Orientador: Maria Inês de Freitas Petrucci dos Santos Rosa / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-26T09:16:13Z (GMT). No. of bitstreams: 1 Faccio_ThaisCastioniGomes_M.pdf: 776680 bytes, checksum: 0ca301d70e8e9e10db9ddc64def6123b (MD5) Previous issue date: 2014 / Resumo: Os usos de sistemas apostilados privados de ensino nos municípios do estado de São Paulo compõem um quadro significativo da interferência do mercado na Educação. A entrada desses materiais nos municípios paulistas trouxe uma dinâmica diferenciada para as salas de aula, interferindo na identidade do professor, assim como na estruturação dos conhecimentos escolares, pois não abrem espaço para particularidades. Tal estruturação interfere diretamente na constituição dos currículos. A disciplina escolar Ciências, presente no Ensino Fundamental, é focalizada nessa pesquisa, em que professores foram entrevistados e narraram suas práticas docentes frente ao uso dos sistemas apostilados. Memórias dos professores frente ao uso desses materiais são apresentadas em um conjunto de mônadas benjaminianas que compõem um universo de possibilidades sobre identidades docentes marcadas pelo controle externo. Os sistemas apostilados privados de ensino diluem autonomia e fragmentam identidades docentes, expondo um novo momento da Educação pública em âmbito municipal / Abstract: The use of private handouts in the teaching throughout the cities of São Paulo state represents a significant interference in the Education market. The adoption of such materials in the municipalities of São Paulo state brought a different dynamic to the classrooms, which interferes in the teacher¿s identity as well as in the structuring of schooling expertise because it does not provide room for specificities. Such structuring directly interferes in the makings of curricula. The Sciences subject, present in all first grades is the focus of this research, when teachers were surveyed and described their teaching practices against the use of handout systems. The memories of the mentioned teachers about the use of such materials are presented in a set of benjaminian monads, which comprise a universe of possibilities about teaching identities under external control. The private system of handouts in the teaching area dilute the autonomy and fragment teaching identities exposing a new moment in the public Education on a municipal basis / Mestrado / Ensino de Ciencias e Matematica / Mestra em Multiunidades em Ensino de Ciências e Matemática

The intention of this essay is to critically analyze which perspective on gender that is conveyed in schoolbooks on religion in contemporary Sweden. The main question is: what gender perspective is conveyed in schoolbooks on religion? The sub questions are: what does the writer emphasize and what has the writer excluded from the text? Are the historical and discursive aspects of gender presented in the schoolbooks? What remains to be developed regarding the gender perspective in the schoolbooks?Earlier research has shown that men are overrepresented in the schoolbooks and that women and men are shown in stereotypical ways. This study highlights whether two books, written for the A-course in the upper secondary school and printed in 2007 and 2008, have been influenced by the recent requirements on equality in teaching material.The method used is a text analysis built on critical theory and Yvonne Hirdman’s theory of the gender system. The analysis is based on gender theory.The result shows that gender issues mainly are not regarded as important for religion in schoolbooks, when women are visible it is mostly their social role within religions that is represented and explained. The gender system of the religions is excluded from the text. The main conclusion from this study is that the schoolbooks need a more profound gender perspective, where masculinity and femininity are dealt with as human-created concepts.

This study investigates the similarities and differences that exist between different types of teaching material for spelling in grades 1–3, in book form and digital form. The study focuses on how the teaching material designs tasks and how it corresponds to theories of spelling. The method is comparative analysis of the four analysed teaching aids. In performing this comparison the study proceeds from a theory of the mental lexicon and theories of writing development. The result shows that when the pupils work in both forms of teaching material they get practice in their phonological, semantic, syntactic and orthographical awareness. The analysis reveals a difference between the design of tasks in the book Stava 3 and the digital application Qnoddarnas värld. Through the app and the book the pupils can practise their phonological awareness in different ways. The app speaks the sounds and the words, whereas in the book the pupils themselves make the sounds. The book contains text and pictures, while the app has voices that speak and things that move. In the book there are more difficult tasks in the chapter, in Qnoddarnas värld one is automatically taken to the next level, and in the Stavningslek app the pupil can practise at the same level without being taken further. The study can make teachers aware of what the teaching materials offer, what the pupil is able to practise, and teachers can thus choose the right material for each pupil.

Syftet med denna studie är att undersöka hur läromedel och digitala hjälpmedel är anpassade för elever med lässvårigheter i årskurs 1. Detta görs genom en granskning av tre olika läromedel och analys av i vilken mån de har potential att gynna elever med lässvårigheter. Teorier som används i studien är det sociokulturella perspektivet och motivationsteorin. Enligt det sociokulturella perspektivet sker lärandet genom det sociala samspelet och utgår från varje elevs proximala utvecklingszon. Med hjälp av motivationsteorin synliggörs det i studien hur lärare kan hjälpa elever att öka motivationen och hur det kan påverka deras lärande och utveckling. Studien använder sig av kvalitativ metod där materialet analyseras utifrån innehållsanalys. Materialet utgörs av läromedel i svenska som är riktade till elever i årskurs 1. Text och innehåll analyseras utifrån fonologisk medvetenhet, ordavkodning och motivation. Studien beskriver hur fonologisk medvetenhet och ordavkodning synliggörs i läromedlen. Dessutom belyses lärarens roll för elevers motivation utifrån studiens analyserade läromedel parallellt med motivationsteorin. Resultatet av studien visar att det är svårt att generellt svara på om läromedel är anpassade till alla elever med lässvårigheter, men en djupare och bredare bild av hur läromedel och lärarhandledningar är uppbyggda framkommer av analysen. Vidare synliggörs en mer djupgående förståelse av elevers lärprocess och hur lärare kan anpassa undervisningen för att gynna elevers proximala utvecklingszon.

Enligt forskningen är förmågan att lösa problem något som tar lång tid för eleverna att utveckla, vilket betyder att det måste introduceras tidigt i undervisningen. Samtidigt visar forskningen att de problemuppgifter som eleverna får arbeta med i sina böcker, inte gynnar deras förmåga att lösa kreativa problem i den utsträckningen de borde. Syftet med den här undersökningen var därför att ta reda på i vilken utsträckning olika läromedel för årskurs ett behandlar problemlösning, samt hur stor del av dessa som verkligen kan klassas som riktiga problem.För att få svar på mitt syfte har jag genomfört en läromedelsanalys av fyra olika läromedel för årskurs ett. Resultatet pekar på att flera av läromedlen behandlar problemlösningen i en relativt stor utsträckning, men att flera av uppgifterna som behandlas inte uppfyller de krav som ställs på ett riktigt problem. Resultatet visar också att ett av läromedlen i stor utsträckning behandlar kreativa problem, vilket visar att lärarens val av läromedel kan bli avgörande för elevernas lärande. / According to research, the skill of problem solving takes a long time for students to develop. This means that it must be introduced early in school. At the same time, studies show that the problems that students encounter in their textbooks do not contribute to their problem solving skills to the same extent as it should. The purpose of this study, was therefore, to determine to which extent different textbooks deal with problem solving, and see how many problems really should be classed as real problems.To get an answer to my purpose, I conducted a content analysis of four different textbooks for grade one. The result indicated that several of the textbooks are dealing with problem solving to a relatively large extent, but that several of the problems in the books do not meet the requirements to be considered a real problem. The results also show that one of the textbooks largely deals with creative problems, which shows that the teacher's choice of teaching materials can be crucial to student learning.

2 TITLE: The Use of French Comic Book in the French language learning SUMMARY: The thesis aims to gather the information from various sources- the historic, specialized sources-books, from the Internet or from personal consultations as well. The topic has been chosen because the French comic books and magazines have been an inseparable part of the French culture, especially among French teenagers. It has been appreciated for its social and aesthetic values. However, the thesis mainly aims to demonstrate the French comics and its important role in the process of the second language learning/teaching. According to a brief survey concerning the Czech students and their knowledge and attitude towards the comics, we have prepared several teaching lists regarding the language level as well as the age of students. KEYWORDS: French comic book, language learning, teaching material

The purpose of this religious didactic study is to investigate how ethics and moral can be interpreted in three different movies. The purpose behind this study is to get a better understanding of how these movies could be used in the subject religion within the college school system. This study of use a qualitative method analysis when studying the films, where the films are interpreted from three different ethical theories such as Utilitarianism, Virtue ethics and Deontological ethics. The quantitative method focuses on social convention in order to fully understand the bigger picture. The social aspects are relevant since this study will examine to see if the movies are fit to be material in the classroom. In order to make this clear I will tie the movies to the college pass marks for the subject Religion. Due to this, the control documents and the curriculum will be tied into the use of the movies in order to give teachers a better understanding of what purpose the film will fulfill.

Syftet med denna studie är att undersöka vilka möjligheter läromedel i religionskunskap ger lärare att undervisa om livsfrågor i enlighet med de skrivningar som är formulerade i läroplanen, Lgr 11. Vidare är syftet med denna studie att undersöka i vilken utsträckning livsfrågor behandlas i de utvalda läromedlen och vilka typer av livsfrågor som behandlas i dessa. Genom att genomföra en läromedelsanalys utifrån en kvalitativ innehållsanalys undersöktes tre olika läromedel inom religionskunskap som idag finns på marknaden. Studiens resultat visar att de läromedel som idag finns tillgängliga inom religionskunskap för årskurs 4–6 till stora delar har ett innehåll som motsvarar det centrala innehållet i ämnets kursplan, men att de ställer höga krav på de undervisande lärarnas religionsdidaktiska kompentens när det kommer till att finna och välja ut material som komplement till undervisningen inom livsfrågor. Vidare visar även studiens resultat att valet av läromedel ger elever och lärare olika förutsättningar att arbeta med livsfrågor. Dessutom tar läromedlen upp olika typer av livsfrågor ur mycket skilda perspektiv. / The purpose of this study is to investigate which possibilities teaching materials in religious education give teachers to teach about life issues in accordance to the curriculum, Lgr 11. Furthermore, the purpose of this study is to investigate to what extent life issues are addressed in the selected teaching materials and what types of life issues that are addressed in these. By conducting an analysis of teaching material based on a qualitative content analysis, three different teaching material in the field of religious education were examined. The study's results show that the teaching materials that currently are available in religious education for grades 4–6 largely have the central content written in the subject's syllabus, but that they place high demands on the teachers' religious didactic competences when it comes to finding and choosing material as a complement while working with life issues. Furthermore, the study's results also show that the choice of teaching material gives students and teachers different conditions for working with life issues and that these teaching materials also address different types of life issues from very different perspectives.

Acredita-se que a apropriação de uma língua estrangeira pelo sujeito através do ensino pode ser medida pela a aquisição de determinado grau de proficiência na língua-alvo, por meio de materiais e abordagens que possibilitem um ensino/aprendizagem bem-sucedido. Entendemos por bem-sucedido aquele procedimento que coloca o aprendiz em posição de intérprete historicizado (ASSOLINI, 2013, 2010), ou seja, aquele sujeito que ultrapassa a suposta literalidade dos sentidos, desprendendo-se da relação termo a termo. Isto posto, este trabalho objetiva: 1) analisar a forma como os recursos disponíveis no material didático oferecido pela Secretaria da Educação do Estado de São Paulo, por meio do programa São Paulo Faz Escola são discursivizados pelo sujeito-professor de inglês em escolas públicas do Estado de São Paulo; 2) descrever e analisar recortes desse material didático relacionando-os à fala dos sujeitos-professores. O corpus desta análise foi constituído por entrevistas semiestruturadas, realizadas com quatro professores da rede pública do estado paulista, assim como por recortes do material didático referido, buscando estabelecer relações entre o discurso dos sujeitosprofessores e esse material. A Análise de Discurso de matriz francesa (pêcheuxtiana) e as ciências da educação formam nosso arcabouço teórico-metodológico, por possibilitarem relações críticas com a linguagem de maneira ampla, e com o ensino de língua inglesa e o material didático, de forma particular. Os resultados das análises discursivas indicam que: 1) alguns sujeitos (se) silenciam ao falarem sobre o material didático; acreditam que (se) silenciando, esquivando-se, deixariam de significar tal material; 2) alguns sujeitos questionam o material didático, mas, apesar de tal inquietação, ocupam a posição de sujeitos enunciadores de dizeres e práticas preestabelecidas que não lhes fazem sentido; 3) a experiência dos sujeitos-professores, na sala de aula, não corresponde as suas formações imaginárias a respeito do aluno, da escola, nem do material didático; 4) assujeitados ideologicamente, não (se) percebem como profissionais capazes de ocupar a posição de intérpretes-historicizados, condição basilar para que tenham voz e se constituam como autores de seu próprio dizer. Palavras-chave: Material didático. Ensino de língua inglesa. Análise de discurso. / It is believed that foreign language acquisition can be assessed by the acquisition of a certain level of proficiency in the target language by means of usage of any material and approaches, allowing successful teaching/learning process. By well-succeeded, we understand the procedure in which the learner puts him/herself in a position of interpreter-historicized, defined by Assolini (2013, 2010) as the subject who goes beyond literality, free from term-to-term, or word-to-meaning relationships. This work aims at: 1) analyzing the ways through which the subject-teacher of English as a foreign language in public schools in the State of São Paulo puts the teaching material into discourse; 2) describing and analyzing sections of that material, offered by State Government, referred to in the interviews with subject-teachers. This study is based on the perspective of French Discourse Analysis, adopting the views of the philosopher Michel Pêcheux and the Social-Historical Theory of Literacy Acquisition. We understand that those theories allow critical relationships with language in a broad way, and more specifically, with English Language Teaching and its materials. The corpus of this analysis consists of selected excerpts from semistructured interviews with four state public school teachers, as well as sections of material offered by the State government, seeking correlations between the subject-teachers discourse and the teaching material. Our results lead to some observations: 1) some subjects resort to silence, attempting to avoid comments about the teaching material; 2) others, although incredulous about the offered material, assume the position of broadcasters of meaningless practices from that material; 3) teachers experience in the classroom do not correspond to their representation of the subject-learner, school or teaching material; 4) ideologically subjected, teachers do not see themselves as professionals capable of assuming position of interpreter-historicized, a basic condition to be aware of their own voice, authorship and subjectivity.

Abstract A textbook is a key component in the arsenal of a teacher of English. For this reason, it is of importance that textbooksused in Swedish schools are compliant with the fundamental values of equality, provided in the LPO 94. I will attempt to discover the extent to which English textbooks present males and females in non-stereotyped ways and as equal. I want to provide an overview to show how they deal with gender issues. In addition, I aim at establish whether there are any connection between learning and gender, and whether it hinders the pupil’s language learning. My analysis will draw on previous research  and theories presented by prominent figures in the field, such as, Butler (1990), Mills (1995), Renner (1997), Ravitch (2004) and Jones, Kitetu & Jane Sunderland (1997)among others. Thereafter, these theories, and my own research will be compared, to and contrasted with the guidelines from the Swedish National Agency of Education. This dissertation comprises a qualitative critical discourse analysis of two randomly selected textbooks that have been, or are being used, in Swedish secondary schools. For my study, I have chosen Team 8 (1984) and Wings 8 (2000). In my analyses, a number of different aspects will be taken into consideration, such as the   gender distribution of narrators, main characters and sub characters, as well as the   description of gender/gender roles, and the representation of gender in illustrations. Further, I will study what kind of language is used: the extent to which it is gendered or de-gendered language.  These aspects will be collected quantitatively. The findings from the analysis show that the language in Wings 8 gives a broad and non-stereotypic view of gender roles, which is in accordance with the fundamental values of LPO 94. However, the illustrations tend to portray males and females in what can be considered as quite stereotypical. Team 8, on the other hand, contains gendered language and male dominance; women were placed in the background or left out completely.  Therefore, Team 8 would not be deemed to be compliant with the requirements set by the Swedish National Agency of Education today.   Key words: Education, teaching material, Wings, Team 8, gender, critical discourse analysis.