Made available in DSpace on 2014-12-17T15:42:09Z (GMT). No. of bitstreams: 1 GilberlandioNS_DISSERT.pdf: 1649647 bytes, checksum: 34b4c44283fc70f12bbd88843af8f3cf (MD5) Previous issue date: 2013-02-27 / The aiming of this work is linked to chemical education, focusing organic chemistry classes of Chemical Engineering, Pharmacy and Zootechny graduate courses of the Federal University of Rio Grande do Norte. For that, teaching-learning process related to basic chemical subjects which support the understanding of organic chemistry concepts was evaluated in a research period of two years. The education proposal linked to the theoretical content of the cited classes, pointed out the process of knowledge construction, in which educational commitment as well as dedication in the teaching-learning process was also valued. In that approach several didactic tools were applied, among them scientific articles were used as supplementary studies of the basic organic chemistry concepts and related. The acceptability of students, as well as their motivation, performance and learning process was justified by the data collection of the applied teaching methodology. The acceptability and commitment of the students facing this teaching interactive approach, which transversely contributed to the intellectual maturity growth of the students, as well their professional development, were evidenced by satisfactory obtained results that will be herein discussed / O enfoque deste trabalho est? vinculado ao ensino de qu?mica, com abordagem espec?fica para disciplinas de Qu?mica Org?nica ministradas nos cursos presenciais de gradua??o em Engenharia Qu?mica, Farm?cia e Zootecnia da Universidade Federal do Rio Grande do Norte. Para tanto, realizou-se uma pesquisa com dura??o de dois anos consecutivos, objetivando-se a avalia??o do processo ensino e aprendizado referente aos conceitos qu?micos b?sicos que d?o suporte ao entendimento da qu?mica org?nica. A proposta de ensino vinculada aos conte?dos te?ricos dessas disciplinas valorizou o processo de constru??o do conhecimento, que sinaliza para a necessidade de comprometimento educacional no processo ensino e aprendizado. Neste estudo, diversas ferramentas did?ticas foram aplicadas, dentre elas, destaca-se leituras complementares de artigos cient?ficos que abordam assuntos pontuais ou correlatos aos conhecimentos b?sicas de qu?mica org?nica. A proposta para o instrumento de coleta de dados consistiu em avaliar o desempenho e aprendizado dos alunos. De acordo com os resultados obtidos foi poss?vel comprovar que os ?ndices satisfat?rios de aprova??o nas turmas avaliadas, demonstram o comprometimento do aluno diante da metodologia aplicada, que de forma transversal contribui para a forma??o profissional e o amadurecimento intelectual do estudante

Made available in DSpace on 2016-07-27T13:54:48Z (GMT). No. of bitstreams: 1 CLAUDIA REGINA MAJOR.pdf: 2123265 bytes, checksum: a970f3e8da85426769a62d39df8bc7fb (MD5) Previous issue date: 2011-03-29 / The present study had as investigative focus to analysis the pedagogic projects of Medicine Courses, that into them should be have the theoretical beddings that characterize methodologies that work intencionally with problems, which are: Learning Based in Problems (PBL) and Problematization Methodologies (MP). It was analyzed the pedagogic projects in two courses of Medicines in the state of Goiás and one in Federal District. The research was directed forward the following asks: Which do teaching learning conception work with problem that fundaments the pedagogic projects in Medicine courses in the state of Goiás and Federal District? Which do the characteristics presents the curricula of Medicine Courses organized based in problematization of methodology and the learning based in problems? Answering these questions were researched authors that argued the teaching and learning problems, such as Mamede and Pena Forte et al (2001), Ribeiro (2008); Cunha (2001), Cyrino and Toralles Pereira (2004); Carlini (2006),; Barbel (1998) and Freire (1987). The main reason that take to realization of these research were the author s envolvement at the coordination in the Medicine Course in the State of Goiás. The research was developed by the bibliographic and documental study. In interpretative terms had proceeded the documental and content analysis. The pedagogic projects analyzed presented gaps in the respect of the systematization principles that can serve the north to its elaboration. PBL and MP methodologies have presented summons relation to the educational proposals in National Curricula Directions (Diretrizes Curriculares Nacionais) to the Medicine Course glimpsed in all courses that take part of the research, presenting some similarities and differentiations in their applicabilities. Although the evidences and relevances to such methodologies in current days, the expression learning based in problems presents epistemological elements based in pedagogic thinking of John Dewey and Paulo Freire not being able to be considered newness. Not yet it has evidence of these methodologies proposals really will represent alternatives to the present and future education. We are all trying new forms of teaching, with epistemological roots already defended at other times. / O presente estudo teve como foco investigativo a análise dos projetos pedagógicos de cursos de Medicina, posto que neles devam estar contidos os fundamentos teóricos que caracterizam metodologias que trabalham intencionalmente com problemas, quais sejam: Aprendizagem baseada em problemas (ABP) e Metodologia da Problematização (MP). Foram analisados os projetos pedagógicos de dois cursos de Medicina do estado de Goiás e um do Distrito Federal. A pesquisa foi direcionada para as seguintes indagações: Que concepção de ensino e aprendizagem que trabalha com problema fundamenta os Projetos Pedagógicos dos cursos de Medicina do estado de Goiás e do Distrito Federal? Que características apresentam os currículos dos cursos de Medicina organizados com base na metodologia da problematização e da aprendizagem baseada em problemas (PBL)? Para responder a essas indagações foram pesquisados autores que discutem o ensino e a aprendizagem por problema, tais como: Mamede e Penaforte et al. (2001); Ribeiro (2008); Cunha (2001); Cyrino e Toralles-Pereira (2004); Carlini (2006); Berbel (1998) e Freire (1987). O motivo principal que levou à realização desta pesquisa foi o envolvimento da autora na coordenação de um curso de Medicina do estado de Goiás. A pesquisa foi desenvolvida por meio de estudo bibliográfico e documental. Em termos interpretativos procederam-se à análise documental e de conteúdo. Os projetos pedagógicos analisados apresentaram lacunas no que diz respeito aos princípios de sistematização que podem servir de norte para a sua elaboração. As metodologias ABP e MP apresentaram íntima relação com as propostas educacionais contidas nas Diretrizes Curriculares Nacionais para os cursos de Medicina, vislumbradas em todos os cursos que fizeram parte desta pesquisa, apresentando algumas similaridades e diferenciações nas suas aplicabilidades. Em que pesem as evidencias da relevância destas metodologias nos dias atuais, a expressão aprendizagem baseada por problema apresenta elementos epistemológicos baseados no pensamento pedagógico de John Dewey e Paulo Freire, não podendo ser considerada uma novidade. Ainda não há comprovação se estas propostas metodológicas realmente representarão alternativas para a educação médica atual e do futuro. Estamos todos experienciando novas formas de ensinar, com raízes epistemológicas já defendidas em outras épocas.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-08-29T13:47:37Z No. of bitstreams: 1 2009 - Cl?udia de Andrade Moura.pdf: 1773774 bytes, checksum: 32b0c84e574fc6692f8b7bcf05b86038 (MD5) / Made available in DSpace on 2018-08-29T13:47:37Z (GMT). No. of bitstreams: 1 2009 - Cl?udia de Andrade Moura.pdf: 1773774 bytes, checksum: 32b0c84e574fc6692f8b7bcf05b86038 (MD5) Previous issue date: 2009-12-16 / The educational work does not involve only the transmission of the knowledge, but the pedagogic and political competence, where learning ove rlaps teaching and the student is the learning agent. The aim of this study was to evaluate the reflexes of the application of different teaching methodologies and educational games in the appropriation of the knowledge in relation to the contents: Good Manufacturing Practices (GMP) and Sanitation Standard Operating Procedures (SSOP), worked in the Agricultural Technical Course through swine slaughtering practical classes, carried at the Federal Technological University of Paran? (UTFPR). The evaluation instrument was a multiple choice questionnaire, applied in classroom at four different moments: a) Diagnosis; b) intervention I (traditional theoretical and practical lessons); c) intervention II (?innovative? slaughtering, with GMP); d) intervention III (educational game application). Along the development of the intervention processes the pupils were getting conscious about cares within slaughtering. The results of the microbiological and physical-chemical analysis of meat, hands of the manipulators and instruments surfaces sampled during the traditional (T1) and the correct mode of slaughtering (T2) were compared. The first one (T1) proved to be inadequate and does not attend the minimum requirements for safety assurance. The significance of the differences in the numbers of correct answers between the different moments of application of the questionnaire were evaluated by t-Students test, as paired data, and presented as boxplot graphs, in lines and index numbers. A significant at 5% (p<0,05) increment was observed at all stages of the educative process. The percentage of correct answers at the third evaluation was more than 70% as compared to the diagnosis moment, confirming that all the stages had been important in the knowledge achievement ; especially through real data evidenced by the pupils. / O trabalho docente n?o s? envolve a transmiss?o de conhecimento, mas a compet?ncia pedag?gica e pol?tica, onde o aprender sobrep?e o ensinar, e o aluno ? o agente desse aprendizado. Assim, o objetivo deste estudo foi averiguar se diferentes metodologias de ensino, bem como a aplica??o de jogos educativos refletem na apropria??o do conhecimento em rela??o aos conte?dos: Boas Pr?ticas de Fabrica??o (BPF) e Procedimento Padr?o de Higiene Operacional (PPHO), trabalhados no curso t?cnico em agropecu?ria, dentro do processo tecnol?gico de abate su?no, realizados na Universidade Tecnol?gica Federal do Paran? (UTFPR). O instrumento de avalia??o utilizado foi um question?rio de m?ltipla escolha, aplicado em sala de aula em quatro momentos diferentes: a) Diagn?stico; b) interven??o I (aula te?rica e pr?tica tradicional); c) interven??o II (abate ?inovador?, BPF); d) interven??o III (aplica??o do jogo educacional). Com o desenrolar do processo de interven??es ouve uma percep??o dos alunos no que diz respeito ao processo de abate. Foram comparados os resultados das analises microbiol?gicas e f?sico-qu?micas da carne e de superf?cies de instrumentos e m?os de manipuladores durante o abate na forma tradicional (T1) com os obtidos ap?s o abate com interven??o (T2). O primeiro mostrou-se inapropriado por n?o atender os requisitos m?nimos exigidos para obten??o de produto seguro. Para verifica??o de diferen?as significativas no n?mero de acertos nas avalia??es em cada etapa, utilizou-se o teste de hip?tese t-Student, para dados pareados e apresentados em gr?ficos boxplot, em linhas e n?meros ?ndices. Observou-se um ganho crescente durante todas as etapas do processo educativo, significativo ao n?vel de 5% (p<0,05). O aumento das percentagens de acerto, ap?s a 3? avalia??o, em rela??o ? avalia??o diagn?stico, foi maior que 70%, confirmando que todas as etapas foram importantes na constru??o do conhecimento, principalmente atrav?s de dados reais vivenciados pelos alunos

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-09-12T12:08:35Z No. of bitstreams: 1 2009 - Jackson Aparecido Gomes Vieira.pdf: 2225383 bytes, checksum: 1326322a5380453d9fbc9a113af4cb26 (MD5) / Made available in DSpace on 2018-09-12T12:08:35Z (GMT). No. of bitstreams: 1 2009 - Jackson Aparecido Gomes Vieira.pdf: 2225383 bytes, checksum: 1326322a5380453d9fbc9a113af4cb26 (MD5) Previous issue date: 2009-10-09 / Doing to learn unstuck of the others know no longer it fits as pedagogic premise in the days today of our Schools, because it is necessary use of new technologies, in the process of producing knowledge flexible in the construction time/space. This work had as objective offers theoretical-methodological subsidies, for the understanding of the science starting from methods and investigation processes, that in the extent of the professional formation in the Agrot?cnica School, it can develop the student's of the technical course scientific critical spirit in farming. The work was developed through a teaching-learning process based on an approach starting from the study of the cycling of nutrients in the culture of the eucalyptus. The study was developed at the School Federal Agrot?cnica of S?o Jo?o Evangelista, today Federal Institute of Education Science and Technology of Minas Gerais (IFMG-Campus S?o Jo?o Evangelista). Two groups of voluntary students, composed by 21 students, they were submitted to the teaching-learning process. A group was worked with the traditional method of teaching and the other with the scientific method. To the two groups a questionnaire was applied containing 10 subjects regarding the culture of the eucalyptus. In the first chapter it was evaluated, through the methodology it informs, the cycling of nutrients in the culture of the eucalyptus. It was verified that the burlap deposition on the soil allowed the macronutrients liberation for the soil, standing out N and Ca. The burlap accumulation also benefitted the fertility of the soil, being verified improvement in almost all of the appraised attributes, with emphasis in the organic matter of the soil. In the second chapter the efficiency of the teaching methodologies was evaluated (traditional and it informs) in the teaching-learning process, and the scientific method was shown more efficient than the traditional, because in this the students acquired more knowledge on the subject besides a larger interest, for they be discovering and explaining their old doubts and faiths. This larger learning was verified being observed the notes of the questionnaire easily and also in their participations, very effective during the developed activities. / O fazer para aprender descolado dos demais saberes j? n?o cabe como premissa pedag?gica nos dias de hoje das nossas escolas, visto que ? preciso utiliza??o de novas tecnologias no processo de produzir conhecimentos flexibilizados no tempo/espa?o de constru??o. Este trabalho teve como objetivo oferecer subs?dios te?rico-metodol?gicos, para a compreens?o da ci?ncia a partir de m?todos e processos de investiga??o, que no ?mbito da forma??o profissional na Escola Agrot?cnica poder? desenvolver o esp?rito cr?tico cient?fico do aluno do curso T?cnico em Agropecu?ria. O trabalho foi desenvolvido por meio de um processo de ensino-aprendizagem baseado em abordagem a partir do estudo da ciclagem de nutrientes na cultura do eucalipto. O estudo foi desenvolvido na Escola Agrot?cnica Federal de S?o Jo?o Evangelista, hoje Instituto Federal de Educa??o Ci?ncia e Tecnologia de Minas Gerais (IFMG ? Campus S?o Jo?o Evangelista). Duas turmas de alunos volunt?rios, compostas por 21 alunos, foram submetidas ao processo de ensino-aprendizagem. Uma turma foi trabalhada com o m?todo tradicional de ensino e a outra com o m?todo cient?fico. ?s duas turmas foi aplicado um question?rio contendo 10 quest?es referentes ? cultura do eucalipto. No primeiro cap?tulo, avaliou-se, por meio da metodologia cient?fica, a ciclagem de nutrientes na cultura do eucalipto. Verificou-se que a deposi??o de serapilheira sobre o solo permitiu a libera??o de macronutrientes para o solo, destacando-se o N e Ca. O ac?mulo de serapilheira tamb?m beneficiou a fertilidade do solo, sendo verificada melhoria em quase todos os atributos avaliados, com ?nfase na mat?ria org?nica do solo. No segundo cap?tulo, avaliou-se a efici?ncia das metodologias de ensino (tradicional e cient?fica) no processo de ensino-aprendizagem, tendo o m?todo cient?fico se mostrado mais eficiente que o tradicional, pois neste os alunos adquiriram mais conhecimentos sobre o assunto, al?m de maior interesse, por estarem descobrindo e esclarecendo suas antigas d?vidas e cren?as. Esse maior aprendizado foi facilmente verificado, observando-se as notas do question?rio e tamb?m as suas participa??es, bem efetivas durante as atividades.

Culture is an integral part of the FL classroom, yet teachers often face difficulties when incorporating it into their curricula. This survey study gathered data from teachers of many different languages, including ASL, all at the secondary level in the state of Utah. The study attempts to describe how secondary FL teachers view the role of culture in language teaching. It also details which models, means, or methods teachers use to communicate culture to their students, as well as the amount of culture included in their lesson planning, instruction, and assessment. Factors that contribute to more culture inclusion in the secondary classroom are also discussed. Findings from this study support previous research in the field, but also reveal particular definitions, insights, and dilemmas. These ideas form a basis to suggest pedagogical implications and further research for an effective model of culture integration for the FL teaching profession.

[pt] O trabalho destaca-se como uma produção teórico-conceitual, na qual analisamos o ensino da geografia na educação básica, fundamentalmente no 6° ano do ensino fundamental, enfatizando que a educação geográfica, através do ensino do conceito geográfico de lugar, pode contribuir para a formação cidadã dos alunos, bem como para a (re)criação de valores socioambientais éticos, representando assim um caminho eficaz a ser trilhado para a promoção de sustentabilidades no espaço. Desse modo, propomos que a noção de sustentabilidades faça parte do conteúdo programático da geografia escolar, criando uma relação simbiótica entre a educação geográfica e a promoção de ações sustentáveis no espaço, através de metodologias de ensino, como a elaboração de projetos didáticos, que favoreçam a formação socioambiental ética do alunado, preparando-os para o exercício da cidadania, e para a construção de relações de afeto, solidárias, cuidadosas e responsáveis com o outro e com o meio ambiente. Acreditamos que a referida simbiose pode ser um ganho tanto para o ensino da Geografia, como para a construção e gestão de espaços de vivências sustentáveis, no âmbito socioambiental. / [en] The work stands out as a production theoretical and conceptual, in which we analyze the geography teaching at the basic education, fundamentally at the 6th year of the basic education, emphasizing that the geographic education, trough the teaching of the geographical concept of place, can contribute to the students citizenship formation, as well as to the creation of social and environmental ethic values, thus representing an effective way to be trodden to the promotion of sustainabilities at the space. Thus, we propose that the notion of sustainabilities make part of the programmatic content of school geography, creating an symbiotic relation between the geographical education and the promotion of sustainable actions in space, through teaching methodologies, like the elaboration of didactic projects, that favor the pupils ethic social and environmental formation, preparing them to the exercise of citizenship, and to the construction of relations of affection, solidarity, carefull, and responsible with the other and the environment. We believe that the mentioned symbiosis can be a acquisition both to the teaching of geography, as to the construction and management of spaces of sustainable experiences at the social and environmental scope.

The current thesis is a theoretical and empirical investigation of the foreign language classroom, conducted from a cross-national comparative perspective. The study is based on quantitative and qualitative data which were collected from students and teachers of German in selected universities of Ukraine and Australia. The following research questions were formulated: 1. What are the structure and objectives of the German language program at Ukrainian and Australian universities? 2. What are the peculiarities of the German language curriculum and teaching methodology in the universities of Ukraine and Australia? 3. What are students’ motives to study German in Ukraine and Australia? 4. What are students’ and teachers’ perceptions of the curriculum, content and teaching? 5. How do students themselves evaluate their present language skills, and those expected to be acquired by the end of the course? 6. What are the advantages and disadvantages in both education practices? / Each country’s distinctive social and pedagogical factors, such as language policy, attitudes towards languages and pedagogical tradition were taken into account. / The research was conducted at universities in Kyiv, Kharkiv and Lviv (Ukraine) and Melbourne (Australia). A combination of quantitative and qualitative methods was adopted which included student and teacher questionnaires, interviews, classroom observations and study of departmental programs and policy documents. In general terms, it was revealed that: Substantial differences exist in areas such as curriculum, teaching methods and approaches, content and student motivation for studying German. Although education systems in Australia and Ukraine are different, learners in both countries have similar aims and expectations from their language course, and their perceptions of a good language course are also similar. Students in both countries expressed an urgent need for an increase in the communicative component and greater exposure to practical, up-to-date lexical and grammar material in order to be able to communicate effectively. In Australia there is a mismatch between the course objectives and content outlined in the program and what is really taught in the class In Ukraine, a shift has occurred towards more practice-oriented and integrated language learning/teaching; however there is a great need for the creation of better conditions for acquisition of communicative skills and up-to-date vocabulary.

La ricerca prende le mosse dalla constatazione che gli studenti di madrelingua romena delle medie commettono molti errori nell'inglese scritto. Anche facendo tesoro della esperienza condotta come insegnante d'inglese in Romania, ho scelto come tema della Tesi di Dottorato un'analisi dell'errore con lo scopo di scoprirne le ragioni e di proporre dei miglioramenti per l'insegnamento e l'apprendimento. La ricerca si propone due obiettivi: 1) la messa a punto di un quadro teorico relativo all'analisi contrastiva, all'analisi dell'errore e i modelli di analisi dell'errore; 2) la ricerca sulle origini dell'errore, identificando, descrivendo, classificando e diagnosticando gli errori nell'inglese scritto in cui incorrono solitamente gli studenti romeni. Lo studio ha preso in esame terminologie relative a errori interlinguistici, transfer negativo/interferenza, interlanguage , errori intralinguistici, gravità degli errori e valutazione degli errori. Lo scopo ultimo è di dimostrare fino a che punto il transfer negativo/interferenza sia la causa di errori nella comunicazione scritta degli studenti romeni e fino a che punto questi errori siano causati dalla lingua target. I risultati hanno dimostrato che gli errori interlinguistici e quelli intralinguistici sono piuttosto bilanciati. Trova altresì conferma l'ipotesi dell'utilità di stabilire una gerarchia degli errori basata sulla loro frequenza, così da suggerire agli insegnanti contromisure mirate. l'unico fattore che incide. Trova altresì conferma l'ipotesi dell'utilità di stabilire una gerarchia degli errori basata sulla loro frequenza, così da suggerire agli insegnanti contromisure mirate. / As lower secondary school students commit many errors in writing when English is the target language and Romanian is the native language, I have decided to conduct an error analysis in order to find out what the sources of their errors are, and to suggest improvements for teaching and learning. The present study is intended to provide a theoretical background for contrastive analysis, error analysis, models for error analysis and sources of errors by identifying, describing, categorising, and diagnosing Romanian students' errors in English written compositions. It will also examine related terms such as interlingual errors, negative L1 transfer/interference, interlanguage errors, intralingual errors, error gravity and error evaluation. The ultimate goal of this paper is to demonstrate to what extent negative L1 transfer/interference is the cause for errors in my students' English writing and to what extent these errors are caused by the target language. The findings have demonstrated that interlingual (negative transfer) errors and intralingual (developmental) errors are quite balanced; while interference from the mother tongue plays a role, it is not the only interfering factor. The hypothesis regarding the importance of establishing an error hierarchy based on error frequency has also been validated.

Acompanha: Manual operacional do jogo digital educacional: “As aventuras de Simon Bile” / A educação matemática tem como um dos desafios criar espaços motivadores para o ensino. Jogos digitais tem o potencial de influir positivamente sobre o sentimento dos alunos quanto ao ambiente da disciplina e assim contribuir com os estudos. Este trabalho investiga elementos para o desenvolvimento de jogos digitais educativos, buscando uma relação clara com teorias de ensino-aprendizagem e aplicando técnicas de engenharia de software. O objetivo da pesquisa é aferir a motivação conseguida por um jogo educativo de matemática, “As aventuras de Simon Bile”, implementado dentro da dissertação. Depois de um teste inicial durante o desenvolvimento do jogo, uma pesquisa experimental foi conduzida com uma amostra de 50 alunos dividida em dois grupos, de controle e experimental. Utilizaram-se como instrumentos um questionário demográfico e um questionário de motivação baseado no modelo ARCS de Keller (2010). A análise dos dados indicou resultados favoráveis, no sentido do jogo construído sobre problemas matemáticos ser motivador para os alunos e permitir que eles dediquem tempo a ele. / One of the challenges of mathematics education is creating motivational spaces to teach. Digital games are powerfull tools that have positive impact in students' feelings toward the subject and then contribute to their studies. The present work investigates the fundamental elements to develop educational digital games, in order to find a clear relationship between learning theories and software engineering. The aim of this research was assess the motivation achieved by an educational digital game, called “The Simon Bile’s Adventure”, developed during the dissertation. After an initial test during the game development, an experimental research was conducted with a sample of 50 students divided in two groups, control and experimental. A survey was used as an instrument based in ARCS model of keller (2010) and a demographic survey. The datas' analysis indicated positive outcomes, because the game, that has been constructed within mathematical problems, motivated students to enjoy it and spend time on it.

CAPES / Este trabalho apresenta uma proposta de metodologia do objeto matemático Função Exponencial, que possibilite o desenvolvimento de habilidades interpretativas e criativas de potencial significado para os alunos, a partir de uma sequência didática estruturada à luz da Teoria das Situações Didáticas de Guy Brousseau e, dos Registros de Representações Semiótica de Duval, proporcionando interações entre o aluno, o professor e o meio em um ambiente de aprendizagem cooperativo, onde os alunos se sintam livres para expressar as suas ideias e para sugerir as suas próprias abordagens. A metodologia proposta foi desenvolvida de acordo com o conhecimento a priori do aluno, valorizando as suas diferentes formas de registros, os quais são de extrema importância durante os processos de ensino e de aprendizagem. A proposta foi aplicada a alunos do primeiro ano do ensino médio do Colégio Estadual José de Anchieta Ensino Fundamental e Médio, localizado na Cidade de Dois Vizinhos – Paraná. Para o desenvolvimento da pesquisa utilizou-se a ferramenta metodológica Engenharia Didática de Artigue, uma metodologia originada especificamente para a pesquisa com situações didáticas. A princípio o objetivo proposto foi atingido, o qual consistia de trabalhar a parte conceitual, do significado da Função Exponencial, da relação de dependência e sua principal característica, ou seja, que a parte variável se encontra no expoente. E, sem imposição, mas a partir de situações didáticas apropriadas, segundo a teoria das situações didáticas, os alunos foram capazes de perceber essa característica, de resolverem problemas que envolviam a função exponencial e, além disso, de inventarem problemas (de acordo com o seu universo) modelados por este tipo de função. Acredita-se que a metodologia à luz da teoria das situações didáticas, análises dos registros dos alunos, observações sobre os erros e obstáculos e reflexões sobre aspectos do contrato didático são de fundamental importância para a prática docente e, determinantes durante o processo de ensino aprendizagem. / This essay presents a proposal on methodology over the mathematical object Exponential Function which enables the development of interpretative and creative skills with potential meaning to the students starting from a didactic sequence structured on the light of The Theory of Didactic Situations from Guy Brousseau and, from the Records of Semiotic Representation of Duval, providing interactions among the students, the teacher and the environment of cooperative learning where the students feel free to express their own ideas as well as to suggest their own approaches. The methodology presented has been developed according to the students first knowledge, valuing their different ways of registering, which have such an important role during the teaching and learning processes. The proposal has been applied to the students from the first year of high school of Colégio Estadual José de Anchieta Ensino Fundamental e Médio, located in a town called Dois Vizinhos –Paraná. In order to the development of the research the methodological tool Didactic Engineering Artigue which consists in a methodology developed only to the research with didactic situations. The main goal has been reached at first, which was to work on the conceptual part of the Exponential Function, the relation of dependence and its main characteristic so that the variable part is in the exponent. Moreover with no imposition but starting from suitable didactic situations, the students were able to realize that they could solve the problems which involve the exponential function and furthermore create new problems (according to their universe) modeled by this kind of function. Its believed that the methodology based on the theory of didactic situations, analysis of students registers, observation on mistakes and obstacles as well as reflections over the aspects of the didactic contract are of fundamental importance to the teaching practice and determinant during the teaching-learning process.