Thèse (M.Ed.) -- Université du Québec à Chicoutimi, 2006. / La p. de t. porte en outre: Mémoire présenté à l'Université du Québec à Chicoutimi comme exigence partielle de la maîtrise en éducation (M.A.). CaQCU Bibliogr.: f. [76]-81. Document électronique également accessible en format PDF. CaQCU

CAPES / Este trabalho apresenta uma proposta de metodologia do objeto matemático Função Exponencial, que possibilite o desenvolvimento de habilidades interpretativas e criativas de potencial significado para os alunos, a partir de uma sequência didática estruturada à luz da Teoria das Situações Didáticas de Guy Brousseau e, dos Registros de Representações Semiótica de Duval, proporcionando interações entre o aluno, o professor e o meio em um ambiente de aprendizagem cooperativo, onde os alunos se sintam livres para expressar as suas ideias e para sugerir as suas próprias abordagens. A metodologia proposta foi desenvolvida de acordo com o conhecimento a priori do aluno, valorizando as suas diferentes formas de registros, os quais são de extrema importância durante os processos de ensino e de aprendizagem. A proposta foi aplicada a alunos do primeiro ano do ensino médio do Colégio Estadual José de Anchieta Ensino Fundamental e Médio, localizado na Cidade de Dois Vizinhos – Paraná. Para o desenvolvimento da pesquisa utilizou-se a ferramenta metodológica Engenharia Didática de Artigue, uma metodologia originada especificamente para a pesquisa com situações didáticas. A princípio o objetivo proposto foi atingido, o qual consistia de trabalhar a parte conceitual, do significado da Função Exponencial, da relação de dependência e sua principal característica, ou seja, que a parte variável se encontra no expoente. E, sem imposição, mas a partir de situações didáticas apropriadas, segundo a teoria das situações didáticas, os alunos foram capazes de perceber essa característica, de resolverem problemas que envolviam a função exponencial e, além disso, de inventarem problemas (de acordo com o seu universo) modelados por este tipo de função. Acredita-se que a metodologia à luz da teoria das situações didáticas, análises dos registros dos alunos, observações sobre os erros e obstáculos e reflexões sobre aspectos do contrato didático são de fundamental importância para a prática docente e, determinantes durante o processo de ensino aprendizagem. / This essay presents a proposal on methodology over the mathematical object Exponential Function which enables the development of interpretative and creative skills with potential meaning to the students starting from a didactic sequence structured on the light of The Theory of Didactic Situations from Guy Brousseau and, from the Records of Semiotic Representation of Duval, providing interactions among the students, the teacher and the environment of cooperative learning where the students feel free to express their own ideas as well as to suggest their own approaches. The methodology presented has been developed according to the students first knowledge, valuing their different ways of registering, which have such an important role during the teaching and learning processes. The proposal has been applied to the students from the first year of high school of Colégio Estadual José de Anchieta Ensino Fundamental e Médio, located in a town called Dois Vizinhos –Paraná. In order to the development of the research the methodological tool Didactic Engineering Artigue which consists in a methodology developed only to the research with didactic situations. The main goal has been reached at first, which was to work on the conceptual part of the Exponential Function, the relation of dependence and its main characteristic so that the variable part is in the exponent. Moreover with no imposition but starting from suitable didactic situations, the students were able to realize that they could solve the problems which involve the exponential function and furthermore create new problems (according to their universe) modeled by this kind of function. Its believed that the methodology based on the theory of didactic situations, analysis of students registers, observation on mistakes and obstacles as well as reflections over the aspects of the didactic contract are of fundamental importance to the teaching practice and determinant during the teaching-learning process.

Acompanha: Atividades teórico-práticas de eletromagnetismo: da indução eletromagnética às correntes de Foucault / CAPES / Considerando a importância e a emergência de estudos e pesquisas voltados à análise e à prática do ensino de Física na educação básica, este estudo teve como objetivo principal identificar e analisar as contribuições e as limitações dos livros didáticos de Física do ensino médio, tendo em vista, a partir de suas limitações, elaborar, desenvolver e avaliar uma proposta didático-pedagógica para o ensino de tópicos do conteúdo de Eletromagnetismo, em especial a relação existente entre a força magnética e as correntes de Foucault, decorrentes dos efeitos de indução eletromagnética. Trata-se de um projeto vinculado ao Mestrado Nacional Profissional em Ensino de Física (MNPEF), desenvolvido na Universidade Tecnológica Federal do Paraná, campus Campo Mourão, sob a supervisão da Sociedade Brasileira de Física. Para o alcance do objetivo proposto, desenvolvemos, em um primeiro momento, uma análise documental de quatro livros didáticos de Física utilizados atualmente na rede pública de ensino do Estado do Paraná, dando enfoque ao conteúdo de Indução Eletromagnética e Correntes de Foucault, a fim de que pudéssemos identificar as possíveis limitações e lacunas desses materiais em relação a este conteúdo. Em um segundo momento, iniciamos a elaboração de um material didático alternativo para o ensino deste conteúdo no ensino médio, tendo em vista desenvolver e avaliar a viabilidade deste material na prática de sala de aula. Para tanto, foi elaborado um plano de unidade e, a partir deste, uma unidade de conteúdo que contempla atividades teórico-práticas e experimentais, as quais buscaram superar algumas das lacunas encontradas nos livros didáticos analisados. Para o desenvolvimento deste trabalho, tomamos como referencial teórico-metodológico a Psicologia Histórico-Cultural e a Pedagogia Histórico-Crítica. As atividades elaboradas foram desenvolvidas com duas turmas do terceiro ano do ensino médio, ambas de escolas públicas. A análise dos dados obtidos nos deixou observar que o conteúdo trabalhado permitiu que os alunos articulassem teoria e prática e passassem, efetivamente, do senso comum ao conhecimento científico em relação aos tópicos estudados. / Taking into consideration the importance and the emergency of the studies and research related to the analysis and practice of Physics teaching in the High School, this dissertation has as the main goal to identify and analyze the contributions and limitations of the Physics High School books and, by its limitations, develop and test a pedagogic-didactic proposal to teach Electromagnetism, to be more specific, in relation to magnetic power and Focault theories about the efects of magnetic induction. This is a project attached to a National Professional Master Degree’s of Physics Teaching (MsNPEF) at the Technological Federal University of Parana, Campo Mourão Campus, under the supervision of the Brazilian Physics Society. To reach the proposed objective, we first, analyzed four Physics books that are being used right now at the Public Schools in Parana State in Brazil, focusing on the contents of Electromagnetic Induction and Foucault currents so that we could identify the lack and limitations of those books in relation to this content. In a second moment, we wrote a didactic material as an alternative to teach this topic for high School students, to develop and test the viability of this material in the classroom. In order to do so, we create de a unit plan and a unit content to have theoric-practical and experimental activities which tried to overcome some lacks left by those four books analyzed before. To develop this work, we took as theorical-methodological reference the Historical Culture Psychology and the Historical Critical Pedagogy. The elaborated activities were developed with two classes of the third year in the High School, both public schools. The analysis of the obtained data allowed us to diagnose that the content worked enabled that the students linked theory and practice and went effectively from the common sense to the scientific knowledge in relation to the studied topics.

Acompanha: Produto educacional: Sequência didática para o conteúdo de indução eletromagnética / Neste trabalho, foi organizada a aplicação de uma sequência didática sobre indução eletromagnética, baseada na atividade experimental por meio da abordagem investigativa, com uma turma do 3º ano do Ensino Médio de uma escola Pública Estadual da cidade de Assis Chateaubriand/PR. O tema abordado foi obtido por meio de uma pesquisa com os professores de Física da região, ao passo que as atividades propostas foram analisadas e definidas entre o autor da pesquisa e seus orientadores. Foi constatado que os alunos traziam um conhecimento bem superficial sobre o tema abordado, necessitando elevar seus conhecimentos a fim de obter um domínio científico maior. Os dados analisados mostram que tal domínio foi alcançado com a aplicação da sequência didática elaborada. / In this work the application of a didactic sequence on electromagnetic induction, based on the experimental activity was studied by means of the investigative approach with a class of the 3rd year of the High School of a State Public School of the city of Assis Chateaubriand / PR. The topic was obtained through a research done with the physics teachers of the region, while the proposed activities were analyzed and defined between the author and his advisers. It was found out that the students had a very superficial knowledge about the subject, needing to raise their knowledge in order to obtain a larger scientific domain. The data analyzed show that such domain was reached with the application of the didactic sequence elaborated.

The study takes place in the context of the Southern African Development Community’s Regional Environmental Education Programme (SADC REEP). The SADC REEP is a programme of the Food Agriculture and Natural Resources Directorate of the SADC Secretariat. The programme is implemented through four components namely policy, networking, training and learning support materials development. The bulk of the policy budget is in the form of seed funding to support policy initiatives in the member states. The intention of this study is to illuminate factors that influence the deployment and use of seed funding to support environmental education policy processes within the SADC REEP. To sharpen the understanding of the context within which these activities take place, the study looks at the global and regional landscape of policy events and their influence on policy in the sub-region. The study also looks at the landscape of the fields within which environmental education is embedded, the power relations, and the notion of agency in environmental education policy processes. The discourse in environmental education policy processes is analyzed by drawing on Bourdieu’s constructivist structuralism to highlight some of the social and institutional complexities in dynamic fields, capital and policy context. The research takes a qualitative interpretative approach using case study methodology to explore the processes and influences that have a bearing on the SADC REEP policy sub-component, specifically the deployment and use of seed funding for policy initiatives. The findings show the complexity of the variables at play in shaping the processes of developing and reviewing environmental education policies in the sub-region. These variables include discourse that is used, economics and politics of the responsible institutions and actors, as well as relationships between the environmental field and education field. The results point towards a need to clearly understand the policy context within which the SADC REEP is operating in order to make correct assumptions, to develop realist expectations, and to put in place appropriate mechanisms that will effect the expectations. The study recommends further probing of the relationship between the actors and networks in relation to the success of policy processes. It also recommends a further exploration of the SADC REEP’s open-ended approach with respect to articulating the monitoring and consolidation of the successes in supporting environmental education policy processes.

This study was conducted at a school designated as a higher primary school comprised of grade 0-9 learners (GET band) in Grahamstown in the Eastern Cape, South Africa. With the advent of the new curriculum in South Africa, we are also grappling with the implementation of the new curriculum at this school. This motivated me to investigate the benefits of eliciting and integrating learners’ prior everyday knowledge and experiences during teaching and learning of acids and bases. Essentially, the study sought to gain insight into whether engaging learners during practical activities using easily accessible materials from their homes facilitated meaning-making of acids and bases. This study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was conducted with the researcher’s Grade 7 class. To gather data, document analysis, semi-structured interviews, questionnaires, lesson observations, stimulated recall discussions while watching the videotaped lessons as well as focus group interviews with learners were used. An inductive analysis to discover patterns and themes was applied during the data analysis process. The validation process was done through watching the videotaped lessons with the teachers who observed the lessons. Also, transcripts of the interviews and a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations. Rich data sets were analysed in relation to the research questions which were: How do Natural Sciences teachers elicit and integrate learners’ prioreveryday knowledge and experiences to facilitate learning of scientific concepts of acids and bases in their classrooms? Does engaging learners in practical activities using everyday substances enhance their conceptual development and understanding of acids and bases? The findings from the study revealed that the use of learners’ prior everyday knowledge and experiences during teaching and learning of acids and bases facilitated meaningful learning. Furthermore, linking learning to learners’ everyday experiences enabled them to learn scientific concepts in a relaxed and non-threatening environment. It is thus recommended that teachers should be supported in their endeavours to incorporate learners’ real life experiences during their teaching and learning repertoires. Notwithstanding, as much as there were benefits in this study there were, however, also some challenges that were encountered, such as language, which warrants further research.

Educational transformation and curriculum reform within the new South African Outcomes Based Education (OBE) system has introduced new roles for teachers, and a focus on environmental learning within each learning area. In an OBE system, teachers are required to mediate learning, develop learning programmes, and use a range of different learning support materials. This study aimed to explore how one teacher in an Eastern Cape school used environmental learning support materials to mediate learning within an OBE curriculum framework. Over the past ten years a number of environmental educators and researchers have been participating in curriculum policy development and curriculum implementation research. This has led to the incorporation of an environmental focus within different learning areas in Curriculum 2005. The focus on environment in the curriculum was strengthened by the introduction of the National Environmental Education Project in the General Education and Training (NEEP-GET) band in 2001. I am employed as a provincial co-coordinator within this project (for the Eastern Cape province), and one of my tasks is to work with service providers (who provide learning support materials) and teachers (who use these materials) to ensure improved environmental learning within the OBE curriculum. A qualitative and empirical case study was conducted in which I observed one teacher in a multi-grade class (with grade 6 and 7 learners) using learning support materials to achieve learning outcomes in three different lessons. The study employed a range of data collection methods such as questionnaires, interviews, field notes, video recording, and document analysis, photographs and journal entries. I compiled a contextual profile of the school and classroom and undertook two 'layers' of data analysis to report the findings of the study. This research indicates that theories of learning and associated teaching methods influence learning interactions, and the use of learning support material in the class. The study also highlighted emerging issues in the use of environmental learning support materials, which relate to planning; access to materials; over-use of materials; and the relationship between learning support materials and teaching methods.

The African Coelacanth Ecosystem Programme (ACEP) was established in 2002 after the discovery of a colony of coelacanths off the Maputaland coast at Sodwana Bay, KwaZulu Natal. The environmental education and awareness sub-programme developed learning support materials (LSM's) for use in schools and the materials were disseminated annually through teacher education workshops. This study aimed to uncover the use of these LSM's in the rural schools of Maputaland. The active learning framework was used to analyse the materials. Collectively, the ACEP materials cover a range of active learning aspects; however alignment with the curriculum has resulted in an increased focus on experiments, accompanied by a loss of environmental content and a narrowing scope for active environmental learning. Workshop questionnaires and four school case studies revealed the patterns of practice of use of materials in schools. The stated use of materials by teachers is not fully realized in the actual classroom practice which centres on learning content and concept definitions. There is no culture of use of materials in the schools following the annual introduction of ACEP materials. It was also found that the marine and coastal knowledge holding power is outside the realm of the teachers' practice and control. The findings of this study come at a time when there is uncertainty over the future of South African education and the curriculum. This research may inform the environmental education and coastal and marine education field as to their role in education and more specifically the development of learning support materials.

Acompanha: Produto educacional: Proposta de sequência didática para o estudo da radiação do corpo negro no ensino médio / Analisando o cenário educacional atual, e as práticas pedagógicas aplicadas em sala de aula, se faz necessário um repensar dos modelos de ensino utilizados por grande parte dos educadores. Os documentos que alicerçam o ensino da disciplina de Física no País indicam a necessidade da inserção da Física Moderna e Contemporânea no Ensino Médio, a fim de se pensar um ensino mais atual. Nesse sentido, este trabalho objetivou investigar o potencial pedagógico de uma sequência didática para o estudo do tema radiação de corpo negro em uma turma da terceira série do Ensino Médio de uma instituição privada da cidade de Ivaiporã, Paraná. Para isso, seguiu-se os pressupostos da pesquisa qualitativa. A implementação da sequência didática se deu em onze aulas de cinquenta minutos, utilizando para a coleta de dados questionários, diário de campo, e todo material produzido pelos alunos durante a implementação da proposta. A análise dos resultados evidenciou que é possível criar um ambiente favorável a aprendizagem significativa, tendo este sido vivenciado pelos alunos. Os resultados indicam ainda que a sequência didática implementada se mostrou satisfatória visto que os alunos participaram ativamente das atividades propostas levantando questionamentos o que mostra a mudança de uma postura passiva para uma postura ativa durante as aulas. / Analyzing the current educational scenario and the pedagogical practices applied in the classroom, it is necessary to rethink the teaching models used by most educators. The documents that support the teaching of the discipline of Physics in the Country indicate the need for the insertion of Modern and Contemporary Physics in High School in order to think a more current teaching. In this sense, this work aimed to investigate the pedagogical potential of a didactic sequence for the study of the black body radiation theme in a third grade high school class from a private institution in the city of Ivaiporã, Paraná. For this, the assumptions of qualitative research were followed. The implementation of the didactic sequence was done in eleven fifty-minute classes, using for the data collection questionnaires, field diary, and all material produced by the students during the implementation of the proposal. The analysis of the results showed that it is possible to create a favorable environment for meaningful learning, which was experienced by the students. The results indicate that the didactic sequence implemented was satisfactory since the students participated actively in the proposed activities raising questions that shows the change from a passive posture to an active posture during the classes.

A pesquisa que deu origem a esta dissertação surge das inquietações da pesquisadora, em sua atuação como professora de Educação Infantil, e tem como objetivo central analisar o brincar em contextos permeados pelos dispositivos digitais móveis. Como aporte teórico, a pesquisa valeu-se da abordagem sociointeracionista proposta pelos estudos de Vygotsky. Os principais conceitos considerados foram: mediação, sociointeração, situação imaginária e a ZDP, articulando o brincar com as tecnologias digitais móveis, no contexto da cultura digital. Também se buscou subsídios acerca do brincar em Winnicott, Kishimoto, Benjamin e Huizinga. O estudo foi realizado em uma escola municipal de Educação Infantil, com crianças de três a quatro anos de idade. O delineamento metodológico foi baseado na pesquisa de cunho qualitativo. Para geração de dados, optou-se pela videogravação, realizada na sala onde as crianças desenvolvem suas brincadeiras e recreações, em dias alternados, nos turnos da manhã e da tarde. Os dispositivos digitais móveis – Smartphones e Tablets – foram inseridos entre os brinquedos e entre os demais materiais da sala, ficando à disposição das crianças. Essas videogravações geraram o corpus que foi analisado a partir de um processo de análise das imagens, inspirada nos estudos de Honorato, Larocca e Sadalla, Leonardos, Silva, Peixoto e Demartini, com o intuito de responder à pergunta norteadora: como o brincar na Educação Infantil se modifica em um contexto escolar permeado por dispositivos digitais móveis? Para o tratamento dos dados, realizou-se a transcrição das videogravações, com o olhar voltado a alguns norteadores teóricos: mediação, sociointeração, situação imaginaria e ZDP. Dessa forma, identificaram-se as unidades visuais e verbais. A partir dessas, encontraram-se as categorias emergentes: interesse nos dispositivos móveis; acontecimentos; mediação; interação e sociointeração; situação imaginária e verbalizações. Esse processo foi inspirado em Moraes e Galiazzi (2007). Na articulação entre as categorias, buscando as possíveis modificações no brincar permeado por dispositivos móveis, encontrou-se a plasticidade dos DM como elemento importante, pois a tela se modifica e se molda conforme o toque da criança, despertando seu interesse em interagir com esses dispositivos. Nesse sentido, a plasticidade pode ser um dos elementos relacionados às modificações identificadas no brincar, já que os DM oferecem funções, simulações e opções de telas e links que possibilitam múltiplos caminhos, no sentido da dinamicidade, a partir da forma com que a criança interage com os dispositivos. A possibilidade dos DM funcionarem como ativadores da ZDP, transformando o potencial em real, e a interação/sociointeração e mediação também destacaram-se, pois, ao interagir, a possibilidade da criança construir novos elementos cognitivos se amplia. Assim, teceram-se algumas recomendações e desdobramentos da ação docente na Educação Infantil, de modo que o professor reavalie suas concepções acerca do brincar no contexto da inserção dos DM, já que cabe a ele mediar, incentivar, estimular e disponibilizar os materiais para a brincadeira, favorecendo, desse modo, a ampliação do potencial de aprendizagem das crianças a partir do brincar. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2015-08-26T12:32:25Z No. of bitstreams: 1 Dissertacao Lorivane Aparecida Meneguzzo.pdf: 2178928 bytes, checksum: 3045c732ca368f542add346ffee1d080 (MD5) / Made available in DSpace on 2015-08-26T12:32:25Z (GMT). No. of bitstreams: 1 Dissertacao Lorivane Aparecida Meneguzzo.pdf: 2178928 bytes, checksum: 3045c732ca368f542add346ffee1d080 (MD5) / The research that has given rise to this essay emerges from the concerns of the researcher in her performance as a preschool teacher, and has as main objective analyze the act of playing in permeated contexts by mobile devices. As an academic support we were based in the social-interaction approach proposed by the studies of Vygotsky. The main considered concepts were: mediation, socio-interaction, imaginary situation and the ZDP, linking the act of playing with the mobile technologies, in the context of digital culture. We also researched assistance about the act of playing in Winnicott, Kishimoto, Benjamin and Huizinga. The study has been performed in a municipal preschool, with kids from three to four years old. The methodological outlining was based in the qualitative research. In order to develop data, we chose the video recording, which was made in the classroom where the kids develop their games and recreations, every other day, in the morning and in the afternoon. The mobile devices – Smartphone’s and Tablets – were inserted between the toys and other stuffs of the classroom, being available for the children. These video recording generated the corpus that was investigated, from an analyzed process of the images, inspired in the studies of Honorato, Larocca e Sadalla, Leonardos, Silva, Peixoto and Demartini, with the intention to answer our mainspring question: How does the act of playing in preschool modify itself in an scholar context permeated by mobile devices? To the treatment of the data a video recording transcription was made, with the view toward to some theoretical mainspring: mediation, socio-interaction, imaginary situation and the ZDP. This way, we identified the visual and spoken unities. And from these ones we found the emerging categories: Interest in mobile devices, events, mediation, interaction and sociointeraction; imaginary situation and verbalization. This process was inspired in Moraes and Galiazzi (2007). In the link between the categories, looking for the possible changes in the act of playing permeated by mobile devices, we found the plasticity of the mobile devices as an important element, because the screen modifies and adapts itself according to the touch of the kid, awaking their interest in interacting with these devices. In this sense the plasticity can be one of the elements that are related to the changes that were identified in the act of playing, once the mobile devices offer functions, simulations and options of screens and links, that allow multiple ways in the sense of dynamicity from the way the children interact to the devices. The possibility that the mobile devices work as activators of the ZDP, converting the potential in real; and the interaction/socio-interaction and the mediation also got stand out, because when the kid interacts, the possibility that the kid build new cognitive elements increases. In this sense we created some suggestions and ramifications the teaching act in preschool, such that the teacher review their conceptions about the act of playing in the context of the mobile devices’ entry. It is the teacher’s duty mediate, encourage, stimulate and make the materials available to the play, this way benefiting the broadening of the potential of children’s knowledge, from the act of playing.