A tese que ora se apresenta pretende investigar as conexões e trânsitos envolvendo indivíduos e objetos culturais entre Portugal e Brasil durante as três últimas décadas da centúria oitocentista e primeiros anos do século XX, no âmbito da produção discursiva e das intervenções públicas de intelectuais portugueses e brasileiros empenhados em criar/viabilizar alternativas para a superação dos estágios de decadência e atraso vivenciados, respectivamente, segundo esses mesmos homens de saberes, pelos dois países de língua portuguesa, em relação, sobretudo, às nações do norte da Europa. O trabalho se estrutura por intermédio da captação de três dimensões dos movimentos mencionados acima, a saber: a elaboração de discursos que apontavam para o ingresso na modernidade, num complexo equilíbrio entre a busca/evocação do espírito e dos valores genuinamente nacionais e a renovação dos campos cultural, intelectual e mental por intermédio do estreitamento do contato com as filosofias da história e as teorias científicas produzida na Europa de além-Pirineus; a propagação do método de ensino da leitura criado pelo poeta português João de Deus consubstanciado no compêndio Cartilha Maternal ou Arte de Leitura por Portugal, Brasil e possessões coloniais lusitanas em África. Aproveita-se para sopesar o alcance do plano de divulgação da obra pedagógica de João de Deus suas apropriações em solo brasileiro adicionando à análise a sensibilidade para outros aspectos do programa, como a questão do possível interesse mercantil veiculado junto à propaganda dos materiais relativos ao método de ensino de João de Deus; e o trabalho de intelecção a respeito dos itinerários de António Zeferino Cândido, português ex-professor de matemática da Universidade de Coimbra e primeiro divulgador do método de leitura de João de Deus no Brasil, atividade que compreende, além da propaganda do método de ensino realizada em território brasileiro, também a atuação do professor lusitano nas diversas instituições e loci de sociabilidade dos quais tomou parte no Brasil nos mais de vinte anos em que permaneceu no país e, ainda concernente a Zeferino Cândido, a realização de uma exegese de seus escritos mais importantes, buscando averiguar aí o modo o divulgador do método retrata o debate em torno dos temas da decadência e do atraso e quais respostas formula, tendo em vista as exigências de tradução, assimilação e mescla culturais a ele impostas pela vivência na capital do império brasileiro. / The thesis presented here intends to investigate the connections and movement involving individuals and cultural objects between Portugal and Brazil during the last three decades of the nineteenth century and early twentieth century, within the discursive production and intervention of public intellectuals and Brazilian Portuguese committed to creating / enabling alternatives to overcome the stages of decay and delay experienced, respectively, according to these same men of knowledge, the two Portuguese speaking countries, in relation especially to the nations of northern Europe. The work is structured through the capture of three dimensions of the movements mentioned above, namely the drafting of speeches that pointed to the entrance into modernity, a complex balance between the search / evocation of the spirit and values of genuine national and renovation of fields cultural, intellectual and mental through the narrowing of contact with the philosophies of history and scientific theories produced in Europe from beyond the Pyrenees, the spread of the method of teaching reading created by the portuguese poet João de Deus embodied in the book Cartilha Maternal ou Arte de Leitura by Portugal, Brazil and portuguese colonial possessions in Africa. Makes for balancing the scope of the plan for dissemination of pedagogic work of João de Deus its appropriations on brazilian soil adding to the sensitivity analysis to other aspects of the program, as the question of possible commercial interest conveyed by the advertising materials for the method of teaching of João de Deus and the work of intellection about the itineraries of António Zeferino Cândido, portuguese former mathematics professor at the University of Coimbra and the first promoter of the method of reading João de Deus in Brazil, an activity that includes beyond the advertisement of the teaching method conducted in Brazil, also a portuguese teacher performance and loci in different institutions of sociability of whom took part in Brazil on over twenty years he remained in the country, and also concerning Zeferino Cândido, the completion of an exegesis of his major writings, seeking to ascertain how the publisher there\'s method portrays the debate around the themes of decadence and backwardness and formulates responses which, in view of the requirements for translation, assimilation and cultural blend to it imposed by living in the capital of the Brazilian empire.

Thesis (M. Ed.) -- University of Limpopo, 2018 / The importance of programme evaluation is acknowledged by many authors. However, less emphasis is given to understanding programme implementation (Duttweiller & Dayton, 2009; HSRC: South African National Health and Nutrition Examination Survey, 2012; Romm and Dichaba, 2015). Simply assessing a programme impact without a clear understanding of the degree to which the programme was actually implemented can result in inaccurate findings. The effective evaluation of both programme impacts and implementation can provide a more holistic perspective of programmes and an increased ability to identify and share best practices or weaknesses of programmes (Duerden and Witt, 2012). The purpose of this study was to evaluate the implementation of the Reading and Writing Instruction Programme (RWIP) in two primary schools situated in Lobethal Circuit. A qualitative approach was adopted using a case study design. Data collection was done through observations, interviews and documents analysis. A thematic approach was used to analyse the data while conclusions were drawn based on the themes that emerged during data collection and analysis. The results of the study indicate that there is implementation of the RWI programme. However, schools differ on how they apply the strategies that are outlined in the programme. The study recommends that there should be strong collaborations between Room to Read, schools, communities, circuit, district and provincial offices so that everyone understands the key components/elements of the Reading and Writing Instruction (RWI) Programme and how to apply them.

A plethora of studies in South Africa have examined the reading success of Grade 3 in the Foundation Phase in African Schools, but have investigated teachers’ perspectives on the methods used for reading instruction in Grade 1 of rural schools. This study is qualitative in nature and examined First Grade teachers’ methods used in teaching beginning reading in Setswana using different approaches: the Traditional method, Sentence method, Breakthrough to Setswana Programme and Outcomes-Based Education (OBE) approach. The researcher collected data from 8 Foundation Phase Schools in Bojanala District of Brits that are under the Department of Education (DOE). The sample was drawn from four Foundations Phase Schools from February to April and June to August 2011; four teachers were observed and interviewed on the teaching of beginning reading. In order to establish how the research was approached, observations, interviews and documents analysis were used as instruments. For purposes of this dissertation, the researcher also analyzed these four schools in detail in order to provide the context that informed reasons for teachers’ perspectives. The findings indicated that teachers felt differently about the use of different and same methods in teaching beginning reading. However, teachers did not always utilize their observations to improve teaching. Teachers’ beliefs about when to introduce children to the reading of extended texts differed depending on their assumptions on learning to read. Their perspectives were affected by their own knowledge of reading, the programs, methods, and the expectations of circuit and district administrators. Limited resources and space within the programs also affected their teaching of reading. All teachers in the study expressed the need for adequate training and in-service workshops that take into account the context in which they worked. This study, recommends more collaboration between teachers and local circuit and district administrators when, planning and delivering teaching approaches and workshops. Teachers and local administrators need to keep abreast with new developments in the fields of language and literacy development in order to effectively challenge and critique new approaches. Finally, they should also be supported in doing investigation on teaching and learning in their classrooms. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Made available in DSpace on 2016-04-28T19:34:31Z (GMT). No. of bitstreams: 1 Silvana de Castro Monteiro Baliviera.pdf: 784436 bytes, checksum: 0704cc9c2275b4130576c9d0cb431869 (MD5) Previous issue date: 2008-11-03 / This work is situated in the research line about Reading, Writing and Portuguese Language Teaching and has the purpose of contribute for the studies about the development of reading competence. Brazil didn t eradicate totally the analphabetism yet. Besides that, there is, today, another serious question: many young people and adults have the opportunity of studying, decode letters, phrases and short texts, but they have difficulties in constructing an interpretation of what they read; many times, they finish their course at EJA (Youth and Adult Education), without the basic competences required for being appropriately inserted in a society that is centered in the writing. The research verifies how the reading classes are given for young people and adults, if the teachers use strategies for teaching reading or not and if they were prepared to teach these people. The analyzed corpus is constituted by the answers given to a questionnaire, applied to teachers, of three neighbor schools, in São Paulo. The results show that most of teachers didn t have specialized formation to work with young people and adults, what contributes to the lack of identity of EJA, since the classes are basically the same that are prepared to the regular education. There is no special consideration for the specificity related to the age and to the culture of these students. Besides that, as the teachers didn t be prepared to teach how to read, they don t know the strategies for teaching reading and, in their classes, the reading is treated in a traditional way; the students read a text, without being motivated for the activity, without having objectives, so, the reading is frequently a grateful activity, without purpose. We suggest that teachers use the strategies for teaching reading as a way to the desired autonomy of young people and adult as lectors / Esta dissertação situa-se na linha de pesquisa sobre Leitura, Escrita e Ensino de Língua Portuguesa e tem o propósito de contribuir para os estudos acerca do desenvolvimento da competência leitora de estudantes da Educação de Jovens e Adultos, EJA. O Brasil ainda não conseguiu erradicar totalmente o analfabetismo. Além disso, há, hoje, outra questão bastante séria: muitos jovens e adultos têm a oportunidade de estudar, decodificam letras, frases e textos curtos, mas enfrentam dificuldades para construir uma interpretação do que lêem, ou seja, muitas vezes, saem da EJA, sem terem desenvolvido as competências básicas requeridas para se inserir adequadamente na sociedade grafocêntrica em que vivemos. A pesquisa realizada verifica como são dadas as aulas de leitura para jovens e adultos, se os professores utilizam estratégias de ensino de leitura ou não e se foram preparados para ensinar esse público. O corpus analisado é formado pelas respostas dadas a um questionário, aplicado a professores, de três escolas vizinhas, do município de São Paulo. Os resultados demonstram que a maioria dos professores não teve formação especializada para trabalhar com jovens e adultos, o que contribui para a falta de identidade da EJA, já que as aulas são basicamente as mesmas preparadas para o ensino regular. Não há consideração especial pelas especificidades etária e cultural desses estudantes. Além disso, como os professores não foram preparados para ensinar a ler, desconhecem as estratégias de ensino de leitura e, em suas aulas, a leitura continua a ser tratada de forma tradicional: lê-se um texto, sem motivação para a atividade, sem o estabelecimento de objetivos, ou seja, a leitura é, freqüentemente, uma atividade gratuita, sem propósito. Propõe-se, então, a utilização de estratégias de ensino de leitura como um caminho para conseguir a desejada autonomia de jovens e adultos como leitores

With the demands of the No Child Left Behind legislation to utilize research-based instructional practices and teach all children to read by the end of third grade, teachers find themselves going beyond teachers' editions and curriculum guides to the research on best reading practices. The purpose of this quantitative nonexperimental cross-sectional correlational study was to examine the strength and direction of the relationship between motivation to read, oral reading fluency, and demographics for third-grade elementary students (N=112). An analysis of covariance (ANCOVA) was used to quantitatively analyze archival data to assess the relationship between motivation to read, oral reading fluency, and demographics. Motivation to read, which was reported as MRP scores, includes the dimensions of self-concept as a reader and value of reading, and was measured using the Motivation to Read Profile (MRP) Reading Survey. Oral reading fluency, which was reported as Oral Reading Fluency (ORF) rates, was measured using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Results showed a significant relationship between motivation to read, oral reading fluency, and demographics for all three dimensions of motivation. Findings from the study may contribute to social change by influencing educators' uses of oral reading fluency data and interventions that employ improving motivation to read in an attempt to improve reading achievement for third-grade elementary students. Suggestions for further research include examining the relationship between motivation to read and oral reading fluency.

This research study addressed the need for an evaluation of the effectiveness of teacher-written supplemental reading lesson plans for elementary students with significant disabilities. The participating elementary school implemented the supplemental kinesthetic-based reading program in the 2010-2011 school year in order to improve the reading test scores of these disabled students. The theories of Howard Gardner's multiple intelligences and Maria Montessori's individualized learning process guided this research. The research question focused on exploring the effectiveness of the lesson plans. Participants included 6 students and their parents, 3 teachers, and 1 principal. Closed- and open-ended survey responses were collected from each participant, and 3 classroom observations were completed. Through descriptive analysis of student assessment scores and closed-ended stakeholder survey questions, and inductive analysis of an open-ended stakeholder questionnaire and classroom observations, these themes emerged: (a) positive effects on lessons, (b) opportunities for refining the collaborative process, and (c) negative effects of collaboration. After further analysis and review of related literature, the program evaluation recommendations of this study included: (a) improving the content of each lesson through the use of lesson study and (b) developing long-term professional development in which teams of teachers collaboratively plan, research, and study their lesson delivery as a way to determine how students learn best. The evaluation and recommendations emerging from this study could lead to positive social change by emphasizing that it is vital for teachers of exceptional students to tailor their instructional delivery strategies to meet the specific reading instructional needs of children with significant disabilities.

This research study addressed the need for an evaluation of the effectiveness of teacher-written supplemental reading lesson plans for elementary students with significant disabilities. The participating elementary school implemented the supplemental kinesthetic-based reading program in the 2010â??2011 school year in order to improve the reading test scores of these disabled students. The theories of Howard Gardner's multiple intelligences and Maria Montessori's individualized learning process guided this research. The research question focused on exploring the effectiveness of the lesson plans. Participants included 6 students and their parents, 3 teachers, and 1 principal. Closed- and open-ended survey responses were collected from each participant, and 3 classroom observations were completed. Through descriptive analysis of student assessment scores and closed-ended stakeholder survey questions, and inductive analysis of an open-ended stakeholder questionnaire and classroom observations, these themes emerged: (a) positive effects on lessons, (b) opportunities for refining the collaborative process, and (c) negative effects of collaboration. After further analysis and review of related literature, the program evaluation recommendations of this study included: (a) improving the content of each lesson through the use of lesson study and (b) developing long-term professional development in which teams of teachers collaboratively plan, research, and study their lesson delivery as a way to determine how students learn best. The evaluation and recommendations emerging from this study could lead to positive social change by emphasizing that it is vital for teachers of exceptional students to tailor their instructional delivery strategies to meet the specific reading instructional needs of children with significant disabilities.

This study is part of a research project (MOTTA-ROTH, 2007) that emphasizes the function of the language in social activities (popularization of scientific knowledge), in social roles and in interpersonal relationships (lead researcher, co-researcher, government, non specialist public, journalist) in the genre science popularization news (SP news). According to the presupposition of the research, this genre is relevant in the teaching and learning context either to students in High School or to University students, as a tool to achieve an educational practice aiming at the development of scientific literacy. We understand that based on a critical literacy approach we will explore socio-scientific aspects through the reading of scientific texts that lead to the comprehension of the relations between science-technology-society and individual as well as group decision making (SANTOS, 2007, p. 487). Considering this perspective, in this study we will discuss a pedagogical proposal for scientific literacy by analyzing the reading activities from a textbook of English that was approved by the Brazilian Textbook National Program 2012 (Ministério da Educação, 2011). In order to carry out a critical analysis, we will take into account previous studies of the rhetorical organization and recursive elements in the genre science popularization news, mainly: the multiplicity of voices (MARCUZZO, 2011), the different degrees of authority and assertiveness (NASCIMENTO, 2011) and the intertextuality strategies (SCHERER, 2010). The combination among Critical Discourse Analysis (FAIRCLOUGH, 1989, 1992), genre theories (BAKHTIN, 2003; BAZERMAN, 2005; MARCUSCHI, 2002) and a functional perspective of language (HALLIDAY, 2004) will be relevant as well. At the end of this study, we hope to contribute for guiding our students in the English language classes to a greater awareness of the relation between the science and the media discourses that constitute the SP news as well as a reflection about the impact of science and SP on the lives of the producers and the reader of the news. / Este estudo constitui uma das etapas de realização de um Projeto de Produtividade em Pesquisa/CNPq (MOTTA-ROTH, 2007) que enfatiza o papel da linguagem em constituir as atividades sociais (popularização do conhecimento científico), os papéis e as relações interpessoais (pesquisador, pesquisador-colega, governo, público não especialista, jornalista) no gênero notícia de popularização da ciência (PC). De acordo com o pressuposto desta pesquisa, o gênero notícia de PC pode ter um papel importante no contexto de ensino e de aprendizagem de línguas para alunos que estão no Ensino Médio e/ou alunos que ingressam na Universidade, enquanto uma ferramenta para a educação linguística sob a perspectiva do desenvolvimento de letramento científico. Entendemos que uma abordagem crítica de letramento visa a explorar aspectos sociocientíficos por meio da leitura de textos científicos que possibilitem a compreensão das relações ciência-tecnologia-sociedade e tomar decisões pessoais e coletivas (SANTOS, 2007, p. 487). Logo, no presente estudo, buscamos discutir uma proposta didática de letramento científico por meio da análise de atividades de leitura publicadas em um livro didático de língua inglesa aprovado pelo Programa Nacional do Livro Didático 2012 (Ministério da Educação, 2011). Para realizarmos a análise crítica, serão considerados estudos prévios da organização retórica e dos elementos recursivos do gênero notícia de PC, sobretudo no que diz respeito aos seguintes aspectos: alternância de vozes (MARCUZZO, 2011), diferentes graus de autoridade e de assertividade (NASCIMENTO, 2011) e estratégias intertextuais (SCHERER, 2010). Também será fundamental a associação entre a Análise Crítica do Discurso (FAIRCLOUGH, 1989, 1992), as teorias de gêneros discursivos (BAKHTIN, 2003; BAZERMAN, 2005; MARCUSCHI, 2002) e uma perspectiva social-discursiva da linguagem de base funcionalista (HALLIDAY, 2004). Ao final deste estudo, esperamos poder contribuir para uma abordagem pedagógica de letramento científico, ao levar nossos alunos nas aulas de língua inglesa a um maior entendimento da relação entre os discursos da ciência e da mídia constituintes das notícias de PC bem como estimular uma reflexão sobre o impacto da ciência e da PC nas vidas dos sujeitos produtores e leitores dessas notícias.

Made available in DSpace on 2015-05-14T12:43:25Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2925049 bytes, checksum: 7db3636e858edc85278d01dd3f498b7e (MD5) Previous issue date: 2010-10-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Pieces of research in Applied Linguistics on course planning for teaching and learning a foreign language, especially in pre-service, are still quite scarce. There is a gap to be filled with more studies that investigate teachers development process in order to understand their decision-making and their pedagogical work. The purpose of this investigation was to analyze how undergraduates - during their last period of Letras Course at a private university in the state of Tocantins - built their teaching practice on reading in a foreign language (English). We emphasize the course planning as the locus for the development of reflection and as a relevant field to understand the concepts of language underlying the approaches used in the acquisition of knowledge of the future language teachers. The data showed that the teaching approach demonstrated by the student-teachers are supported by structuralist concepts acquired throughout the years of their experiences as students. The results indicate that it is necessary to rethink curricula that and to include subjects that promote a critical-reflective formation which may foster the development of an autonomous practice of future teachers of languages. / Pesquisas em Linguística Aplicada sobre o planejamento do curso para ensinar e aprender uma língua estrangeira, especialmente na formação pré-serviço, são ainda bastante escassas. Há uma lacuna a ser preenchida com mais estudos que investiguem processos de desenvolvimento do professor em formação a fim de compreender a sua tomada de decisão e o seu trabalho didático-pedagógico. O objetivo desta investigação foi analisar como os alunos de graduação - durante o último período do Curso de Letras de uma universidade privada do Estado do Tocantins - construíram sua prática de ensino da leitura em língua estrangeira (inglês). Enfatizamos o planejamento do curso como o locus para o desenvolvimento da reflexão e como um campo relevante para compreender os conceitos de linguagem subjacentes às abordagens utilizadas na aquisição de conhecimento dos futuros professores de línguas. Os dados mostraram que a abordagem de ensino dos professores-alunos estão sustentadas em conceitos estruturalistas adquiridos ao longo dos anos de suas experiências como estudantes. Os resultados indicam que é necessário repensar os currículos e incluir disciplinas que promovam uma formação crítico-reflexiva, para favorecer o desenvolvimento de uma prática autônoma dos futuros professores de línguas.

Submitted by Regina Correa (rehecorrea@gmail.com) on 2016-10-03T18:12:55Z No. of bitstreams: 1 TesePBA.pdf: 2259569 bytes, checksum: 4d7ad963c8e4cfa604bc6ba4e467d7d1 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-10T14:03:19Z (GMT) No. of bitstreams: 1 TesePBA.pdf: 2259569 bytes, checksum: 4d7ad963c8e4cfa604bc6ba4e467d7d1 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-10T14:03:25Z (GMT) No. of bitstreams: 1 TesePBA.pdf: 2259569 bytes, checksum: 4d7ad963c8e4cfa604bc6ba4e467d7d1 (MD5) / Made available in DSpace on 2016-10-10T14:03:31Z (GMT). No. of bitstreams: 1 TesePBA.pdf: 2259569 bytes, checksum: 4d7ad963c8e4cfa604bc6ba4e467d7d1 (MD5) Previous issue date: 2015-03-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / This dissertation was written in the compendium of scientific texts and introduces three studies that support the planning, implementation and evaluation of interventions to ensure academic learning of reading and writing basic skills for learners with intellectual disabilities (ID) and autistic spectrum disorder (ASD), from the involvement of three different educational agents (regular classroom teachers, special education teachers and parents). First, we proposed a systematic review of national literature about the role of educational agents (Study 1). From the lack of studies that aimed teaching reading and writing basic skills by educational agents, we were proposed a discussion on the role of formal and informal agents, in order to identify the behavior of the agents as applicators reading and writing tasks to students with ID and ASD. Following were scheduled four interventions applied by each of the educational agents with each student (Study 2) then proposed a joint training with all agents and evaluated the reading performances and writing of students when exposed the interventions implemented by them together (Study 3). The suggestions are proposed for conducting future studies and it is expected that the results may assist in the elaboration of teaching reading and writing interventions for learners with ID and ASD from the joint participation of the three educational agents: regular classroom teachers, special education teachers and parents. / Esta tese foi escrita no formato de compêndio de textos científicos e contou com três Estudos que fundamentaram o planejamento, a implementação e a avaliação de intervenções visando a aprendizagem acadêmica de habilidades básicas de leitura e escrita para aprendizes com deficiência intelectual (DI) e transtorno do espectro autista (TEA), a partir do envolvimento de três diferentes a entes educacionais (professor da sala de aula, professor da educação especial e pais). Primeiramente, foi proposta uma revisão sistemática da literatura nacional sobre a atuação dos agentes educacionais (Estudo 1) . A partir da verificação da carência de estudos que visassem o ensino de habilidades básicas de leitura e escrita pelos agentes educacionais, foi proposta uma discussão sobre o papel dos agentes formais e informais, com a finalidade de identificar os comportamentos dos agentes enquanto aplicadores de tarefas de leitura e escrita com estudantes com DI e TEA . Na sequência, foram programadas e avaliadas quatro intervenções, aplicadas por cada um dos agentes educacionais com cada estudante (Estudo 2). Por fim, foi proposta uma capacitação conjunta com todos os agentes envolvidos e foram avaliados os desempenhos de leitura e escrita dos estudantes, quando expostos às intervenções aplicadas por eles em conjunto (Estudo 3 ) . Foram propostas sugestões para a condução de estudos futuros e se espera que os resultados possam auxiliar na elaboração de intervenções de ensino de leitura e escrita para estudantes com DI e TA, a partir da participação conjunta dos três agentes educacionais: pais, professores da sala de aula regular e da educação especial. / FAPESP (Processo nº 2010/16701-0) ; CAPES (Proceso BEX nº 8800-13-8)