: Here we present results of a study conducted with larger project entitled Dialogues on Natural Science Education, a collaborative nature between university and elementary school. The aim was to generate input to discussions about the relationship between facts and models in a teacher training project of Natural Sciences area, whose main focus was the use of practical activities as a formative strategy. The research used a qualitative approach; Data were collected through field notes, with further development of observation reports. The data generated over the years of 2011 and 2012 show that (a) teachers had certain gaps in their epistemological notions; (B) teachers could expand their disciplinary, curricular and experiential knowledge as they tried to implement class proposals incorporating animations videos and work with models; (C) the dialogue with teachers provided critical input for the external collaborators think subsequent actions of the project. We also consider that the various stragegies used combined with the use of practical activities helped to mobilize many teaching knowledge / Mestre

Orientador: Washington Luiz Pacheco de Carvalho / Banca: Divino José da Silva / Banca: Moises Nascimento Soares / Banca: Maria Celina Piazza Recena / Banca: Luciana Maria Lunardi Campos / Resumo: A presente tese busca sustentar um modelo de formação de professores baseado na perspectiva da experiência formativa de Walter Benjamin. Diante do declínio da experiência na modernidade, o desafio desta investigação é direcionado no sentido de criar um espaço favorável à experiência formativa, reivindicando relações orgânicas entre sujeito e objeto de conhecimento, do trabalhador com os produtos e o contexto do seu trabalho e como sobrevivência à reiteração do sujeito em tempos de industrialização e de império da racionalidade instrumental. Busca-se também desenvolver um caminho formativo para a profanação da Ciência e a Tecnologia pela via do tratamento das Questões Sociocientíficas, isto é, a reapropriação destes empreendimentos pelo ser humano como produção cultural, histórica, dinâmica, de modo a desmistificá-las e questionar sua suposta neutralidade e linearidade ascendente. Assim, o objetivo central da pesquisa é delinear a natureza de um contexto formativo de professores com intencionalidades de se constituir como comunidade de experiência e caracterizar o caráter do tratamento de Questões Sociocientíficas nesse contexto. O processo metodológico de pesquisa, de natureza qualitativa, inclui a participação ativa do pesquisador em reuniões periódicas com os professores, esforços para criar um lugar de construção de sentido, produção coletiva de conhecimentos e de conteúdos para trabalhar em sala de aula pelos professores envolvidos. Entendendo que a narração é uma express... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This thesis seeks to sustain a teacher education model based on the perspective of the formative experience of Walter Benjamin. Faced with the decline of experience in modernity, the challenge of this research is directed towards creating a favorable space a formative experience, demanding for organic relations between subject and object of knowledge worker and the products and the context of its word, as survival to the reification of the subject in times of industrialization and empire of instrumental rationality. The aim is to also develop a formative way to the profanation of Science and Tecnology via the treatment of socio scientific issues, i.e. the reappropriation of these institutions by humans a cultural, historical and dynamic production, in order to demystify them and to inquere their supposed neutrality and ascending linearity. Thus, the central objective of the research is to delineate the nature of a formative context of teachers with intentions to constitute itself as a community of experience and to characterize the character of the treatment of Socio-Scientific Issues in this context. The methodological research process, of qualitative nature, includes the active participation of the research in regular meetings with techers, efforts to create a place of construction of meating, collective production of knowledge and content to work in the classroom by the teachers involved. Understanding that the narration is a genuine expression of experience and narrate also becomes experience, the narrations of the teachers in the Small Group of Research (SGR) are the sources of information for the development of analysis, as well as the experiences of the researcher. The analysis is developed in the constellation perspective which consists of an analytical-conceptual moment, with categories created based on the theoretical framework adopted, and representational moment... (Complete electronic access below) / Doutor

This research work is based upon a training technique devised and recommended by J. Smith (1985) in a pamphlet published by The British Historical Association. The technique involves training school pupils in the making of notes from text books and references and then selecting appropriate points to answer specific questions. The technique was slightly adapted and used on a small Experimental Group drawn from Black first year College of Education students at an Eastern Cape College. A Control Group from the same College received conventional lectures on two topicS from the first year college syllabus - the San and Khoi peoples of Southern Africa. The Experimental Group was given a brief training period in Smith's technique and then worked independently on extended reading passages on the same topics. Both groups received a similar introduction of a video tape on the San and a slide presentation on the Khoi. Both groups wrote the same final test after their learning experiences were over and both groups completed questionnaires on the initial visual input and on their reactions to the learning experience. Comparisons are drawn between the results and the students' reaction to those learning experiences.

In this dissertation, the researcher has given a historical analysis of the Gazankulu teacher training between 1969 and 1990. Gazankulu teacher training is for the Shangana-Tsonga ( Machangana-Vatsonga) people. The training of Shangana-Tsonga people as teachers started in 1893. Gazankulu came into existence in 1969. Reference was made to the Swiss Missionaries who started such a training at Rikatla in 1893. From Rikatla, the training was transferred to Shiluvane area to be started as a Bible school in 1903. The Bible School was split into two sections, one of which became Lemana Training Institution in 1906. The other section was transferred back to Rikatla. Lemana served as a training institution for the MachanganaVatsonga or Tsonga-speaking people from 1906 up to 1968. When Gazankul u was established in 196 9, its teacher training commenced in the same year at Ti vumbeni Training School. Tivumbeni replaced Lemana. Both Lemana and Tivumbeni trained primary school teachers. The latter school however later changed to the training of secondary school teachers. After Tivumbeni, other teacher training institutions like Orhovelani, Hoxani, Giyani, Shingwedzi and Lemana were established in this order owing to the need to train teachers as determined by the Gazankulu Education Department. Gazankulu teacher training first paid attention to the training of primary school teachers between 1969 and 1972. As from 1973 a beginning was made for the training of secondary school teachers. Various teachers' certificates were offered in the Gazankulu teachers' colleges between 1969 and 1984. Teachers' diplomas replaced those certificates as from 1982. / Educational Studies / M. Ed. (History of Education)

Made available in DSpace on 2016-01-13T13:26:55Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-03-25. Added 1 bitstream(s) on 2016-01-13T13:32:17Z : No. of bitstreams: 1 000849321.pdf: 2492536 bytes, checksum: ee4c8aedb53e27f0d1168bdd1f67d1ee (MD5) / Apresentados aqui resultados de uma investigação realizada junto a um projeto maior, intitulado Diálogos sobre o Ensino de Ciências Naturais, de caráter colaborativo entre universidades e escola básica. O objetivo da pesquisa foi gerar subsídios para discussões acerca da relação entre fatos e modelos em um projeto de formação de professores da área de Ciências da Natureza, cujo enfoque principal foi o uso das atividades práticas como estratégia formativa. A pesquisa utilizou uma abordagem qualitativa; os dados foram coletados por meio de notas de campo, com posterior elaboração de relatórios de observação. Os dados gerados ao longo dos anos de 2011 e 2012 demonstram que (a) os professores possuíam determinadas lacunas em suas noções epistemológicas; (b) os professores puderam ampliar seus saberes disciplinares, curriculares e experiências à medida que tentaram implementar propostas de aula incorporando animações em vídeos e trabalho com modelos; (c) os diálogos com os professores forneceram subsídios importantes para que so colaboradores externos pensassem ações subsequentes do projeto. Consideramos, também, que as diversas estratégias utilizadas aliadas ao uso das atividades práticas contribuíram para a mobilização de diversos saberes docentes / Here we present results of a study conducted with larger project entitled Dialogues on Natural Science Education, a collaborative nature between university and elementary school. The aim was to generate input to discussions about the relationship between facts and models in a teacher training project of Natural Sciences area, whose main focus was the use of practical activities as a formative strategy. The research used a qualitative approach; Data were collected through field notes, with further development of observation reports. The data generated over the years of 2011 and 2012 show that (a) teachers had certain gaps in their epistemological notions; (B) teachers could expand their disciplinary, curricular and experiential knowledge as they tried to implement class proposals incorporating animations videos and work with models; (C) the dialogue with teachers provided critical input for the external collaborators think subsequent actions of the project. We also consider that the various stragegies used combined with the use of practical activities helped to mobilize many teaching knowledge

Made available in DSpace on 2016-02-05T18:29:35Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-08-10. Added 1 bitstream(s) on 2016-02-05T18:33:37Z : No. of bitstreams: 1 000857028.pdf: 1526291 bytes, checksum: 4fe1fe99171e861231fbda034b1ed76e (MD5) / Este trabalho investigou as práticas de escrita promovidas em um curso de Pedagogia de uma universidade pública brasileira, no contexto das disciplinas oferecidas na grade curricular, nos projetos de extensão universitária (Pró-Reitoria de Extensão Universitária - PROEX), nos projetos do Programa do Núcleo de Ensino (Pró-Reitoria de Graduação - PROGRAD), no Pibid (Programa Institucional de Iniciação à Docência - Capes) e em entrevistas com alunos desse curso.O objetivo geral consistiu em investigar a potencialidade das práticas da escrita na formação inicial de professores e, de maneira específica, inventariar e problematizar as práticas da escrita dos futuros professores no curso, explicitando de que forma eles as compreendem e como enxergam suas contribuições para a formação docente. A visão dos estudantes em relação à prática de escritafoi relacionada ao que se anunciava no Projeto Político-Pedagógico (PPP) do referido cursoe nas ementas das disciplinas.Inspirada na perspectiva de pesquisa da História Oral Temática, os dados foram produzidos por meio de entrevistas semiestruturadas com sete alunas e um alunoque, no momento da pesquisa, cursavam do primeiro ao quarto ano de Pedagogia. Tais sujeitos foram escolhidos de acordo com alguns critérios: quatro que faziam o curso e outros quatro que além do curso participavam de projetos de extensão, de projetos do Programa do Núcleo de Ensino ou do Pibid. A partir de suas falas e da pesquisa documental foi possível encontrar indícios para se pensar que o que se escreve no contexto da formação inicial passa por três eixos: de escritas oficiais, de escritas marginais e de escritas experienciais. Este estudo possibilita discutir a formação inicial docente nos referidos espaços formativos da universidade, assim como refletir acerca das práticas de escrita como potencialidade formativa, tanto na esfera profissional como pessoal / This work investigates writing practices promoted in a Pedagogy course of a Brazilian public university in the context of subjects offered in the curriculum, in the university extension projects (Dean of University Extension - PROEX), the Teaching Core Program projects (Dean of Undergraduate Studies - PROGRAD) in Pibid (Institutional Program of Introduction to Teaching - Capes) and in interviews with students of that course. The overall objective is to investigate the potential of the writing practice in initial teacher education and, specifically, to describe and to discuss the future teachers' writing practices in the course, explaining on how they understand them and how they see their contributions to the teacher training. The sight of students in relation to the writing practice was related to what was described in the Pedagogical Political Project (PPP) of that course and the summary of the subjects. Inspired by the research perspective of thematic oral history, data were produced through semi-structured interviews with seven female students and one male student, who, at the time of the survey, were enrolled from first to fourth year of Pedagogy. Those subjects were chosen according to some criteria: four who are doing the course and four that are doing the course and extension projects, projects of the Teaching Center Program or Pibid. From their statements and the documentary research we could find evidences to think that what is written in the context of initial training involves three areas: official written, marginal written and experiential written. This study makes it possible to discuss the initial teacher training in those formative spaces of the university, as well as reflect on the writing practices as a formative potential, both in the professional sphere as in the personal sphere