In the last few years there have been many reports on students lack of reading comprehension in Sweden. Reading comprehension is crucial in today’s society. It is as central for school as it is for being able to be a part of society and work. The aim of the study is to compare and examine whether there is correspondence between two reading comprehension text books and the national test of reading comprehension in 2012. Through text analysis and theories of readability, question types and reading strategies the comparison was made. The text analysis is performed in accordance with Hellspong (2001) and Hellspong och Ledin (1997) model for text analysis, where the language formation is studied. The following research questions are answered: Which similarities and differences are found regarding the readability of the narrative texts and the factual texts? Which similarities and differences are found regarding the type of questions that are asked in relation to the narrative texts and to the factual texts? Which reading strategies are tested in the national test and which reading strategies are practiced through the teaching materials? The results of the analysis show both similarities and differences between the national test and the textbooks. The texts in the national test are less easily read while the textbooks consist of more types of questions and enables practice of more reading strategies. In the textbooks multiple reading strategies was found to be required in order to answer the questions, whilst the national test generally only needed one strategy for most questions. In this way partial correspondence is found between the textbooks and the national test. However, the textbooks are useful for practicing reading comprehension since they have a lot more type of questions and reading strategies, than the national test. A conclusion up for discussion is that the textbooks leave it to the teacher to provide practice of more complicated and longer texts since the texts in the national tests has shown to be more complicated to read.

The aim of this study is to examine how the male characters are portrayed in the television series »Livet i bokstavslandet« based on Connels (1995) theory hegemonic »masculinity« and Butlers theory »gender performativity« and examine if the male characters challenge or maintain gender. The study proceed from the following questions: Does the male characters in »Livet i bokstavslandet« challenge or reproduce traditional gender roles? Are the male characters »participant«, »subordinated« or »marginalized« based on Connells hegemonic masculinity theory? A narrative content analysis has been conducted. The theoretical framework of the examination is based on men and masculinities studies, from a post-modern influenced perspective. Butler's concepts of performativity are of importance in this study. The results of shows, in conclusion, that »Livet i bokstavslandet« does neither challenge nor negotiate new gender roles. From a performativity point of view, the conclusion is that the series maintains prevailing gender roles.

Syftet med denna studie var att undersöka vilka motiv lärare anger för sina val och sin användning av läromedel i grundskolans tidigare år. Intresse riktas mot även hur lärare argumenterar kring dessa val samt att förstå lärarens val och argument i relation till deras uppfattningar om lärande och undervisning i matematik. Särskilt undersöks motiven i relation till motivationsskapande undervisning. Jag ville ta reda på hur lärare använder läroboken i undervisningen, om lärobok används och om den kompletteras med annat. Med läromedel avses i denna studie det material som syftar till att hjälpa eleven att tillägna sig kunskaper i matematik. Exempel på läromedel som förekommer i studien är lärobok, laborativt material och informations- och kommunikationsteknik (IKT). Studien var genomförd med hjälp av en enkät med öppna frågor som har besvarats av sex lärare och med en telefonintervju. Det resultat som framkommit ur studien är att läroboken dominerar i matematikundervisningen. Resultatet visar även att läromedel valdes oreflekterat av lärarna. För att motivera eleverna att lära sig matematik använder lärarna olika strategier. Flera kontextuella och sociala begränsningar som finns i resultatet var bland annat lärarens bristande kunskaper i IKT och lärares antal år i yrket. Nyckelord: motivation, läromedel, lärares syn, Paul Ernest. / The purpose of this study was to investigate what motives teachers in primary school give for their choices and use of textbooks and teaching materials. The study focusses on how teachers argue around these choices and their choises and arguments in relation to their belifes about teaching and learning mathematics. Of particular interest are arguments related to teacher enhancement of student motivation. I wanted to find out how teachers use the textbook in class, if a textbook is used and if it is supplemented with another theaching materials. The term teaching materials is in this study used to include all materials that aims to help student acquire knowledge in mathematics. Examples of teaching materials that occur in the study are textbooks, hands-on materials and Information and Communication Technologies (ICT). The study was conducted using a questionnaire with open-ended questions that were answered by six teachers, and a telephone interview. That results emerging from the study show that the textbook dominates in mathematics education. The results also show that the teachers often chose textbooks and teaching materials without much reflection. To motivate students to learn mathematics teachers use different strategies. Several contextual and social limitations appear in the results, including the teacher's lack of knowledge of ICT and teacher's number of years in the profession. Keywords: motivation, teaching materials, teachers' views, Paul Ernest.

Textbooks are essential to Foreign Language (FL) curricula. They contribute to the homogenization of instruction between multiple-language courses; they provide learners with an advance organizer; they help train novice teachers, and they supply both novice and experienced instructors with a variety of resources (Allen, in press). In a context where the textbook appears to be the pillar of FL instruction, we find numerous studies about teachers' beliefs concerning FL textbooks (Ariew, 1982; Apple, 1986; Menke, 1994; Graden, 1996; Richards & Mahoney, 1996; Masuhara, 1998; Bancheri, 2006); however, there are very few studies on students' self-perceived needs (Jan & Glenn, 1984), and equally few on both teachers' and students' perspectives on language teaching materials (Donovan, 1998). Thus, the goal of this study is to examine both students' and teachers' views of FL textbooks in light of current Second Language Acquisition (SLA) theory. In so doing, this project addresses three research questions: 1) what role should authenticity of the L2, target culture, and tasks play in language teaching materials?, 2) what place should grammar take in FL textbooks?, and 3) what part should technology play in language teaching materials? 48 French teachers and 1023 learners from four major North-American universities were surveyed using an online questionnaire containing not only closed-response questions rated on a four point Likert-type scale but also open-ended questions. This mixed-design methodology allowed the researcher to draw tentative conclusions on how to reconcile language teaching materials design with SLA research, teachers' beliefs and students' self-perceived needs. Practical implications for language teacher training programs and FL textbook development are offered.

Denna studies syfte har varit att undersöka pedagogiska och didaktiska aspekter i pianoskolor för nybörjare. Detta har gjorts genom en läromedelsgranskning av pianoskolorna Vi spelar piano 1 av Carl-Bertil Agnestig samt Pianoresan 1 av Galina Sjevtjenko och Natalia Kazimirovskaja.  Resultaten av denna granskning har relaterats till olika pianotraditioner, pedagogiska teorier samt forskningsarbeten. Det slutgiltiga resultatet visar vilka undervisningsmetoder som används i de båda böckerna samt hur böckerna är uppbyggda. Pianoskolorna har undersökts utifrån deras innehåll vad gäller låtval, musikalisk progression och musikaliskt uttryck. Undersökningen visar bland annat att uppbyggnaden av Vi spelar piano 1 påminner om Rostvall och Wests schemateori för att hjälpa eleverna att uppnå kunskap. Syftet med Pianoresan 1 är att ge eleven en god grundteknik i pianospel, vilket görs genom övning i harmoni- och gehörslära samt eget skapande. / The aim of this study was to examine pedagogical and didactic aspects in piano books for beginners. This was done through a close observation of the textbooks Vi spelar piano 1 by Carl-Bertil Agnestig and Pianoresan 1 by Galina Sjevtjenko and Natalia Kazimirovskaja. The results of this observation were then compared to literature, mainly pedagogical books and research studies. The final result demonstrates which teaching methods have been used as well as the contents of the books. This has been subdivided into three categories: the songs, the musical progression and the musical expression. The study shows that Vi spelar piano 1 is based on Rostvall and West's schema theory to help the students gain knowledge. Furthermore, the aim of Pianoresan 1 is to provide students with good basic skills in piano playing. This is done through practicing harmony and aural skills, and also through the students' own creativity.

Research has shown that the mathematics textbooks are the most widely used in Swedish schools, compared to textbooks in other subjects. At the same time, studies have shown that the content of the textbooks do not fulfil the goals presented in the national education steering documents regarding problem solving in math. The purpose of this study is to analyze textbooks and corresponding teacher’s guide in mathematics for the second grade. Starting from a didactic perspective as an approach to problem solving in order to analyze the teaching material, I decided to use the analytical model constructed by Ann Kristin Larsen. In order to conduct the study, the following questions have been used in this study: In what way the problem solving has been presented in the textbooks? Which problem solving strategies are presented in respective teaching material based on didactic perspective? What types of problem solving tasks are presented in respective teaching material?  In what way the concept problem solving is presented in the teacher’s guide? In conclusion, the result of the study shows that there are both similarities and differences between the two instructional materials that have been studied in the way they presented problem solving. The study shows that the teaching material is not compatible with Charles and Lester’s (1982) criteria. As for the teacher's guide and the support it provides, the investigation shows that different textbooks give different support and guidance to teachers.

Title: Interactive whiteboard in mathematics education Author: Bc. Jan Cendelín Department:Department of Mathematics Education Supervisor: RNDr. Antonín Slavík, Ph.D., Department of Mathematics Education Abstract: The development of modern technology is very fast. Almost everyone uses the technology at work and at home as well. So it is not unexpected that the technology gets into education at schools. This thesis focuses on the education of modern mathematics, and especially on the use of the interactive whiteboard. The thesis is not only for teachers who can work with an interactive whiteboard, but also for teachers without the access to this technology who can enrich information about Web sites that can be used in their preparation, or projected on an overhead projector during class. Keywords:Interactive whiteboard, teaching materials, website, modern teaching

Ações de educação em saúde na temática da hipertensão arterial sistêmica (HAS), desenvolvidas em UBS, são o objeto desta pesquisa. Estas ações são preconizadas pelo Ministério da Saúde (MS) como parte do protocolo de assistência à HAS. A educação em saúde é definida pelo MS como processo de construção de conhecimentos em saúde, voltado à população, com o objetivo de que ela se aproprie desses conhecimentos, para aprimoramento do auto cuidado e para reivindicarem a atenção em saúde de acordo com suas necessidades. No entanto, prestar assistência a portadores de doenças crônicas é um dos mais árduos trabalhos desempenhados pelos profissionais de saúde, em particular a enfermagem, que na ESF é o profissional mais presente no cuidado do paciente crônico e de sua família. Torna-se uma atividade frustrante e cansativa, tanto para o trabalhador quanto para a pessoa que procura o tratamento. Desempenhar o atendimento apenas seguindo as diretrizes orientadas pelo protocolo do MS só aumenta a frustração e o sentimento de impotência, pois ao profissional é atribuída a responsabilização pelo monitoramento de um agravo que não será superado se as ações continuarem mascarando o determinante do processo saúde-doença. Ao sujeito portador de HAS, essa prática também causa frustração e impotência; ao ser culpabilizado e responsabilizado individualmente pelo problema, não desenvolve a crítica para identificar as origens dos mal estares e das pressões que sente, e que estão localizadas nos desgastes consequentes da manutenção da vida cotidiana. Portanto, também não desenvolvem a possibilidade de identificar na ação coletiva os instrumentos para o enfrentamento dessas pressões, que se expressam no corpo bio-psíquico. Propor material educativo, com foco na HAS, para balizar ações educativas de trabalhadores de UBS, a partir da educação emancipatória. Educação emancipatória é a que propõe a construção do conhecimento e a reflexão acerca da realidade vivenciada pelo indivíduo, pela possibilidade de intervir criativamente no processo, de modo que educando e educador ora aprendem, ora ensinam, e juntos buscam respostas através da problematização de situações enfrentadas diariamente, relacionadas por exemplo, ao tratamento da hipertensão. Estudo documental, de caráter investigativo que procurou analisar o conteúdo dos materiais impressos como cartazes, folders e folhetos, disponibilizados pelo MS e sites de domínio público, para uso de profissionais de saúde e pacientes, sobre o tema HAS. O processo de avaliação do conteúdo dos materiais, possibilitou a conformação da Saúde Pública que conhecemos no Brasil: a verticalização, com enfoque nos atendimentos programáticos e prioritários, segundo a lógica higienista e autoritária, baseada na transmissibilidade, mudança de comportamento e culpabilização do indivíduo, sem levar em consideração o contexto sócio-econômico; portanto, não consideram a heterogeneidade de classes sociais dos indivíduos, que somente têm em comum a doença referida: HAS. O estudo teve como resultado a proposição de um roteiro de apoio para profissionais de saúde da AB, para Educação em saúde para portadores de HAS, com os conceitos da Saúde Coletiva e da educação emancipatória. A construção do Material educativo procurou servir como contraponto e superação desse modelo prescritivo, com embasamento em conceitos do campo da Saúde Coletiva, para instrumentalizar os trabalhadores para compreender como as pessoas vivenciam o processo de adoecimento e os recursos que utilizam para o enfrentamento da HAS, identificando potenciais de fortalecimento/desgaste que permeiam a vida e (padrões alimentares, de sono, entre outros). / Health education activities on the theme of systemic arterial hypertension (SAH), developed in UBS, are the object of this research. These actions are recommended by the Ministry of health (MS) as part of the Protocol HAS assistance. Health education is defined by MS as knowledge construction process in health, back to the population, with the intention that she take ownership of that knowledge, for enhancement of auto care and to claim the health care according to their needs. However, assist people with chronic diseases is one of the most strenuous work performed by health professionals, in particular nursing, that in most professional ESF is present in the care of the chronic patient and his family. Becomes a frustrating and tiring for both the worker and the person seeking treatment. Play the attendance just following the guidelines directed by MS Protocol only increases the frustration and the feeling of helplessness, because the Professional is assigned the responsibility for monitoring of an injury that will not be surpassed if the actions continue masking the determinant of the health-disease process. The subject HAS carrier, this practice also causes frustration and impotence; to be blamed and held responsible individually for the problem develops critical to identify the origins of evil being and pressures, and that are located in the wear resulting from maintenance of everyday life. So, too, do not develop the ability to identify collective action the instruments to deal with these pressures, that are expressed in the body bio psychic. Propose educational materials, with focus on HAS to mark out educational actions of UBS workers, from the emancipatory education. Emancipatory education is proposing the construction of knowledge and reflection about the reality experienced by the individual, the possibility to intervene creatively in the process, so that learner and educator now learn, now teach, and together seek answers through the problematization of situations faced daily, for example, related to the treatment of hypertension. Study methodology of investigative character who sought to analyze the contents of printed materials such as posters, brochures and leaflets, available from MS and sites in the public domain, for use by health professionals and patients on the theme HAS. The evaluation process of the content of the materials, made possible the formation of Public Health met in Brazil: the verticalization, with focus on programmatic priority calls, according to the logic and authoritarian hygienist, based on transmissibility, behavior change and scapegoating of the individual, without taking into account the socio-economic context; Therefore, do not consider the diversity of social classes of individuals, that only have in common the disease referenced: HAS. The study has resulted in the proposal of a roadmap for health professionals of AB, to health education for patients with HAS, with the concepts of collective health and emancipatory education. The construction of the educational Material sought to serve as a counterpoint and overcoming this prescriptive model, with support in the field of public health concepts, to exploit the workers to understand how people experience the process of illness and the resources they use to fight HAS potential identifying strengthening/wear that permeate the lives and (food, sleep patterns, among others).

Ações de educação em saúde na temática da hipertensão arterial sistêmica (HAS), desenvolvidas em UBS, são o objeto desta pesquisa. Estas ações são preconizadas pelo Ministério da Saúde (MS) como parte do protocolo de assistência à HAS. A educação em saúde é definida pelo MS como processo de construção de conhecimentos em saúde, voltado à população, com o objetivo de que ela se aproprie desses conhecimentos, para aprimoramento do auto cuidado e para reivindicarem a atenção em saúde de acordo com suas necessidades. No entanto, prestar assistência a portadores de doenças crônicas é um dos mais árduos trabalhos desempenhados pelos profissionais de saúde, em particular a enfermagem, que na ESF é o profissional mais presente no cuidado do paciente crônico e de sua família. Torna-se uma atividade frustrante e cansativa, tanto para o trabalhador quanto para a pessoa que procura o tratamento. Desempenhar o atendimento apenas seguindo as diretrizes orientadas pelo protocolo do MS só aumenta a frustração e o sentimento de impotência, pois ao profissional é atribuída a responsabilização pelo monitoramento de um agravo que não será superado se as ações continuarem mascarando o determinante do processo saúde-doença. Ao sujeito portador de HAS, essa prática também causa frustração e impotência; ao ser culpabilizado e responsabilizado individualmente pelo problema, não desenvolve a crítica para identificar as origens dos mal estares e das pressões que sente, e que estão localizadas nos desgastes consequentes da manutenção da vida cotidiana. Portanto, também não desenvolvem a possibilidade de identificar na ação coletiva os instrumentos para o enfrentamento dessas pressões, que se expressam no corpo bio-psíquico. Propor material educativo, com foco na HAS, para balizar ações educativas de trabalhadores de UBS, a partir da educação emancipatória. Educação emancipatória é a que propõe a construção do conhecimento e a reflexão acerca da realidade vivenciada pelo indivíduo, pela possibilidade de intervir criativamente no processo, de modo que educando e educador ora aprendem, ora ensinam, e juntos buscam respostas através da problematização de situações enfrentadas diariamente, relacionadas por exemplo, ao tratamento da hipertensão. Estudo documental, de caráter investigativo que procurou analisar o conteúdo dos materiais impressos como cartazes, folders e folhetos, disponibilizados pelo MS e sites de domínio público, para uso de profissionais de saúde e pacientes, sobre o tema HAS. O processo de avaliação do conteúdo dos materiais, possibilitou a conformação da Saúde Pública que conhecemos no Brasil: a verticalização, com enfoque nos atendimentos programáticos e prioritários, segundo a lógica higienista e autoritária, baseada na transmissibilidade, mudança de comportamento e culpabilização do indivíduo, sem levar em consideração o contexto sócio-econômico; portanto, não consideram a heterogeneidade de classes sociais dos indivíduos, que somente têm em comum a doença referida: HAS. O estudo teve como resultado a proposição de um roteiro de apoio para profissionais de saúde da AB, para Educação em saúde para portadores de HAS, com os conceitos da Saúde Coletiva e da educação emancipatória. A construção do Material educativo procurou servir como contraponto e superação desse modelo prescritivo, com embasamento em conceitos do campo da Saúde Coletiva, para instrumentalizar os trabalhadores para compreender como as pessoas vivenciam o processo de adoecimento e os recursos que utilizam para o enfrentamento da HAS, identificando potenciais de fortalecimento/desgaste que permeiam a vida e (padrões alimentares, de sono, entre outros). / Health education activities on the theme of systemic arterial hypertension (SAH), developed in UBS, are the object of this research. These actions are recommended by the Ministry of health (MS) as part of the Protocol HAS assistance. Health education is defined by MS as knowledge construction process in health, back to the population, with the intention that she take ownership of that knowledge, for enhancement of auto care and to claim the health care according to their needs. However, assist people with chronic diseases is one of the most strenuous work performed by health professionals, in particular nursing, that in most professional ESF is present in the care of the chronic patient and his family. Becomes a frustrating and tiring for both the worker and the person seeking treatment. Play the attendance just following the guidelines directed by MS Protocol only increases the frustration and the feeling of helplessness, because the Professional is assigned the responsibility for monitoring of an injury that will not be surpassed if the actions continue masking the determinant of the health-disease process. The subject HAS carrier, this practice also causes frustration and impotence; to be blamed and held responsible individually for the problem develops critical to identify the origins of evil being and pressures, and that are located in the wear resulting from maintenance of everyday life. So, too, do not develop the ability to identify collective action the instruments to deal with these pressures, that are expressed in the body bio psychic. Propose educational materials, with focus on HAS to mark out educational actions of UBS workers, from the emancipatory education. Emancipatory education is proposing the construction of knowledge and reflection about the reality experienced by the individual, the possibility to intervene creatively in the process, so that learner and educator now learn, now teach, and together seek answers through the problematization of situations faced daily, for example, related to the treatment of hypertension. Study methodology of investigative character who sought to analyze the contents of printed materials such as posters, brochures and leaflets, available from MS and sites in the public domain, for use by health professionals and patients on the theme HAS. The evaluation process of the content of the materials, made possible the formation of Public Health met in Brazil: the verticalization, with focus on programmatic priority calls, according to the logic and authoritarian hygienist, based on transmissibility, behavior change and scapegoating of the individual, without taking into account the socio-economic context; Therefore, do not consider the diversity of social classes of individuals, that only have in common the disease referenced: HAS. The study has resulted in the proposal of a roadmap for health professionals of AB, to health education for patients with HAS, with the concepts of collective health and emancipatory education. The construction of the educational Material sought to serve as a counterpoint and overcoming this prescriptive model, with support in the field of public health concepts, to exploit the workers to understand how people experience the process of illness and the resources they use to fight HAS potential identifying strengthening/wear that permeate the lives and (food, sleep patterns, among others).

Submitted by IRLLA KARLA DOS SANTOS DINIZ null (irllakarla@yahoo.com.br) on 2017-03-21T19:59:57Z No. of bitstreams: 1 Irlla_Diniz_Tese_2017.pdf: 5243377 bytes, checksum: 6ea35d88dc55b13ce130c44454df675f (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-03-22T18:53:03Z (GMT) No. of bitstreams: 1 diniz_iks_dr_rcla.pdf: 5243377 bytes, checksum: 6ea35d88dc55b13ce130c44454df675f (MD5) / Made available in DSpace on 2017-03-22T18:53:03Z (GMT). No. of bitstreams: 1 diniz_iks_dr_rcla.pdf: 5243377 bytes, checksum: 6ea35d88dc55b13ce130c44454df675f (MD5) Previous issue date: 2017-02-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Nesta pesquisa tivemos como objetivo identificar o que é relevante ensinar sobre o conteúdo dança no Ensino Médio (EM), e, a partir desses dados, elaborar, implementar e avaliar um material didático para aulas de Educação Física (EF). No EM o espaço da dança é mais restrito do que no Fundamental, devido aos problemas que essa etapa enseja, como a ausência de uma organização curricular, as dispensas das aulas regulares de EF, a reprodução dos conteúdos, entre outros. Frente a tal enredo, parece um grande desafio desenvolver esse conteúdo. Portanto, a fim de concretizar o objetivo desse estudo, desenvolvemos uma pesquisa qualitativa, em três etapas. A primeira procurou identificar o que é importante ensinar sobre a dança no EM a partir da análise nas Propostas Curriculares Estaduais (PCE) de EF e de entrevistas com docentes especialistas que atuam com disciplinas relativas à dança na formação inicial em Educação Física. Ainda nessa fase, produzimos um material didático para o professor, estimulando o uso das Tecnologias da Informação e Comunicação (TIC) como recursos didáticos. O material foi pautado nas orientações propostas pela Base Nacional Comum Curricular (BNCC - Segunda versão), que foi publicada durante o processo de construção da presente pesquisa. Após a elaboração, implementamos oito aulas de danças populares no EM, tema decidido de forma colaborativa com a escola da pesquisadora e subsidiado pelas orientações da BNCC. Na terceira etapa, essas experiências foram avaliadas em um grupo focal com oito alunos, construído com auxílio da observação participante e dos registros no diário de campo. Os resultados apontaram que ainda temos limitações no que tangencia à seleção e organização do conteúdo dança no EM, apesar da inclinação para as danças populares, de salão e urbanas, dados que pudemos identificar tanto nas PCE quanto nas entrevistas com os especialistas. No que diz respeito ao material didático, ressaltamos sua relevância como um instrumento pedagógico para o professor, visto que auxilia no desenvolvimento dos saberes, no processo reflexivo e no fortalecimento de conteúdos que ainda possuem limites no campo escolar. A avaliação junto aos estudantes evidenciou maior reconhecimento da dança como um conteúdo da EF, além do impacto que as tecnologias possuem perante esse público. Aprender danças populares por meio de vídeos, jogos digitais, aplicativos e redes sociais, transformou as experiências e aproximou a realidade dos alunos da escola. Apesar das limitações enfrentadas ao longo do estudo foi possível contribuir com diferentes vertentes. Destacamos que os resultados da implementação e avaliação apontaram um maior reconhecimento da dança nas aulas de EF, o levantamento de um corpo de conhecimento mais organizado acerca “do que ensinar” sobre dança no EM, o estímulo à inserção das tecnologias na escola, além da produção de um material didático para auxiliar os professores no ensino desse conteúdo na escola. / The present study had the objective to identify the relevant elements to be taught in High School dance education (HS) to develop and evaluate teaching materials for the Physical Education (PE) classes. In High School, the dance space is more restricted than in the Fundamental School, due to the intrinsic problems of this phase, such as the lack of curricular organization, student exemptions, and the reproduction of contents. In this sense, making this content thrive throughout the High School years represents a challenge. To concretize the objectives of the present study, we carried out a qualitative research in three distinct stages. The first phase consisted in identifying the relevant elements to be taught in High School Dance education based on the Proposals for the State Physical Education Curriculum and interviews with specialists working with Dance-related disciplines in Physical Education initial formation, stimulating the use of Information and Communication Technologies (ICT) as teaching resources. In the second phase, the materials were elaborated according to the guidelines of the National Common Curriculum Basis (NCCB - Second Version), published during the development of this study. Following the elaboration phase, we implemented eight popular dance classes in HS. This topic was chosen on joint decision with the researcher’s school and subsidized by the NCCB guidelines. Finally, in the third phase, the experiences were evaluated in a focus group comprised of eight students, in combination with participant observation and field record. The results demonstrated that we still have limitations regarding the selection and organization of the HS content, despite the preference for popular, ballroom and urban dances, data provided by the Proposals for the State Physical Education Curriculum and by the interviews with the specialists. With special regard to the materials, we emphasize their relevance in the teaching process, once they play an important role in the development the knowledge, in the reflective process and in the content strengthening, compensating possible limitations in the educational scope. The results of the evaluation performed with the students highlighted the acknowledgement of dance as a PE content, in addition to the impact of technology upon this group. Learning popular dances using videos, digital games, applications and social networking transformed the experiences and approximated the school to the students’ reality. In spite of some limitations, the results contributed in several aspects. We highlight the outcome of the implementation and evaluation, contributing to a greater acknowledgement of dance in PE, the emergence of a more organized knowledge about “what to teach” regarding the dance content in HS, the insertion of technology in schools, and the production of a teaching material to support HS students’ learning.