Submitted by Eunice Novais (enovais@uepg.br) on 2019-03-14T13:49:02Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Fabio Maia.pdf: 7714637 bytes, checksum: da96fff0dfba09aa2251e6956f901057 (MD5) / Made available in DSpace on 2019-03-14T13:49:02Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Fabio Maia.pdf: 7714637 bytes, checksum: da96fff0dfba09aa2251e6956f901057 (MD5) Previous issue date: 2018-12-13 / O presente estudo aponta uma perspectiva de produção para o ensino da história local na cidade de Ponta Grossa apresentando possibilidades para o ensino da história na educação básica. Partindo da premissa de que a história local contribui na formação da identidade dos educandos fortalecendo nestes o sentimento de pertencimento a localidade onde vivem, bem como contribuindo para que estes se percebam enquanto agentes participativos da história, buscou-se estudar a presença das bandas de música como entidades produtoras de cultura e parte integrante da identidade do povo ponta-grossense. As bandas de música constituem-se desde o século XIX, como agentes culturais presentes nos mais diversos momentos cívicos, religiosos ou festivos da cidade, sendo até o momento atual sua presença quase obrigatória nos mais diversos eventos festivos da cidade, o que faz destas corporações musicais sem dúvida instrumentos de difusão cultural e elementos que contribuem para a formação de uma identidade local, constituindo-se como bens do Patrimônio Cultural da cidade. / The present study points out a production perspective for the teaching of local history in the city of Ponta Grossa presenting possibilities for teaching history in basic education. Starting from the premise that local history contributes to the formation of the identity of the learners, strengthening in them the feeling of belonging to the locality where they live, as well as contributing to their perceiving themselves as participatory agents of history, we sought to study the presence of the bands of music as producers of culture and an integral part of the identity of the people of Ponta Grossa. Since the 19th century, music bands have been cultural agents present in the most diverse civic, religious or festive moments of the city. Until now, their presence is almost mandatory in the most diverse festive events of the city, which makes these corporations musical instruments without a doubt instruments of cultural diffusion and elements that contribute to the formation of a local identity, constituting themselves as assets of the Cultural Patrimony of the city.

[pt] Este trabalho visou diagnosticar e compreender o que ocorre na intimidade das salas de aula, por meio de pesquisa etnográfica. A metodologia de coleta de dados envolveu: entrevista, observação direta e cópias dos materiais didáticos utilizados pelos alunos em aulas de Matemática das séries iniciais do Ensino Fundamental regular, na Cidade do Rio de Janeiro, no período de 2002 a 2004. Foram analisadas 424 aulas de 116 professores, o que possibilitou a descrição das principais características das aulas observadas, usando técnicas de análise de conteúdos. Como resultados, discuto as práticas didáticas dos professores em ação e identifico características recorrentes, analisando: os materiais e recursos que escolhem, as atividades que propõem aos alunos, as relações que se estabelecem em sala de aula, os problemas complexos que os professores enfrentam, e finalmente, as concepções sobre o ensino de Matemática que parecem sustentar as práticas dos professores do grupo estudado. As análises mostram, ainda, a força de um saber profissional, que se constrói na prática, e a influência das experiências dos professores quando alunos, evidenciando a existência de uma cultura docente que preserva concepções e adapta propostas de mudança a velhas práticas. / [en] This work strives to diagnose and comprehend what happens inside the classroom. The data collecting methodology involved: interviews, directly observation and copies of didactic material used by the students in mathematics lessons of primary schools, at Rio de Janeiro, from the year 2002 to 2004. We analyzed 424 lessons of 116 teachers, making possible the description of main observed lessons´ characteristics using content analyses. As a result, I discuss the practices of teachers in action and identify recurring characteristics, analyzing: the materials and resources selected, the activities used, the relations inside the classroom, the complex problems of teachers, and, finally, the conceptions of mathematics´ teaching that appear to support the practices of the group of teachers studied. The analysis also shows the power of the professional knowledge, built over the practice, and the influence of the experience as a student in the future teacher s formation, showing clearly the existence of a teacher´s culture that preserves acquired conceptions and fits recommendations for change into old practices.

The shift towards collegiality is a new setting for many teachers. Most teachers work alone, in isolation from their colleagues and collegial collaboration requires organisational structures. The aim of the study is to describe and analyse upper secondary mathematics teachers’ collective practice,developed in a professional development initiative. This study is a case study and the empirical data is generated through observations and an interview of a group of four teachers at a school who met on a weekly basis throughout a term. Their discussions focused on the mathematical concept of slope in a setting of learning study. This thesis is the case of when mathematics teachers focus discussions on slope and draws on Wenger’s Communities of Practice Perspective, as a unitof analysis, and addresses the question: What are the characteristics of practice when upper secondary mathematics teachers focus discussions on slope in the setting of a learning study? The analysis accounts for characteristics of the aspects of practice, through the coherence of mutual engagement, joint enterprise and shared repertoire in the community of practice. The teachers are engaged around finding small changes in their teaching that could give major effect in students learning. They negotiate what the students need to know in order to understand the relation between Δy and Δx. The characteristic of practice is a conceptual mapping of the concept of slope. It reveals students’ partial understanding of related concepts due to how they were given meaning through previous teaching. The conceptual mapping of slope goes back as far as to the student’s partial understanding of the meaning of subtraction. However, what emerges is in relation to the teachers’ experience of avoiding students’ difficulties with negative difference when teaching slope. It turns out to be a negotiation and a renegotiation of teaching slope for instrumental understanding or conceptual understanding. An overall characteristic of practice is that it develops in a present teaching culture.

Master of Arts / Department of Modern Languages / Douglas K. Benson / Students have opportunity to reach learner autonomy and achieve real world applications utilizing communicative competence, a learner centered environment and comprehensible input, incorporated into a unit for student success. The acquisition of language and culture is facilitated in the classroom environment with low affective filters and comprehensible input combining different learning strategies. The activities in this cultural thematic art unit engage student’s interest and activate his or her background knowledge, making meaningful connections with the unit content and their personal lives. Literature, paintings, grammar and vocabulary enable students to build communicative competence in L2. Language learners collaborate and engage in the target language while simultaneously learning about literature, history and culture and learning how artists and writers represent empathy for others as they process words by various Spanish speakers. Additionally, authentic texts and the use of technology enhance students’ linguistic performance. The unit begins with my teaching philosophy followed by a sequence of activities that allow students to process language while they study the consequences of war on those who are affected by it, and a brief section on potential learning outcomes for those who participate in the activities.

Made available in DSpace on 2016-07-27T13:44:41Z (GMT). No. of bitstreams: 1 LEIGH MARIA DE SOUZA.pdf: 1215491 bytes, checksum: 063f7e6b6b392edae2b0b912e64e4516 (MD5) Previous issue date: 2012-09-27 / This doctoral thesis is connected to the research line "Education, Society and Culture", developed in the PHd. Education Program at PUC Goiás. In recent years, the discussion about the teaching knowledge occupied considerable space in the discussion on school education practice, resulting in the creation of various types of knowledge and the materialization of efforts to build a guided epistemology to recognize the complex nature of the teaching activity. The investigation started from the teachers relationship with their work, as well as the ways of being and acting of this profession, at the Technical Course in Agriculture Integrated to High School, in a school whose culture is guided by the shape of an agricultural education. The theory focuses mainly on Pierre Bourdieu´s sociological concepts. The analyses are based on his concept of habitus. This habitus consists of the life styles, manners and tastes incorporated in the life history of teachers, their psychic dispositions. And all these related to the process of teaching. Thus, the analyses take in the methodologies and assimilated attitudes in the teaching experience, initially experienced as students and then as teachers and knowledge professionals of the field, and other experiences in different formative spaces or different instances of socialization. In specific, the thesis was based on existing production in the institutional field, based on the Culture Theory, whose foundations were sought in Williams, Cevasco, and contributions from other studies about the teaching culture, based in the concepts of teaching culture - discussed by Viñao Frago, Dominique Julia, Jean-Claude Forquin, and Pérez Gómez and teaching skills, developed by Tardif, Nóvoa and Perrenoud (1993, 2001, 2002). It dialogues, also, with the literature in the area of Labor and Education, about the purposes and goals of professional education. This is mostly a qualitative research that, in terms of methodology, involves the identification and the study of bibliographical sources; data collection through documental analysis; the use of questionnaires; semistructured interviews with selected teachers, according to the research criteria; also the systematic observation of teachers´ everyday life in the school facility. Data related to student and family trajectories were collected in addition to teaching practices on professional education. It was identified a teacher habitus in the teaching practices and in the professional education. There is a construction through the history of this teacher and it is inscribed on profession rituals, memories of primary socialization and different conceptions about teaching, diluted in the formation courses of professional education teachers. And all these make the professional teaching culture unique. This study represents the achievement of new insights and, in a broader perspective, it appears as an important contribution in the range of academic productions on this theme because it is relevant and still underexplored. / A presente tese de doutorado vincula-se à Linha de Pesquisa Educação, Sociedade e Cultura do Programa de Pós-Graduação em Educação - PPGE da Pontifícia Universidade Católica de Goiás - PUC Goiás. Nesta pesquisa, investigou-se a relação dos docentes com seu trabalho, suas formas de ser e agir, em uma escola cuja cultura é pautada pelo formato da educação profissional agrícola. Está centrada, teoricamente, nos conceitos sociológicos de Bourdieu, na análise do habitus dos docentes da educação profissional, considerando suas disposições psíquicas, estilos de vida, maneiras e gostos incorporados na trajetória de vida, por meio de metodologias e atitudes assimiladas nas experiências de ensino, vividas inicialmente como alunos e depois, como docentes e profissionais da área de conhecimento, além de outras experiências em espaços formativos diversos ou diferentes instâncias de socialização. Fundamentou-se na produção existente no campo institucional, segundo a teoria da cultura, em Williams e Cevasco, e as contribuições aos estudos da cultura escolar discutidos por Viñao Frago, Dominique Julia, Forquin e Pérez Gómez e nos conceitos de saberes docentes, desenvolvido por Tardif, Nóvoa e Perrenoud. Dialogou-se com a literatura da área de trabalho e educação, acerca dos fins e objetivos da educação profissional. Considerando essas reflexões, apresentaram-se algumas questões norteadoras com relação aos docentes do Curso Técnico em Agropecuária do Instituto Federal Goiano - Câmpus Urutaí: Quais habitus mobilizam sua prática? Quais os fundamentos da cultura escolar que sintetiza o habitus professoral? Há especificidades em relação ao habitus, em se tratando da profissão docente dessa modalidade? Quais concepções de ensino norteiam a constituição do habitus professoral nesse campo? No delineamento da pesquisa de matriz metodológica qualitativa, foram utilizados como procedimentos para a base empírica: análise documental, questionários, entrevistas e observações. Utilizou-se a análise de conteúdo para organização e categorização dos dados, que foram interpretados a partir dos pressupostos do método dialético. Constatouse que no exercício da docência, há um habitus professoral construído por meio da trajetória do docente em estudo e nele estão inscritos rituais da profissão, memórias da socialização e diferentes concepções sobre a docência, diluídas nos fazeres docente. Esta investigação visa colaborar com a compreensão do modo como os docentes constroem a docência e convivem com as especificidades do campo da educação profissional, possibilitado pela compreensão do habitus professoral e, a partir dele, contribuir para em outros domínios da cultura da escola. Visa, ainda, provocar a reflexão sobre os aspectos constitutivos do habitus professoral dos docentes da Educação Profissional, gerando elementos impulsionadores de debates entre os formadores e entre os próprios docentes, possibilitando o aperfeiçoamento e a qualificação do trabalho nessa modalidade de ensino. Apresenta contribuições sobre a produção e a natureza do habitus, considerando que o trabalho docente na Educação Profissional se realiza por meio de um habitus professoral, independente da formação específica para a docência. Apresenta relevância no conjunto das produções acadêmicas, uma vez que é pouco explorado, principalmente, em termos de educação profissional agrícola e, ainda, contribui, de forma significativa, com o desvelamento e a compreensão do desenvolvimento institucional da escola.

Comment les professeurs d’anglais enseignent-ils la culture ? Quels types de culture et quelles compétences culturelles ciblent-ils ? Quels sont les objectifs, les buts éducatifs, les méthodes et les stratégies mobilisées pour servir cet enseignement ? Cette thèse compréhensive de type écologique s’intéresse prioritairement aux observables liés aux enseignants ainsi qu’aux interprétations de la situation par les professeurs et par leurs élèves (Altet, 2003). Dans ce cadre, des éléments de contexteont été définis, un certain nombre de concepts et de théories ont été précisées pour permettre d’appréhender le concept de culture selon des perspectives multiples. Il s’agit de parvenir à une compréhension plus aboutie des processus à l’œuvre, selon le paradigme de complexité (Morin, 1990). Une enquête empirique permet d’étudier les conceptions et les pratiques des professeurs d’anglais en matière d’enseignement de la culture. Cette enquête comprend un questionnaire, des observations de cours encadrées par des entretiens conduits auprès des professeurs dont les cours ont été filmés. Les pré-entretiens sont semi-directifs ; les post-entretiens relèvent de la méthodologie de l’auto-confrontation simple. Des interviews d’élèves ayant participé à ces cours ont également été réalisées. Les résultats obtenus attestent qu’un genre professionnel s’est constitué chez ces professeurs d’anglais lorsqu’ils enseignent la culture. Derrière ces genres, une grande variété de styles personnels émerge. / How do English teachers teach culture? Which types of culture and cultural competencies do they target? What are the objectives, the educative goals, the methods and the strategies used to teach culture? This doctoral thesis is comprehensive with an ecological approach. It mainly focuses on observables related to the teachers, their interpretations of the situation under study and their students’ interpretations (Altet, 2003). In this perspective contextual elements have been defined and several concepts and theories have been investigated so as to study the concept of culture from several angles. The aim of this research is to develop a deeper understanding of the processes at work, to be grasped within the paradigm of complexity (1990, Morin). The conceptions and the teaching practices developed by English teachers to teach culture have been studied thanks to an empirical inquiry. This enquiry consists of a questionnaire and of a series of interviews made before the teachers’ lessons were filmed and after they were filmed. The pre-interviews were semi-directive and the post-interviews were simple self-confrontation interviews. Students who took part in the lessons that were filmed were also interviewed. The results show that these English teachers have developed a professional genre when teaching culture. Along with this shared teaching genre a wide range of personal teaching styles have emerged.

ABSTRACT Existing approaches to teaching `culture' in the realm of Distance foreign language (FL) instruction and gaps within; under-researched Computer Assisted Language Learning (CALL) tool of webquests; and Mediation in Sociocultural Theory (SCT) have all led to the following case study. This study was guided by the constructs of `culture' in FL instruction, Sociocultural Theory, and literature in CALL and Computer-Mediated Communication (CMC). This study examines how CMC-embedded webquests (asynchronous and synchronous CMC components built into webquests) developed online students' knowledge and understanding of German culture. Additionally, this study examines what mediating strategies (Lidz, 2002) were used by the online students of German in their asynchronous and synchronous online discussions of German culture, that were part of their CMC-embedded webquests' tasks. A web-based survey was administered to all students in an online German II course to elicit information about each student's past travels to Germany or other German-speaking countries and comfort level with various technologies. Based on their participation levels and the information elicited from this web-based survey, the online class was divided into groups of four, such that maximum variation was achieved in each group. Five such groups were formed with four students in each group. Two content-based CMC-embedded webquests were developed and created for this purpose and were administered over a period of four weeks, with two weeks for each content based CMC-embedded webquest. The first CMC-embedded webquest revolved around `Our Environment' or Umwelt, and the second was called `Germany, before and after the wall.' For each CMC-embedded webquests, the tasks included pre- and post CMC-embedded webquest essays, participation in discussion forums over a period of one week, and online chats. The guiding questions developed for each CMC component were separate. Based on the word count generated by each group, two groups (one with less than optimal and one with more than optimal levels of interaction) were chosen iteratively. In other words, pre- and post essays written by these eight participants, transcripts of asynchronous and synchronous online discussions with respective group members, transcripts of their online interviews, and field notes journal became the data sources for this multiple embedded qualitative case study (Yin, 2003). Findings emerging from a constant comparison method analysis indicate that the CMC-embedded webquests played a significant role in advancing the online students' knowledge and understanding of German culture. Apart from the cognitive benefits of this dynamic CALL tool, affective benefits included that students appreciated and enjoyed learning about the target culture in way that they retained the information even two months after they were completed, and particularly found the web resources useful and videos engaging. More importantly, since all participants were distant learners of German, they valued the opportunities provided by the two CMC-embedded webquests to interact with their respective group members in asynchronous and synchronous modes of communication. Results of collapsing all asynchronous and synchronous `e-turns' into Lidz' (2002) mediating strategies indicate that mediating strategies of `Sharing of Experiences,' `Affective Involvement,' and `Joint Regard' were higher for synchronous `e-turns.' This confirms that synchronous online discussions evoke a higher `sense of community' and `groups', `sense of purpose' for online learners (Carabajal, LaPointe, and Gunawardena, 2007). On the other hand, higher frequencies of `Praise/ Encouragement,' `Task Regulation,' and `Challenge,' in asynchronous `e-turns' demonstrates that distance learners are able to produce more cohesive and detailed responses in asynchronous online discussions. These results highlight the dynamic nature and potentiality of CMC-embedded webquests that can be especially useful to teach culture, an often neglected aspect of FL instruction, and the importance of creating groups and peer interaction in distance FL instruction. Additionally, findings of this study have implications on the purpose of the synchronous and asynchronous online discussions, culture model in FL instruction and design of CMC-embedded webquests.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-05T11:22:34Z No. of bitstreams: 1 marcosribeiroraad.pdf: 5949751 bytes, checksum: e73690c146e95040449c3d7e0593ab74 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:23:53Z (GMT) No. of bitstreams: 1 marcosribeiroraad.pdf: 5949751 bytes, checksum: e73690c146e95040449c3d7e0593ab74 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:24:02Z (GMT) No. of bitstreams: 1 marcosribeiroraad.pdf: 5949751 bytes, checksum: e73690c146e95040449c3d7e0593ab74 (MD5) / Made available in DSpace on 2016-07-13T16:24:02Z (GMT). No. of bitstreams: 1 marcosribeiroraad.pdf: 5949751 bytes, checksum: e73690c146e95040449c3d7e0593ab74 (MD5) Previous issue date: 2012-05-17 / O presente trabalho tem como objetivo o estudo histórico sobre o ensino da disciplina Cálculo Diferencial e Integral na Universidade Federal de Juiz de Fora (UFJF) durante as décadas de 1970 e 1980 com a intenção de identificar traços, vestígios da cultura desse ensino. Dessa forma, a questão norteadora foi: como se caracteriza a cultura do ensino de Cálculo Diferencial e Integral nas décadas de 1970 e 1980? O estudo aqui proposto, ao investigar historicamente os processos de ensino e aprendizagem da Matemática, naturalmente se insere no campo de pesquisa da história da educação matemática com um suporte teórico-metodológico proveniente da História da Educação entendida como especificidade da História. As fontes analisadas foram as notas de aula de um professor de Cálculo do Departamento de Matemática da UFJF do século passado, o caderno de Cálculo de um aluno do referido professor, as atas departamentais, livros texto de Cálculo do período em questão; além de entrevista com o docente autor das notas. As conclusões do estudo delineado apontam para a identificação de elementos da cultura de ensino de Cálculo como: o rigor, os pré-requisitos, a reprovação, as aplicações da matemática, a ênfase no treinamento e a seqüência de ensino função-limite-derivada-integral. / The present work aims to study the teaching of history on Differential and Integral Calculus course at the Federal University of Juiz de Fora (UFJF) during the 1970s and 1980s with the intention of identifying traces, vestiges of the culture of teaching. Thus, the question was: how to characterize the culture of teaching of differential and integral calculus in the 1970s and 1980s? The study proposed here, by taking the history of teaching and learning of mathematics, of course fits into the search field of the history of mathematics education with a theoretical-methodological support from the History of Education understood as specificity of history. The sources were the lecture notes of a professor of the Department of Mathematics Calculus UFJF of the last century, the contract of a Calculus student of that teacher, the departmental proceedings, textbooks Calculation of the period in question, in addition to interview with the faculty author of the notes. The findings outlined point to identify elements of culture as Calculation education: rigor, the prerequisites, the disapproval, the applications of mathematics, the emphasis on training and the sequence teaching function-limit-derivative-integral.

The establishment of a culture of teaching and learning in disadvantaged high schools is a challenging phenomenon since the inception of the new democratic South Africa. This study attempts to investigate variables contributing towards the establishment of a culture of teaching and learning in high schools. It is revealed through literature study that some investigations into this research topic has already been done in South Africa, but little if none is done in the disadvantaged high schools in the North-West Province, that is the reason why I was prompted to pursue this topic further. The high failure rate in Grade 12 results according to my opinion is a serious concern and is on the lips of every teacher, learner, parent, politician and relevant stakeholders. This high failure rate is, according to the findings from the literature review, caused by factors such as underqualified and unqualified teachers, inadequate resources, over-crowded classrooms, poor infra-structures (buildings), poor socio economic background of learners’ parents, inconducive environment at school and inadequate role played by teachers and learners in the teaching and learning situation. One expects that the majority of disadvantaged schools would have achieved above the 70% as the pass rate benchmark in the final Grade 12 examinations. However, in most schools in the disadvantaged area this is not the case. Based on the above statement and the complexity of the study in consultation with variables employed, I opted to use both quantitative and qualitative research designs with an aim to attempt to obtain consistency, validity and reliability of the research results. The analyses of the results reveal that most disadvantaged schools still experience a poor culture of teaching and learning. This is evidenced by low Grade 12 pass rate results in some of the provinces, including North-West. The research revealed that the variables impacting on the performance of learners at schools are subjected to a complexity of integrated activities many of which are difficult to isolate as predominantly responsible for poor performance as such. What does appear to be an issue of concern is the apparent lack of dedication one would expect from some teachers working with secondary school learners. One could conclude from the many responses that poor achievement is directly linked to poor teaching and that the latter would again be the result of poor qualifications, lack of resources, poor support systems and most important however, a lack of commitment and dedication needed to ensure a professional approach towards classroom management and teaching. / Dissertation (PhD (Curriculum and Instructional Design and Development))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

The benefits of study abroad experience in second language acquisition have evolved from unchallenged assumption to the focus of rigorous study in the past several decades. The benefits of out-of-class contact with natives have likewise been questioned. Despite conflicting evidence of its benefit, students frequently cite out-of-class conversations with natives as among the most beneficial aspects of their language acquisition experience. Reviewing the extant literature, this study narrows in on authentic communication-that is, meaningful out-of-class contact with natives, in which students are able to genuinely express themselves and their personality-as a previously unanalyzed element of study abroad research. It is suggested that such conversations contribute to the success of study abroad students, particularly as it is measured by student motivation leading to continued engagement with the language study post-study abroad and cultural understanding. Surveys and essays by 85 students in two separate Arabic study abroad programs to the Middle East were analyzed. The findings bear on the efforts of educators to design and prepare students for successful study abroad programs.