Orientador: Silvia Regina Vieira da Silva / Banca: Mara Lucia Martins Lopes / Banca: Nair Rodrigues de Souza / Resumo: A proposta que será apresentada, e discutida, neste trabalho é consequência de reflexões sobre o desenvolvimento de uma atividade que visou resgatar as notas de alunos de uma turma do segundo ano do ensino médio de uma escola vinculada à Federação das Indústrias do Estado de São Paulo, Serviço Social da Indústria (SESI-SP). Tal proposta está amparada em orientações oficiais e tem a neurociência como aliada. Dentre os resultados destaca - se a importância do desenvolvimento de atividades em grupo associado a estudos realizados pelos alunos sob orientação do professor, bem como estrutura adequada. / Abstract: The proposal which will be introduced and discussed in this work, is consequence of reflections about the development of an activity that aimed to improve the students' grades from a Second Year High School Class of a school attached to Federal Industry of São Paulo State, Industrial Social Service (SESI-SP). Such proposal is covered in official orientations and has the principles of neuroscience as support. Among the results is highlighted the importance of developing group activities associated with studies carried out by students under the teacher orientations. / Mestre

This qualitative study examined seven preservice teachers' perceptions of their science content knowledge, teaching practices, and reflective processes through the use of the metacognitive strategy of concept maps. Included in the paper is a review of literature in the areas of preservice teachers' perceptions of teaching, concept development, concept mapping, science content understanding, and reflective process as a part of metacognition. The key questions addressed include the use of concept maps to indicate organization and understanding of science content, mapping strategies to indicate perceptions of teaching practices, and the influence of concept maps on reflective process. There is also a comparison of preservice teachers' perceptions of concept map usage with the purposes and practices of maps as described by experienced teachers. Data were collected primarily through interviews, observations, a pre- and post-concept mapping activity, and an analysis of those concept maps using a rubric developed for this study. Findings showed that concept map usage clarified students' understanding of the organization and relationships within content area and that the process of creating the concept maps increased participants' understanding of the selected content. / The participants felt that the visual element of concept mapping was an important factor in improving content understanding. These participants saw benefit in using concept maps as planning tools and as instructional tools. They did not recognize the use of concept maps as assessment tools. When the participants were able to find personal relevance in and through their concept maps they were better able to be reflective about the process. The experienced teachers discussed student understanding and skill development as the primary purpose of concept map usage, while they were able to use concept maps to accomplish multiple purposes in practice. / by Judy L. Somers. / Thesis (Ed.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

Given the small body of existing research concerning focus on form at post-task stage in task-based language teaching, the present study adopts post-task transcribing as a focus on form activity and explores the effects of transcribing under various conditions. In addition, two task types are adopted in multiple task sessions to explore task effects and task practice effects on learners' oral performance. / Ninety-six participants, divided into five experimental groups and one control group completed four tasks with a one-week interval between each task. Different experimental groups were assigned various post-task activities respectively. No post-task activity was adopted in the control group. Task performance was measured in terms of complexity, accuracy, fluency and lexical performance. / The findings are multifaceted. First of all, the adoption of post-task transcribing was found to be efficient for different formal aspects of task performance. In the second place, the pair-based transcribing brought about more syntactically complicated language, whereas the individual condition at the post-task stage led to an improvement in lexical sophistication. Thirdly, further revision after transcribing had complex effects on accuracy and complexity. Fourthly, interactive tasks proved to be more promising for a better overall task performance. Last but not least, multiple task practices were found to be beneficial for learners' lexical performance. / The findings were discussed in light of the concept of noticing and attention, Levelt's speaking model, socio-cultural theory and other related SLA theories. Based on the theoretical discussion, pedagogical implications have been proposed. / This research argues that in task-based language teaching, more attention should be paid to the post-task stage regarding its effect on focus on form. Specifically, it suggests that (a) a post-task transcribing activity can be adopted as a feasible focus on form activity in L2 classrooms; (b) different conditions for the operation of post-task transcribing may bring about distinct effects on various aspects of task performance; (c) different task types have different effects on learners' performance; (d) multiple task sessions are necessary for L2 language improvement. Further, the present study calls for a process-product approach in further studies concerning the effects of post-task focus on form activities. / Li, Qian. / Adviser: Peter Skehan. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 254-278). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; appendix III also in Chinese.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2016-10-04T22:04:46Z No. of bitstreams: 1 2011 - Ivamilton de Souza Ara?jo.pdf: 638134 bytes, checksum: 292ccc98b913ba9591b198e38a521b22 (MD5) / Made available in DSpace on 2016-10-04T22:04:46Z (GMT). No. of bitstreams: 1 2011 - Ivamilton de Souza Ara?jo.pdf: 638134 bytes, checksum: 292ccc98b913ba9591b198e38a521b22 (MD5) Previous issue date: 2010-12-20 / The school must integrate the community in actions taken by school systems, providing a school environment, democratic and participatory citizens to train for the world of work. In agricultural education teacher's role is much broader than passing content. Under this assumption, we can state that scientific research is a means of achieving the learning objectives of a course and profile of future professionals. Where the assumptions, questions and content are formed around a local issue. It follows, therefore the need to change thedefinition of the teacher as an expert in class, as the class that only teaches the copy iscomplete incompetence. The research was conducted with students of the course of indigenous agriculture class 2007 of the Federal Institute of Education Science and Technology of Amazonas, located in S?o Gabriel da Cachoeira-Am, Upper Rio Negro. This research was characterized as an action research with participatory observations within the institution where the research subjects were the students, aged between 15 and 19 years. The class had 30 students in total, with 67% of these participated in the survey, among which the Fellows Program of scientific initiation Junior (PIBIC-Jr). which is highlighted with the presentation of research projects at national and international conferences. For obtaining, analysis and interpretation was based on results of questionnaires investigated is the profile of students, evaluation of educational management, the stock-pedagogical and didactic model of teaching-learning, is the practice of scientific research has been developed in school and as has been the academic performance of participants. The results showed that the research as a method of teaching is learning to be a valuable tool in the construction of knowledge. Thedata highlight the need f or prioritizing the issues advanced research projects of regional and sustainable agricultural development. As for school, the evaluation of students, found hat83% of students do not meet a schedule of studies, have no place to study at home and too often do not have the books and handouts given by teachers to study. Yet results of approval with dependence in most of the class in 2008. In technological research is emphasized in the various environments entomofauna study of a regional agroecosystem with approaches toagroecology. The different environments were: a classroom, experimental field of agroforestry and interdisciplinary laborator y that allowed students to boost the participation of thedevelopment of action research, as the result of literature search produced a positive done by the interaction between theory and custom.. The indicators highlight the need for advancedresearch thematic priority to regional projects and sustainable agricultural development. The data show approval at the end of the school year, achievement in school, stay in school,increased numbers of research grants and improvement in family income. / A escola deve integrar a comunidade nas a??es desenvolvidas pelos sistemas de ensino, propiciando um ambiente escolar democr?tico e participativo, no qual sejam trabalhadas estrat?gias de ensino interdisciplinares, inovadoras de compet?ncias profissionais que formem n?o somente cidad?os, mas tamb?m profissionais para o mercado de trabalho. No ensino agr?cola o papel do educador ? bem mais amplo do que passar conte?dos, pois o que se deve buscar por parte dos docentes ? o pensamento reflexivo imbu?do de crescente grau de autonomia intelectual e de a??o investigativa que contribua na consolida??o do perfil doalunos de cada curso. Decorrendo assim, a necessidade de mudar a defini??o do professor como aquele que apenas transmite em sala de aula, uma vez que nestes novos tempos, o professor precisa ser essencialmente o facilitador, que ajuda o aluno a construir sua aprendizagem, sua compet?ncia e suas habilidades. Este trabalho teve como escopo analisar o processo de ensinoaprendizagem de estudantes na disciplina de Agricultura atrav?s do m?todo de ensino aliado a pesquisa cient?fica oportunizando uma vis?o abrangente dos diversos ambientes de estudos. O trabalho caracterizou-se como uma pesquisa-a??o, com observa??es participativas no ?mbito da institui??o, onde os sujeitos atores da pesquisa foram os pr?prios alunos. A pesquisa foi desenvolvida com os alunos descendentes ind?genas e n?o ind?genas com idades variando entre 15 e 19 anos do curso de agropecu?ria, ano 2007, do Instituto Federal de Educa??o Ci?ncia e Tecnologia do Amazonas, localizado no munic?pio de S?o Gabriel da Cachoeira, Alto Rio Negro (AM). Entre os participantes, havia bolsistas do Programa de Inicia??o Cientifica J?nior (PIBIC-Jr). Para a obten??o dos dados foram aplicados question?rios semiestruturados com abordagens qualitativa e quantitativa. Foi realizado acompanhamento do desempenho do rendimento dos alunos, mediante os instrumentos de registros obtidos na secretaria escolar. Os resultados mostraram que a pesquisa como m?todo de ensino-aprendizagem, constitui-se num instrumento valioso na constru??o do conhecimento. Os resultados mostraram a necessidade de pesquisas avan?adasquanto as tem?ticas regionais e projetos de desenvolvimento agr?cola sustent?veis. Verificou-se tamb?m que o conhecimento foi constru?dos a medida que os alunos se planejavam, seorganizavam e distribu?am as tarefas, sucessivamente. As consequ?ncias da dinamiza??o nos estudos dos alunos levaram: a aprova??o ao final do ano letivo, a melhoria no rendimentoescolar, a perman?ncia na escola e a melhoria na renda familiar.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-05-26T18:55:21Z No. of bitstreams: 1 2015 - MARIA ANG?LICA DA SILVA E CARVALHO JUNQUEIRA.pdf: 4765008 bytes, checksum: 7e34924014571fd4df3bec106defd0e0 (MD5) / Made available in DSpace on 2017-05-26T18:55:21Z (GMT). No. of bitstreams: 1 2015 - MARIA ANG?LICA DA SILVA E CARVALHO JUNQUEIRA.pdf: 4765008 bytes, checksum: 7e34924014571fd4df3bec106defd0e0 (MD5) Previous issue date: 2015-11-06 / The objective of this research was to investigate the attitude of students towards teaching practices in mathematics. Research subjects were 228 students from the Agroecology and Environment technical program of Col?gio T?cnico da Universidade Federal Rural do Rio de Janeiro. A numerical scale was used to measure the student?s attitude towards mathematics. A survey with open and closed questions was also distributed on different classes, to describe the students and to correlate description variables that could be associated with the students attitudes towards mathematics. Data were submitted to quantitative and qualitative analyses using content analysis module from IBM - SPSS version 20,0 software. A significant correlation was found between gender and attitude towards mathematics: male students seem to have a more positive attitude; students with better general performances also had more positive attitude towards math. Significant correlations between attitude and ?relation with the teacher? and between attitude and teaching methodology were also found. Sutdent age and grade was not correlated ti their attiute towards math. Second year students seemed to have a more positive attiute than the others. / A pesquisa teve como objetivo correlacionar ?s atitudes dos alunos em rela??o ? matem?tica e o papel docente. Os sujeitos da pesquisa foram 228 alunos do Ensino M?dio dos Cursos T?cnicos em Agroecologia e Meio Ambiente, do Col?gio T?cnico da Universidade Federal Rural do Rio de Janeiro. Foram aplicados: a escala que mede a atitude em rela??o ? matem?tica e um question?rio com perguntas abertas e fechadas nas turmas, para caracterizar os alunos e correlacionar alguns fatores que podem influenciar tais atitudes. Os dados foram submetidos ? an?lise quantitativa e qualitativa, com o recurso da an?lise de conte?do e do programa SPSS, vers?o 20.0 da IBM. Pode-se concluir que: existe uma correla??o significativa das atitudes dos alunos em rela??o ? matem?tica, quanto ao g?nero, sendo que o masculino apresentou atitude mais positiva; alunos com maior desempenho apresentaram atitudes mais positivas; houve uma correla??o significativa entre atitude e sua rela??o com o professor e entre atitude e a metodologia de ensino utilizada em sala. N?o foi registrada correla??o significativa da atitude, em rela??o ? matem?tica, quanto ? s?rie e idade dos alunos. As turmas do segundo ano dos referidos cursos apresentaram atitudes mais positivas em rela??o ? matem?tica.

Made available in DSpace on 2017-07-10T17:30:41Z (GMT). No. of bitstreams: 1 Francieli_Caus.pdf: 3784955 bytes, checksum: 9318ecff09baef826e5152bfcd591697 (MD5) Previous issue date: 2015-05-12 / The discussions that permeate the Geography Teaching are vast and composed of numerous technical and scientific variables, economic, political and cultural partners requiring significant judgment. In this context, the present study aims to analyze the importance of field work as a methodology for Geography Teaching. In this light, it was searched, within teachers who teach this course at the Education state system of the Regional Education Core in Francisco Beltrão (NRE-FB) and for students in the third year of high school, elements that could help to identify the use and recovery of this methodology in the teaching-learning process. Through gathering, organization and data analysis gathered via questionnaires and interviews with teachers and students,there is a need of understanding if the field work are effectively adopted as a teaching methodology for Geography as an aid in the construction of geographic knowledge as well as their permeate through the universe studied, since its use is planned and guided by the Curriculum Guidelines of Paraná State. The steps for the development and structuring of the research were composed by; bibliographic close about the importance of the Field Work in Geography Teaching and primary data collection. This data consists in the preparation and execution questionnaire analysis for: one hundred sixty-seven teachers Geography Schools of NRE -FB; for two hundred eighty-one students in the 3rd year of high school (in 2014) and for eighteen graduates students of Geography (4th year ofGraduates at UNIOESTE, 2014). These data were supplemented by information arising from interviews obtained from the forty-one teachers from schools belonging to the NRE FB, who declared conduct field work in their classes and interviews with three teachers working with training of geography teachers (UNIOESTE, USP ). Therefore, it was found that in primary and secondary education schools belonging to the NRE - FB, the field work are little made. There are several reasons for this low adherence to methodology by teachers, among the which stands out problems of bureaucratic, financial and curricular order. The research supports the recognition of the potential of Fieldwork methodology has for teaching by the teachers surveyed, likewise, knowledge is not accompanied by effective compliance methodology, being more decisive in this regard, the academic education, or is, the presence of this methodology on the basis of -your teacher education. / As discussões que permeiam o Ensino de Geografia são amplas e compostas de inúmeras variáveis técnico-científicas, econômicas, políticas e culturais exigindo dos interlocutores significativo discernimento. Neste contexto, a presente pesquisa propõe analisar a importância dos Trabalhos de Campo enquanto metodologia para o Ensino de Geografia. Face disso buscou-se, junto aos professores que lecionam esta disciplina na Rede Estadual de Ensino do Núcleo Regional de Educação de Francisco Beltrão (NRE FB) e aos alunos que frequentam o terceiro ano do Ensino Médio, elementos que pudessem auxiliar na identificação da utilização e valorização desta metodologia no processo de ensino-aprendizagem. Por meio da coleta, sistematização e análise de dados reunidos via questionários e entrevistas aos professores e alunos, requeria-se compreender se os Trabalhos de Campo são adotados efetivamente enquanto metodologia de ensino para a Geografia como subsídio na construção do conhecimento Geográfico, bem como sua capilaridade junto ao universo estudado, uma vez que seu uso é previsto e orientado pelas Diretrizes Curriculares do estado do Paraná. As etapas para a elaboração e estruturação da pesquisa foram constituídas de levantamento bibliográfico sobre o papel do Trabalho de Campo para o Ensino de Geografia e do levantamento de dados primários, dentre os quais elaboração execução e análise de questionário para: cento e sessenta e sete professores de Geografia das Escolas do NRE -FB; para duzentos e oitenta e um alunos que frequentam o 3º ano do Ensino Médio (no ano de 2014) e, para dezoito formandos da graduação de Geografia (turma do 4º ano da Licenciatura da UNIOESTE, 2014). Estes dados foram complementados por informações advindas de entrevistas obtidas junto aos quarenta e um professores das escolas pertencentes ao NRE - FB que declararam realizar Trabalho de Campo em suas aulas e de entrevistas com três professores que trabalham com formação de professores de Geografia (UNIOESTE, USP). Diante disso, constatou-se que no Ensino Fundamental e Médio das escolas pertencentes ao NRE FB, os Trabalhos de Campo são pouco realizados. São diversas as causas apontadas para esta baixa adesão à metodologia por parte dos professores, dentre as quais destaca-se problemas de ordem burocrática, financeira e curricular. A pesquisa corrobora o reconhecimento do potencial que a metodologia de Trabalhos de Campo possui para o ensino por parte dos professores pesquisados, outrossim, o conhecimento não é acompanhado da efetiva aquiescência à metodologia, mostrando-se mais determinante neste quesito, a formação acadêmica, ou seja, a presença desta metodologia na base de sua formação docente.

Made available in DSpace on 2016-03-15T19:43:48Z (GMT). No. of bitstreams: 1 Valter Aparecido Barcala.pdf: 2724042 bytes, checksum: a4eafdd55eac869e72bd9d5f51efe2fd (MD5) Previous issue date: 2006-08-11 / This essay intends to depict the pedagogical workability of the cinema, mainly to the Secondary School students, referring to the movie Eles Não Usam Black-Tie , produced and directed by Leon Hirszman in 1981. Making the analysis and decoupage of the movie, it was delineated a relation between Cinema and History. After the collecting of social and historical facts presented in the movie, it was proposed a methodology of work through cinematographic opus and the historical contextualization concerning about the presented topic. The central purposes of this study are the accomplishments of the integration of the Brazilian cinema to the quotidian of students in their classrooms, becoming the cinema a dynamical tool, allowing a contextualized learning about historical subjects. / O estudo pretende demonstrar a viabilidade pedagógica do cinema, principalmente para alunos do ensino médio, tendo como referência o filme Eles Não Usam Black-Tie , produzido e dirigido por Leon Hirszman, em 1981. A partir da decupagem e análise do filme, traçou-se uma relação entre a História e o Cinema. Após o arrolamento dos fatos históricos e sociais apresentados no filme, propôs-se uma metodologia de trabalho a partir da obra cinematográfica e a contextualização histórica da temática apresentada. O objetivo central deste trabalho é realizar a integração do cinema nacional ao cotidiano da sala de aula, tornando-o, um instrumento dinâmico que possibilite uma aprendizagem contextualizada dos fatos históricos.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-05-03T21:21:46Z No. of bitstreams: 1 2017 - Ronandry dos Santos Jardim.pdf: 1388007 bytes, checksum: afd505b9cd8923ab58f1ee181aba3393 (MD5) / Made available in DSpace on 2018-05-03T21:21:46Z (GMT). No. of bitstreams: 1 2017 - Ronandry dos Santos Jardim.pdf: 1388007 bytes, checksum: afd505b9cd8923ab58f1ee181aba3393 (MD5) Previous issue date: 2017-07-18 / This work deals with how the technology of phytotherapeutic use can be effective in combating bovine ticks as a means of demonstrating how the research can be used to construct a meaningful knowledge, theoretically supporting the conception of research as an educational principle of Demo (2011) and meaningful learning, Ausubel (1982). It was highlighted the diffusion of this technology among the students of the course and community in general. The objective of this study is to evaluate the contribution of the use of an alternative to control the bovine tick, as a teaching method in students' learning, about the importance, use and diffusion of the phytotherapic in tick control. For the development of this work, the research-action modality according to Kemmis and MC Taggart, (1988) was used methodologically and the qualitative approach in the experiments in the laboratory by means of visualization of the effectiveness of the phytotherapic for test of efficiency and the hatchability of the Rhipicephalus (Boophilus) microplus teleglion eggs similar to the work developed by Heimerdinger (2005). Also, in the reading of the data this study is inserted in the qualitative approach having as a technique for data analysis the content analysis Laurence Bardin (2009). The subjects of the research were three students from the Agricultural Technical Course Integrated to the High School of the IFPA / CRMB who effectively participated in the researches in the laboratory and in the field, and 30 students of the same course who participated in the diffusion of the knowledge in the classroom. This study demonstrated that the use of research as an educational principle aroused the interest of as many students directly involved in the research as of students in the classroom, thus producing a significant knowledge for these students. / Este trabalho trata sobre como a tecnologia do uso do fitoter?pico pode ser eficaz no combate ao carrapato bovino, como meio de demonstrar como a pesquisa pode ser utilizada para constru??o de um conhecimento significativo, respaldando-se teoricamente na concep??o de pesquisa como princ?pio educativo de Demo (2011) e aprendizagem significativa, Ausubel (1982). Teve como ponto de destaque a difus?o desta tecnologia entre os educandos do curso e comunidade em geral. Apresenta como objetivo avaliar as contribui??es do uso de uma alternativa para controle do carrapato bovino, como m?todo did?tico na aprendizagem dos estudantes, sobre a import?ncia, uso e difus?o do fitoter?pico no controle de carrapato. Para o desenvolvimento deste trabalho utilizou-se metodologicamente a modalidade de pesquisa-a??o de acordo com Kemmis e MC Taggart, (1988) e a abordagem qualitativa nos experimentos no laborat?rio por meio de visualiza??o da efic?cia do fitoter?pico para teste de efici?ncia e a eclodibilidade dos ovos de tele?gina de Rhipicephalus (Boophilus) microplus semelhante ao trabalho desenvolvido por Heimerdinger (2005). E ainda, na leitura dos dados este estudo se insere na abordagem qualitativa tendo como t?cnica para an?lise dos dados a an?lise dos conte?dos Laurence Bardin (2009). Os sujeitos da pesquisa foram tr?s alunos do curso T?cnico em Agropecu?ria Integrada ao Ensino M?dio do IFPA/CRMB que participaram efetivamente das pesquisas em laborat?rio e em campo, e 30 alunos do mesmo curso que participaram da difus?o do conhecimento em sala de aula. Este estudo demonstrou que a utiliza??o da pesquisa como princ?pio educativo despertando o interesse tantos dos estudantes envolvidos diretamente na pesquisa, quanto dos estudantes em sala de aula, produzindo assim um conhecimento significativo para estes estudantes.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-08-21T19:43:43Z No. of bitstreams: 1 2017 - Yasmin Ribeiro Molinari Mello.pdf: 14483967 bytes, checksum: 3061987fd140843fb1dc320e879ba047 (MD5) / Made available in DSpace on 2018-08-21T19:43:43Z (GMT). No. of bitstreams: 1 2017 - Yasmin Ribeiro Molinari Mello.pdf: 14483967 bytes, checksum: 3061987fd140843fb1dc320e879ba047 (MD5) Previous issue date: 2017-07-20 / Coordena??o de Aperfiei?oamento de Pessoal de N?vel Superior - CAPES / The present research deals with hydrological problems in the urban environment, more precisely in the municipality of Nova Igua?u, in the Engenho Pequeno neighborhood, analyzing socio - environmental modifications historically constructed in this area, showing how they influence the hydrological dynamics. The discipline of Geography is worked by the bias of the concept of Place, focusing on the reality of students' daily life, in order to understand the hydrological problems more easily, giving meaning to the teaching-learning process. These questions are contextualized in the CIEP 317 - Aur?lio Buarque de Holanda school, with classes of the 6th grade of elementary school through the methodology of the pedagogy of projects, which aims at a greater interaction between teacher / student, encouraging student research and autonomy. In order to put this methodology into practice, a project was carried out at this school, addressing the hydrological problem from the Engenho Pequeno neighborhood. The aim was to use dynamic activities that went beyond traditional teaching methods. The use of the pedagogy of projects allowed a greater involvement of students in school activities, encouraging teamwork and cooperation, adding to this methodology the use of the concept of Place, facilitated the understanding of the socioenvironmental issues present in the spatial clipping, encouraging the search for possible solutions to such problems. / A presente pesquisa aborda as problem?ticas hidrol?gicas no meio urbano, mais precisamente no munic?pio de Nova Igua?u, no bairro Engenho Pequeno, analisando as modifica??es socioambientais constru?das historicamente neste local, mostrando como as mesmas influenciam na din?mica hidrol?gica. A disciplina de Geografia ? trabalhada pelo vi?s do conceito de Lugar, focando na realidade do cotidiano dos estudantes para, desta forma, compreenderem com mais facilidade os problemas hidrol?gicos, dotando de significado o processo de ensino-aprendizagem. Estas quest?es s?o contextualizadas na escola CIEP 317 ? Aur?lio Buarque de Holanda, com turmas do 6? ano do ensino fundamental atrav?s da metodologia da pedagogia de projetos, que visa uma maior intera??o entre professor / estudante, incentivando a pesquisa e a autonomia do estudante. Para colocar em pr?tica tal metodologia, foi realizado um projeto nesta escola, abordando a problem?tica hidrol?gica a partir do bairro Engenho Pequeno, buscou-se utilizar atividades din?micas que sa?ssem das metodologias tradicionais de ensino. O uso da pedagogia de projetos possibilitou um maior envolvimento dos estudantes nas atividades escolares, incentivando os trabalhos em equipes e a coopera??o, somando-se a esta metodologia o uso do conceito de Lugar, facilitou a compreens?o das quest?es socioambientais presentes no recorte espacial, incentivando a busca por poss?veis solu??es para tais problemas

Made available in DSpace on 2017-05-12T14:42:12Z (GMT). No. of bitstreams: 1 Francieli_Caus.pdf: 3784955 bytes, checksum: 9318ecff09baef826e5152bfcd591697 (MD5) Previous issue date: 2015-05-12 / The discussions that permeate the Geography Teaching are vast and composed of numerous technical and scientific variables, economic, political and cultural partners requiring significant judgment. In this context, the present study aims to analyze the importance of field work as a methodology for Geography Teaching. In this light, it was searched, within teachers who teach this course at the Education state system of the Regional Education Core in Francisco Beltrão (NRE-FB) and for students in the third year of high school, elements that could help to identify the use and recovery of this methodology in the teaching-learning process. Through gathering, organization and data analysis gathered via questionnaires and interviews with teachers and students,there is a need of understanding if the field work are effectively adopted as a teaching methodology for Geography as an aid in the construction of geographic knowledge as well as their permeate through the universe studied, since its use is planned and guided by the Curriculum Guidelines of Paraná State. The steps for the development and structuring of the research were composed by; bibliographic close about the importance of the Field Work in Geography Teaching and primary data collection. This data consists in the preparation and execution questionnaire analysis for: one hundred sixty-seven teachers Geography Schools of NRE -FB; for two hundred eighty-one students in the 3rd year of high school (in 2014) and for eighteen graduates students of Geography (4th year ofGraduates at UNIOESTE, 2014). These data were supplemented by information arising from interviews obtained from the forty-one teachers from schools belonging to the NRE FB, who declared conduct field work in their classes and interviews with three teachers working with training of geography teachers (UNIOESTE, USP ). Therefore, it was found that in primary and secondary education schools belonging to the NRE - FB, the field work are little made. There are several reasons for this low adherence to methodology by teachers, among the which stands out problems of bureaucratic, financial and curricular order. The research supports the recognition of the potential of Fieldwork methodology has for teaching by the teachers surveyed, likewise, knowledge is not accompanied by effective compliance methodology, being more decisive in this regard, the academic education, or is, the presence of this methodology on the basis of -your teacher education. / As discussões que permeiam o Ensino de Geografia são amplas e compostas de inúmeras variáveis técnico-científicas, econômicas, políticas e culturais exigindo dos interlocutores significativo discernimento. Neste contexto, a presente pesquisa propõe analisar a importância dos Trabalhos de Campo enquanto metodologia para o Ensino de Geografia. Face disso buscou-se, junto aos professores que lecionam esta disciplina na Rede Estadual de Ensino do Núcleo Regional de Educação de Francisco Beltrão (NRE FB) e aos alunos que frequentam o terceiro ano do Ensino Médio, elementos que pudessem auxiliar na identificação da utilização e valorização desta metodologia no processo de ensino-aprendizagem. Por meio da coleta, sistematização e análise de dados reunidos via questionários e entrevistas aos professores e alunos, requeria-se compreender se os Trabalhos de Campo são adotados efetivamente enquanto metodologia de ensino para a Geografia como subsídio na construção do conhecimento Geográfico, bem como sua capilaridade junto ao universo estudado, uma vez que seu uso é previsto e orientado pelas Diretrizes Curriculares do estado do Paraná. As etapas para a elaboração e estruturação da pesquisa foram constituídas de levantamento bibliográfico sobre o papel do Trabalho de Campo para o Ensino de Geografia e do levantamento de dados primários, dentre os quais elaboração execução e análise de questionário para: cento e sessenta e sete professores de Geografia das Escolas do NRE -FB; para duzentos e oitenta e um alunos que frequentam o 3º ano do Ensino Médio (no ano de 2014) e, para dezoito formandos da graduação de Geografia (turma do 4º ano da Licenciatura da UNIOESTE, 2014). Estes dados foram complementados por informações advindas de entrevistas obtidas junto aos quarenta e um professores das escolas pertencentes ao NRE - FB que declararam realizar Trabalho de Campo em suas aulas e de entrevistas com três professores que trabalham com formação de professores de Geografia (UNIOESTE, USP). Diante disso, constatou-se que no Ensino Fundamental e Médio das escolas pertencentes ao NRE FB, os Trabalhos de Campo são pouco realizados. São diversas as causas apontadas para esta baixa adesão à metodologia por parte dos professores, dentre as quais destaca-se problemas de ordem burocrática, financeira e curricular. A pesquisa corrobora o reconhecimento do potencial que a metodologia de Trabalhos de Campo possui para o ensino por parte dos professores pesquisados, outrossim, o conhecimento não é acompanhado da efetiva aquiescência à metodologia, mostrando-se mais determinante neste quesito, a formação acadêmica, ou seja, a presença desta metodologia na base de sua formação docente.