A questão ambiental emersa no último século com a sua complexidade, como problemática contemporânea, marca um ponto na história em que se esvaem suportes ideológicos e as certezas que geraram os paradigmas científicos do conhecimento trazidos pelo progresso da modernidade. Uma das possibilidades de se perceber essa questão é aceitar a problemática ambiental como produto de nossa civilização, compreendendo-a, sobretudo, como questão ética, filosófica e política. Dentre estas conexões entre o ambiental e o educacional estão as leituras proporcionadas a partir da educação ambiental, que, muitas vezes, tornam-se um instrumento de propaganda superficial do que se tem denominado questão ambiental, mantendo práticas que acabam por limitar o seu poder de transformação, produzindo uma leitura fragmentada do ambiente e da natureza, autorizando a recriação e prolongamento de situações e processos desiguais antes estabelecidos. Essa dissertação tem por objetivo compreender a relação entre espaço geográfico e educação ambiental. Assim, buscamos uma análise espacial que auxilie a discussão acerca da temática, evidenciando a produção teórica geográfica capaz de dialogar e relacionar a educação e o ambiente como possibilidade de leitura de mundo. Para isso, há dois grandes caminhos que possibilitam o pensar sobre essa relação: a produção de educação ambiental a partir da geografia através das leituras empreendidas por intermédio da produção da ciência geográfica de teses, dissertações e artigos; e a produção de geografias a partir da educação ambiental através da análise de materiais didáticos promovidos por fundações, institutos e empresas privadas voltados para professores. / Environmental issues emerged in the last century with its complexity, as contemporary problem, it marks a point in history where they lapse ideological underpinnings and the certainties that spawned the scientific paradigms of knowledge brought by the progress of modernity. The possibility to realize this is to accept the environmental issue as a product of our civilization, understanding it, especially as ethics, philosophy and politics. Among these connections between the environment and education are offered readings from the environmental education, which often becomes a propaganda tool that has been called the environmental issue, maintaining practices that ultimately limit its processing power, producing a fragmented reading of the environment and nature, recreating and authorizing the continuation of unequal situations and processes established before. This dissertation aims to understand the relationship between geographic and environmental education. Thus, we sought a spatial analysis to assist the discussion on the subject, showing the geographic theoretical production able to talk and relate to education and the environment as a possible reading of the world. For this, there are two major ways that enable thinking about this relationship: the production of environmental education from geography through readings taken from the production of geographical science (through theses, dissertations and articles), and the production of the geographies from environmental education through the analysis of educational materials sponsored by foundations, institutes and private companies focused on teachers.

Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2016-03-18T19:43:52Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissert_C_Richter_BC.pdf: 10644143 bytes, checksum: 2725cb14e198a26da3cdcf92c1c9164c (MD5) / Made available in DSpace on 2016-03-18T19:43:52Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissert_C_Richter_BC.pdf: 10644143 bytes, checksum: 2725cb14e198a26da3cdcf92c1c9164c (MD5) Previous issue date: 2015-02-05 / Capes / O objetivo principal deste trabalho é examinar criticamente uma proposta de ensinoaprendizagem em uma universidade federal do nordeste do Brasil, na disciplina “Inglês para computação”, discutindo a elaboração, implementação e avaliação de um material didático com vistas à participação em eventos acadêmicos internacionais. Tendo como pilar teórico a Teoria da Atividade Sócio-Histórico-Cultural (TASHC) (VYGOTSKY, 1934/2007; LEONTIEV, 1977/1997; ENGESTRÖM, 1987/1999), um lócus em que reflexão, desejo e ação estão ligados ao devir de si mesmo, do outro e da sociedade por meio de práticas sociais, a pesquisa busca oferecer à universidade focal uma possibilidade de revisão do papel da língua inglesa nas áreas, a fim de adequar o objeto de ensino-aprendizagem às necessidades discentes. Este estudo está inserido na perspectiva da Linguística Aplicada (LA) por ser um estudo da linguagem em um contexto acadêmico que promove mudanças de papéis sociais. No caso do professor-pesquisador, ao adquirir uma maior consciência crítica da sua prática, poderá desconstruir ações automatizadas e reconstruí-las na certeza de que nenhuma prática acadêmica é imutável. Já os alunos, têm a oportunidade de consolidar a agentividade na aprendizagem universitária. A pesquisa Crítica de Colaboração como uma abordagem ativista e intervencionista embasa o trabalho. O material didático elaborado pela pesquisadora e a produção discente serão analisados à luz das categorias enunciativas, discursivas e linguísticas (LIBERALI, 2013). A análise e a discussão dos dados sugerem que, através do trabalho com Atividades Sociais, a universidade cria um espaço para o aluno perceber que o conhecimento vai além dos muros da Academia e o aprender é desejo de mudar realidades possíveis. A refundação de conceitos e pontos de vista diversos abre caminho para uma professorapesquisadora diferente, inacabada, em constante processo de transformação, mas consciente da sua responsabilidade social e com o desejo de transformar realidades possíveis, de fazer a diferença e promover mudanças / This Project aims at reflecting critically upon a teaching proposal at a federal university in the northeast of Brazil in the subject “English for Computer Studies by discussing the making up, implementation and evaluation of a teaching material which focuses on the participation in international academic events. Embedded in the Social- Cultural-Historical Activity Theory (SCHAT) (VYGOTSKY, 1934/2007; LEONTIEV, 1977/1997; ENGESTRÖM, 1987/1999), a locus in which reflection, desire and action are related to oneself, others and society by means of social practices. The research has the objective of providing the university with a possibility to revise the role of the English language in different courses so as to link the teaching/learning object to learners’ needs. This research is under the perspective of Applied Linguistics (LA) for this is a study of language in the Academic realm that promotes changes in the social roles. Regarding the teacher/researcher, having a critical view of his academic practice can help him/her deconstruct automatized actions to reconstruct them later bearing in mind that no academic practice is changeless. As for the students, they have the opportunity to strengthen the agentivity in the academic context. The project is based on the Critical Collaborative Research (CCR). The didactic material designed by the researcher as well as students’ production have been analysed according to enunciative, discursive and linguistic categories (LIBERALI, 2013). Data analysis suggested that working on Social activities the university helps students understand that learning can take place beyond the classroom walls. Learning is connected to the desire to transform possible realities. The refunding of concepts and points of view opens the way to a new teacher, a professional in an unceasing process of transformation but still aware of her social responsibility and eager to transform reality and promote changes

Orientador: Sylvia Bueno Terzi / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-17T13:32:28Z (GMT). No. of bitstreams: 1 Nascimento_GiseleAlves_M.pdf: 15188275 bytes, checksum: 7b3ea78d79656f6273b3440254824863 (MD5) Previous issue date: 2010 / Resumo: Há uma crescente discussão acerca do fracasso escolar brasileiro no que tange a formação de um cidadão que seja capaz de utilizar a escrita de forma eficiente. No entanto, pouco se tem investigado sobre os modelos de letramento que subsidiam essas práticas escolares e seus efeitos. Apoiada em Street (1984) e nos Novos Estudos do letramento, a análise aqui empreendida buscou investigar o(s) modelo(s) de letramento subjacente em um novo material docente produzido e distribuído, a partir de 2008, pela Secretaria de Educação do Estado de São Paulo para o ensino de Língua Portuguesa. Procurou-se também, por meio da análise, discutir em que medida as concepções de letramento, expressas ou implícitas, contribuem para o preparo dos alunos para o uso social da escrita. Nesse intuito, foi examinado tanto o material didático, constituído por caderno do aluno e do professor, quanto a proposta oficial que os suporta. A análise da proposta curricular revelou a não explicitação teórica sobre o modelo de letramento orientador. No entanto, foi possível a sua identificação por meio de conceitos tais como escola, professor, currículo, competência leitora/escritora, língua/linguagem, texto e nos objetivos de ensino. Já no material didático, foi analisado, por meio das atividades propostas e orientações ao professor para a execução delas, o(s) modelo(s) de letramento implícito nos conceitos de texto, leitura, ensino de leitura, de produção de texto e de gramática. Os resultados obtidos demonstraram uma grande oscilação de perspectivas, polarizando os modelos e separando o conhecimento escolar do não escolar, pois ora a escrita era apresentada como objeto social, ora como um simples exercício escolar. No entanto, conclui-se que o fato desse material docente utilizar muitas vezes a perspectiva social de letramento proporciona ao aprendiz despertar para a concepção de que os textos estão a serviço de propósitos sociais, não sendo meros veículos de comunicação ou transmissores de idéias. Porém, somente se terá resultados mais significativos quando se deixar de desassociar a escola e a vida social dos alunos / Abstract: The failure of the Brazilian teaching programs is increasingly being discussed with regard to the training of citizens able to express themselves by means an accurate writing. However, only few researches have been dedicated to investigate the models of lettering practices that support these programs and their effects. Based on Street (1984) and on the New Studies of the Lettering, this study aims to investigate the lettering models underlying in a new didactic document created and distributed by State Education Secretary of São Paulo for learning of Portuguese language from 2008. This study also seeks to analyze the extension of the contribution of the lettering notions, expressed and implicit, on the instructing of learners for the social application of the writing. To reach these purposes it was evaluated both the didactic material, constituted by textbook and exercise book, and the government official proposal that support them. The analysis of the government supporting proposal reveals that there is not a theoretical explicitness of the guiding lettering model. Nevertheless, it was possible to identify this model through the teaching purposes and through some concepts such as school, teacher, curriculum, reader/writer proficiency, idiom/language and text. Still, the lettering models implied in the concepts of text, reading, reading learning, text production and grammar was evaluated through proposal activities for teachers and from orientations given to them to execute these activities. Results showed a wide oscillation of perspectives that polarize the models and separate the scholar knowledge from that no-scholar. This is because the writing was represented sometimes as social object and other times as a single exercise of school. The conclusion is that the didactic material considered in this study many times utilize a social perspective of lettering that provide to the learner to wake to the notion of texts as instruments of the social purposes, instead of simples vehicles of communications and transmitters of ideas. Finally, significant results will be obtained only if the school and the social life of the learner no longer be disassociated / Mestrado / Lingua Materna / Mestre em Linguística Aplicada

Orientador: Hans Kurt Edmund Liesenberg / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-06T11:06:12Z (GMT). No. of bitstreams: 1 Zanaga_MariangelaPisoni_D.pdf: 1027245 bytes, checksum: ce7f46f084cee2f5195886fdaf0e938a (MD5) Previous issue date: 2006 / Resumo: A aplicação da filosofia de conteúdos abertos no campo da educação e do compartilhamento social para a criação de materiais de interesse educacional por professores na Internet é aqui proposta em decorrência de um trabalho de pesquisa realizado. Bens culturais, como os materiais de interesse educacional, são propícios para serem produzidos através de processos de compartilhamento social. Conteúdos abertos são trabalhos de criação publicados sob licenças de uso que flexibilizam os direitos autorais consolidados em leis nacionais e internacionais. No Brasil, em particular, já se trabalha com licenças de uso mais flexível. O compartilhamento social consiste na produção coletiva de bens a partir da capacidade criativa pessoal e de motivação interna, potencializada pelas tecnologias de informação e de comunicação. Como uma das atividades inerentes à atuação docente é a produção de materiais de interesse educacional, professores em exercício de escolas públicas da Região Metropolitana de Campinas atuantes no ensino infantil e fundamental foram apresentados à possibilidade de publicar e de compartilhar materiais na Internet. As opiniões destes professores foram obtidas através de questionário seguidas por entrevistas, demonstrando que há uma produção de materiais de interesse educacional, apesar da formação limitada recebida neste assunto. A produção individual e coletiva e o compartilhamento de materiais se dão a partir de motivações sociais e também são práticas correntes modificações em materiais utilizados, produzidos por outros. Os professores, contudo, ainda não se vêem como autores e eles utilizam a Internet somente para busca de informações. Licenças flexibilizadas de uso atendem às necessidades formais de compartilhamento por parte dos professores. O registro de criações próprias, no entanto, não é ainda uma prática difundida entre eles. Constatou-se a existência de condições facilitadoras para a aplicação da filosofia de conteúdos abertos e de compartilhamento social junto a professores para a produção de materiais de interesse educacional. Há, porém, uma necessidade de se incentivar algumas iniciativas específicas para que a proposta aqui colocada se efetive / Abstract: The application of the the open content philosophy in the educational field and the social sharing to the creation of contents of educational interest by teachers in Internet is here being proposed. Cultural goods, like the contents of educational interest, are suitable to be produced by social-sharing processes. Open contents are creative works published under licenses of use with a greater flexibility than the ones of the copyright consolidated in national and international laws. More flexible licenses are already being used in Brazil. The social sharing consists of a collective production of goods based on individual creative capacities and internal motivation and it is boosted by information and communication technologies. As the production of contents of educational interest is one of the activities in teaching, teachers of public schools of the Metropolitan Region of Campinas performing their duties at preschool and fundamental education level were exposed to the possibility of publishing and sharing of contents on the Internet. The opinions of those teachers were gathered via a questionnaire followed by interviews and the results demonstrated that a production of contents of educational interest exists despite their limited qualification in such matters. The individual and collective production and the sharing of contents have its origin in social motivation and the adapting of used contents that have been produced by others are current practices as well. The teachers, however, do not see themselves as authors and they use the Internet solely to search for information. More flexible licenses of use satisfy the sharing formal demands of teachers. The recording of creations is, nevertheless, not yet a wide-spread practice among them. Enabling conditions for the application of the philosophy of open contents and social sharing to the production of contents of educational interest have been identified amidst teachers. Yet it is necessary to encourage some specific initiatives in order to make the proposal presented here become effective / Doutorado / Educação, Ciencia e Tecnologia / Doutor em Educação

The UN has decided that between the years 2005-2014 education for sustainable development should be a priority and that efforts to integrate sustainable development into education at all levels should be strengthened. Textbooks have a very strong position in schooling and in 1991 the state’s intuition for review of textbooks was closed down. Today, the responsibility to review teaching materials lays on the teachers. The purpose of this study is to examine the teaching materials for the grades 1-3 in the subject society orientated subjects. We want to examine if the three dimensions of sustainable development (social, ecologic and economic) interact with each other. Through teaching materials analysis and based on theories of sustainable development the similarities and differences between the textbooks was compared. The following questions are answered: - How are the textbooks and the workbooks treating the concept of sustainable development through the three dimensions of sustainable development? - To what extent does the teaching materials correspond with the curriculum for geography in grades 1–3 within the sustainable development? The result of the analysis shows that all teaching materials are dealing with all three dimensions of sustainable development, but in different amounts. Boken om SO, SO-boken and Samhällskunskap deals with the most concepts selected within the dimensions. While Geografi – Vårt land almost only deals with the ecological dimension. The results have also shown that the Boken om So, and SO-boken covers almost all the key content in tre curricula that has been selected. Even Samhällskunskap treats many of them while Geografi – Vårt land only treats two. In only one of the textbooks, Boken om So, all the dimensions of sustainable development interact together. Our conclusion is that none of the books should be used by itself in education for sustainable development. A combination of learning materials is needed to get an overall perspective of sustainable development and to deal with all the core content.

The purpose of this study was to investigate the presence of female and male authors from a genderperspective and how different cultures and ethnicities were represented in three textbooks: SpråkportenSvenska som andraspråk 1 2 3, Kontext Svenska som andraspråk 1 and Kontext Svenska som andraspråk2-3. I have chosen to use a critical discourse analysis to answer my questions. The method is based onNorman Fairclough`s model, which consists of three dimensions: text, discursive practice and socialpractice. The results showed an uneven distribution among female and male authors in all three textbooksmentioned above. Cultures and ethnicities other than Swedish were mentioned to a limited extent. Thecontent of the textbooks was often about differences between groups, while similarities between groupswere given a limited space. Descriptions of other cultures and ethnicities were in some cases one-sided andstereotyped. There were also tendencies towards a we and them discourse where the Swedish we was setagainst the non-Swedish them.

Orientador: Alexandre de Oliveira Legendre / Resumo: Esta pesquisa e seu produto técnico foram desenvolvidos com foco nas concepções prévias dos estudantes, visando oportunizar uma Unidade Didática como recurso didático, que possa ser utilizado pelo professor e pelo aluno do Ensino Médio no ensino de Química. A Unidade Didática contempla 14 sequências de atividades que foram elaboradas e aplicadas com o apoio de um roteiro de construção de um protótipo funcional de Estação de Tratamento de Água - ETA. Os sujeitos da pesquisa foram alunos da 2ª série do Ensino Médio de uma unidade escolar da rede estadual de ensino, situada na cidade de Guaiçara, interior de São Paulo. Com base nas pesquisas de LÜDKE e ANDRÉ, escolhemos a metodologia qualitativa, utilizando como ferramenta de pesquisa os questionários para coleta de dados, a observação do espaço amostral, antes e durante a aplicação da UD, e do estudo documental e bibliográfico desenvolvido durante toda a pesquisa. As sequências de atividades foram elaboradas e aplicadas, com foco nas competências e habilidades do 1º bimestre, por meio dos quais foi possível desenvolver os conteúdos atitudinais, procedimentais e conceituais presentes nos temas abordados. Os resultados obtidos demonstraram que o ensino de Química apesar de suas especificidades e complexidades, pode ser desenvolvido de maneira satisfatória, desde que as concepções espontâneas dos alunos sejam também utilizadas como objeto de estudo, que direcionam e contribuem na construção de novos caminhos para ensinar e aprende... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research and its technical product were developed with a focus in the student’s previous conceptions, aiming to opportunize a Teaching Unit as a didactic resource, which can be used by the teacher and the high school student in Chemistry discipline. The Teaching Unit encompasses 14 sequences of activities that were elaborated and applied in based on a guideline for building a functional prototype of a Water Treatment Station. The subjects of the research were high school second year students of a state school, located in Guaiçara, countryside of São Paulo. Based on LÜDKE and ANDRÉ's researches, we chose the qualitative methodology, using as research tool the questionnaires for data collection, the observation of the sample space, before and during the application of the Teaching Unit, and of the documentary and bibliographical study developed throughout the research. The sequences of activities were elaborated and applied by focusing on the competences and skills of the first bimester, from which it was possible to develop the attitudinal, procedural and conceptual contents present in the covered topics. The results obtained showed that the teaching of chemistry, despite its specificities and complexities, can be developed in a satisfactory way, provide that the students spontaneous conceptions also be used as study objective, in order to directing and contributing to the construction of new ways to teach and to learn, giving the students the opportunity to appropriate s... (Complete abstract click electronic access below) / Mestre

Inom skolvärlden har traditionella läromedel såsom böcker, papper och pennor alltid varit en förutsättning för att en lektion skall hållas. Idag lever vi i en mer digitaliserad värld med mycket teknik som både underlättar och effektiviserar vår vardag. Även vår skola har utvecklats och idag använder många lärare sig av olika digitala läromedel för att effektivisera undervisningen. Jag har undersökt hur elevernas delaktighet, motivation, inlärning och analysförmåga påverkas vid användning av digitala läromedel i utforskande samtal under en matematikundervisning. Detta skall göras genom en systematisk litteraturstudie där vetenskapliga artiklar kommer att studeras och bearbetas. Jag har analyserat och bearbetat olika resultat som artiklarna kommer fram till. Ökad motivation, ökad delaktighet, förbättrade elevresultat och förbättrad analysförmåga är det som utgör huvudresultatet för denna studie. / In the school world, traditional teaching aids such as books, papers and pencils have always been a prerequisite for a lesson to be held. Today, we live in a more digitalized world with a lot of technology that both facilitates and streamlines our everyday lives. Our school has also developed and today many teachers use various digital teaching materials to make teaching more efficient. I have investigated how students' participation, motivation, learning and analytical ability are affected when using digital teaching materials in exploratory conversations during a mathematics lesson. This will be done through a systematic literature study where scientific articles will be studied and processed. I have analyzed and processed various results that the articles arrive at. Increased motivation, increased participation, improved student results and improved analytical ability are the main results of this study.

Abstract This thesis examines how art teachers work with teaching materials in their teaching and if they experience a need for a textbook for each grade 7, 8 och 9, as there is in mathematics and English. If a textbook could raise the status of the school subject art and how a textbook could be structured, contain. To find out this, qualitative semistructured interviews were conducted with 5 art teachers around Sweden which is transcribed and analyzed qualitative using content analysis and hermeneutic scientific orientation. For previous research and literature review academic journals and articles have been studied. The study has concluded that four out of five art teachers do not use any teaching material in their teaching but draw inspiration from books and on various Internet sites. Four out of five art teachers see a need for a textbook in the school subject art. Out of those of the art teacher who do not see a need for a textbook in the subject of art believe that it would counteract the school subject art and it would stifle creativity and enthusiasm. All art teachers in the study believe that the status of the subject could be raised with an textbook in the school subject art. How the textbook should be structured and what it should contain are the following: the basics, basic knowledge from simple to advanced level, facts, color theory, shapes, brushwork, classic tasks such as paraphrase of famous paintings, grid enlargement and paint monochrome images in newer versions, art history in chronological order, instructional videos, image concepts, creative open tasks and task about ethnicity, gender roles and power relations.

The Swedish upper secondary school is becoming more digitalized, and the use of digital teaching materials is being questioned and debated by many, including the Swedish school minister. Therefore, with this study, we aim to investigate how upper secondary students experience the use of digital teaching materials in the subject of Swedish. We also aim to study the challenges and possibilities students are experiencing connected to the use of digital teaching material. The theoretical framework of this study investigates the students’ experiences with a phenomenological approach with the theoretical concepts ”digital literacy” and ”spatial stability”. Seven upper secondary students participated in semi-structured interviews, then a thematic analysis was conducted. The findings of the study show that upper secondary students have varied experiences with digital teaching material, and that digital teaching material has both positive and negative implications. In the study, it became evident that both the students and the digital teaching material is engaged in, and interacting within a digital ecology. This digital ecology is created and navigated by the teacher, which furthermore could lead to challenges for the students’ digital literacy development. Some students are also experiencing spatial instability due to the teaching material’s fragmentary form. Lastly, the study shows that while working with digital teaching material, students sometimes experience challenges with digital distractions. Some students have developed a strategy of ”digital pauses” to encounter these distractions.