Cette thèse porte sur l’analyse didactique de pratiques d’enseignement de la physique au niveau de l’enseignement secondaire du second cycle en Angola. Il s’agit d’une étude de cas de deux professeurs de lycée angolais. Nous avons analysé les pratiques d’enseignement mises en œuvre par ces deux professeurs à partir de leurs activités réalisées en physique sur une séquence d’étude sur l’électrocinétique en classe de terminale. Nous avons cherché à décrire les pratiques de ces enseignants, puis après à les comprendre, donc à voir quels pourraient être certains des déterminants. Pour aborder cette étude, nous nous sommes appuyés sur la théorie de l’action conjointe en didactique (T.A.C.D), fondée sur la notion de jeu didactique et d’action conjointe liée à des transactions à propos du savoir en jeu. En effet, selon cette théorie, Sensevy (2007) considère ce qui se passe dans une classe comme une succession de jeux. Il précise à cet effet que « un jeu a un enjeu, ce qui fait qu’on se prend au jeu, on y gagne ou on perd ; il faut, pour gagner, produire des stratégies gagnantes et donc avoir le sens du jeu ».Au terme de notre étude, nous avons observé qu’il s’agit d’un cas particulier d’action conjointe dans laquelle le professeur porte la majeure partie des responsabilités, où certains concepts de la TACD de ce fait perdent de leur pertinence. En même temps, c’est aussi cette perte de pertinence, cet usage à minima, la redondance de certains concepts (mesogenèse et chronogenèse) qui permet aussi de caractériser les pratiques analysées. Dans ce cas, même si les potentialités ne sont pas totalement utilisées, les descripteurs de la TACD permettent quand même de rendre compte de ce qui se passe en classe. / This thesis talks about the didactic practical analysis of the teaching of physical in the second cycle of secondary education in Angola. It is a case study of two Angolan high school teachers. We have analyzed teaching practical used by this both teachers from their activities realized in physical on a sequence study of Electrokinetic in Terminal class. We have searched to describe these teachers’ practicals. Then, after to understand then, though, see what could be some determinatives. To reach this study, we have relied ourselves on the Joint action theory of in didactic (JATD), which consist on the notion of didactic game and joint action tied to the transaction about the knowledge of the game. In fact, according to the theory (Sensevy, 2007), considers what happens in a classroom as a succession of games. He specifies at that fact that “a game has a stake that is what makes one feels themselves in a game. One can win or lose. One must produce wining strategies so they can win and thong, have a sense of game”In the limit of our study, we have observed that it is a particular case of JATD the teacher in which bears the mayor part of responsibilities, where some concepts of JATD lose in fact their relevance. In the same time, it is also this loss of relevance, this minimum use, this redundancy of some concepts (mesogenesy and chronogenesy) that permit to characterize analyzed practical. In that case, even though potentialities are not totally used, the TACD describers allow realizing what happens in class.

Orientador: Osmar Cavassan / Banca: Aguinaldo Robinson Souza / Banca: José Artur Barroso Fernandes / Resumo: O surgimento de novas tecnologias proporcionou ao ensino de ciências uma oportunidade de utilizar novos recursos em práticas pedagógicas para o processo de ensino-aprendizagem. No ensino de ciências, dentro do tema de ecossistemas terrestres, estes recursos propiciam ao professor simular fenômenos de ambiente naturais através de animações ou vídeos, aproximando os alunos do ambiente real complementando a aula teórica. Entretanto discussões acerca do uso de recursos tecnológicos levantam a dúvida sobre as vantagens e desvantagens do uso de tecnologias na sala de aula quando comparadas a outros recursos como aulas práticas de campo. Os objetos de aprendizagem são recursos tecnológicos que permitem que o professor possam ampliar sua prática pedagógica dando enfoques diferentes para o tema a ser abordado, tornando assim sua prática docente atraente e estimulante para os alunos, mas estes recursos podem trazer no seu conteúdo de erros conceituais que implicam em uma dificuldade de aprendizagem do termo. Entretanto as aulas práticas de campo trazem as vantagens de estimular nos alunos os sentidos como o olfato e tato, mas trazem dificuldades como locomoção dos alunos para o ambiente de estudo e necessidade de mais tempo disponível para abordagem de temas. Diante dessa discussão os objetivos da pesquisa foram de efetuar a análise de conteúdos (imagens, textos, animações, vídeos) encontrados em objetos de aprendizagem que abordam o tema ecossistemas terrestres naturais do ponto de vista da teoria construtivista do conhecimento. Além da análise de conteúdos, pretende-se investigar a partir da visão de professores possíveis limitações encontradas no uso dessas ferramentas tecnológicas como complementos de aulas teóricas, quando comparadas com aulas práticas de campo. A pesquisa foi feita em três etapas. O primeiro momento foi feita a busca no site do RIVED... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The emergence of nes technologies has provided the teaching of science an opportunity to use new features in teaching practices for process of teaching and learning. In science education, within the theme of terrestrial ecosystems, these resources provide the teacher simulate phenomena of natural environments through animations or videos, approaching students in a real environment complementing the theoretical class. However discussions on the use technological resources to raise doubt about the advantages and disadvantages of using technology in the room class when compared to other resources such as classroom practice field. The learning objects are technological resources that enable the teacher may expand their pedagogical practice giving different approaches to the topic being addressed, thus making it attractive and their teaching practice for pupils, but these resources can bring to your content of conceptual mistakes that imply a difficulty in learning of fear. However the practical lessons of the field bring advantages of encouraging students in the senses like smell and touch, but bring difficulties such as transportation of students to the study environment and need more time for discussion of topics. Against this discussion the research objectives were to perform the analysis content (image, text, animation, video) found on objects learning that address natural terrestrial ecosystems point of view of constructivist theory of knowledge. Besides the analysis of content, we intend to investigate from the perspective of teachers. Possible limitations encountered in using the new technological tools to supplement lectures practical classes compared field. The survey was conducted in three stages. The first time was made to search the site RIVED (Virtual Interactive Network for Education) of learning objects to be analyzed in the survey that addressed the Terrestrial Ecosystems theme... (Complete abstract click electronic access below) / Mestre

Made available in DSpace on 2014-06-11T19:24:51Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-05-25Bitstream added on 2014-06-13T20:32:21Z : No. of bitstreams: 1 martins_co_me_bauru.pdf: 1491433 bytes, checksum: 947e2180cbf25cd8640f34b415bb9358 (MD5) / O surgimento de novas tecnologias proporcionou ao ensino de ciências uma oportunidade de utilizar novos recursos em práticas pedagógicas para o processo de ensino-aprendizagem. No ensino de ciências, dentro do tema de ecossistemas terrestres, estes recursos propiciam ao professor simular fenômenos de ambiente naturais através de animações ou vídeos, aproximando os alunos do ambiente real complementando a aula teórica. Entretanto discussões acerca do uso de recursos tecnológicos levantam a dúvida sobre as vantagens e desvantagens do uso de tecnologias na sala de aula quando comparadas a outros recursos como aulas práticas de campo. Os objetos de aprendizagem são recursos tecnológicos que permitem que o professor possam ampliar sua prática pedagógica dando enfoques diferentes para o tema a ser abordado, tornando assim sua prática docente atraente e estimulante para os alunos, mas estes recursos podem trazer no seu conteúdo de erros conceituais que implicam em uma dificuldade de aprendizagem do termo. Entretanto as aulas práticas de campo trazem as vantagens de estimular nos alunos os sentidos como o olfato e tato, mas trazem dificuldades como locomoção dos alunos para o ambiente de estudo e necessidade de mais tempo disponível para abordagem de temas. Diante dessa discussão os objetivos da pesquisa foram de efetuar a análise de conteúdos (imagens, textos, animações, vídeos) encontrados em objetos de aprendizagem que abordam o tema ecossistemas terrestres naturais do ponto de vista da teoria construtivista do conhecimento. Além da análise de conteúdos, pretende-se investigar a partir da visão de professores possíveis limitações encontradas no uso dessas ferramentas tecnológicas como complementos de aulas teóricas, quando comparadas com aulas práticas de campo. A pesquisa foi feita em três etapas. O primeiro momento foi feita a busca no site do RIVED... / The emergence of nes technologies has provided the teaching of science an opportunity to use new features in teaching practices for process of teaching and learning. In science education, within the theme of terrestrial ecosystems, these resources provide the teacher simulate phenomena of natural environments through animations or videos, approaching students in a real environment complementing the theoretical class. However discussions on the use technological resources to raise doubt about the advantages and disadvantages of using technology in the room class when compared to other resources such as classroom practice field. The learning objects are technological resources that enable the teacher may expand their pedagogical practice giving different approaches to the topic being addressed, thus making it attractive and their teaching practice for pupils, but these resources can bring to your content of conceptual mistakes that imply a difficulty in learning of fear. However the practical lessons of the field bring advantages of encouraging students in the senses like smell and touch, but bring difficulties such as transportation of students to the study environment and need more time for discussion of topics. Against this discussion the research objectives were to perform the analysis content (image, text, animation, video) found on objects learning that address natural terrestrial ecosystems point of view of constructivist theory of knowledge. Besides the analysis of content, we intend to investigate from the perspective of teachers. Possible limitations encountered in using the new technological tools to supplement lectures practical classes compared field. The survey was conducted in three stages. The first time was made to search the site RIVED (Virtual Interactive Network for Education) of learning objects to be analyzed in the survey that addressed the Terrestrial Ecosystems theme... (Complete abstract click electronic access below)

Submitted by Biblioteca Central (biblioteca@unicap.br) on 2018-07-06T13:25:11Z No. of bitstreams: 2 maria_edjane_paixao.pdf: 1199872 bytes, checksum: b6844dfdbb3fbb8e45e80b9f92ad76db (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-07-06T13:25:11Z (GMT). No. of bitstreams: 2 maria_edjane_paixao.pdf: 1199872 bytes, checksum: b6844dfdbb3fbb8e45e80b9f92ad76db (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-11-24 / The study reflects about practices of Religious education on a advanced perspective, illustrates conceptions to a foundation of this practices. We reflect about a reality of the world Post-Modern, understand that face this reality require a citizen formation that set free, this imply, to be critic and participatory to face the world replete of contradictions and a change of values, imposing to men and women a subordinate situation in front of capitalist system. The research relates a espistemological conception of Religious education to the practices of education that enable students the critical formation about reality/world. We assume the principle that Education Religious –ER has a historical reality that places it as the teaching of a single religion, which changes after republic, from understanding of Secular State. This Job has how porpuse reflect the practices of ER on an approach of Sciences of the Religious, because it helps the understanding of the religious phenomenon interdisciplinary and trandisciplinary perspective. Think about the practices of education on a epistemological conception remit to us Freireana approach, more specifically the Victim Pedagogy. The study show to us that practices od education on a advanced perspective requires enlargement of docent formation to an increase in value of component Religious Education and fundamentally to effectuation of practices that helps the subjects formation free, autonomic and engaged to a fair, ethical and equitable society social. / O estudo reflete sobre as práticas de ensino em uma perspectiva emancipatória e aborda as concepçoes de Ensino Religioso para uma fundamentação dessas práticas. Refletimos sobre a realidade do mundo pós–moderno, entendendo que o enfrentamento dessa realidade exige uma formação cidadã que liberta, isso significa ser crítico e participativo no enfrentamento do mundo recheado de contradições e de mudanças de valores que colocam o homem na situação subalterna frente ao sistema capitalista. A pesquisa relaciona a concepção epistemológica do Ensino Religioso às práticas de ensino que possibilita aos estudantes a formação crítica sobre a realidade/mundo. Partimos do princípio que o Ensino Religioso - ER apresenta uma realidade histórica que o coloca como o ensino de uma única religião, isso muda após a República, a partir da compreensão do Estado Laico. Este trabalho tem como objetivo refletir as práticas de ER em uma abordagem da Ciência da Religião, pois ajuda a compreensão do fenômeno religioso numa perpectiva interdisciplinar e transdisciplinar. Pensar sobre as práticas de ensino numa concepção epistemológica nos remete a uma abordagem Freireana, mais especificamente à Pedagogia do Oprimido. O estudo nos mostrou que as práticas de ensino na perpectiva emancipatória exigem ampliação da formação dos docentes para uma valorização do componente Ensino Religioso e fundamentalmente para efetivação de práticas que ajudem a formação de sujeitos livres, autônomos e comprometidos com uma sociedade justa, ética e com equidade social.

La docencia universitaria ha sido y es eje de distintas investigaciones, aquí el interés se centra en la construcción del conocimiento práctico docente desde distintas áreas del conocimiento. Fundamentalmente la indagación busca comprender la complejidad y particularidad de la interrelación entre el marco epistemológico personal y lo pedagógico didáctico del conocimiento docente desde las características de las propias disciplinas y en el marco de un contexto socio-cultural e institucional propio. Entiendo al conocimiento docente como una construcción en donde existe una conexión estrecha entre la acción de la enseñanza y su reflexión (Meijer, 1999; Perrenoud, 2004; Schön, 1992; Tardif, 2004). Es un conocimiento que está enraizado con la práctica. Además es un conocimiento práctico personal (Elbaz, 1983; Clandinin & Connelly, 1988), porque pertenece a la persona (Tardif, 2004), al profesor, está fuertemente influenciado por sus vivencias, experiencias, biografía tanto personal como profesional. Es un conocimiento idiosincrático (Montero, 2001). Pero no solamente influyen factores personales y biográficos propios, sino que además influyen en su construcción y desarrollo, la cultura disciplinar (Becher, 1994), el contexto institucional y organizacional en la cual esté inserto (Feixas, 2004). En cuanto al proceso de investigación, se desarrolla dentro del marco de una tesis doctoral en donde la metodología de trabajo es el estudio cualitativo de casos instrumental (Stake, 1994). Participan tres profesores universitarios de la Universidad de Barcelona considerados buenos docentes por sus prácticas de enseñanza tanto por sus colegas como por sus estudiantes. Cada uno de ellos pertenece a tres áreas de conocimiento distintas: Economía, Matemáticas y Medicina. A través de una aproximación fenomenológica hermenéutica (Creswell, 2007) se pretende acercar al fenómeno desde la perspectiva de los mismos protagonistas (los docentes) e interpretarlos, dentro del escenario natural de su desarrollo. Es por ello que uno de los instrumentos de recogida de información más relevante del estudio es la observación no participante de las sesiones de clase de todo un semestre. También se utilizan: las conversaciones informales con los profesores, la entrevista en profundidad y el análisis de material curricular y didáctico, y documentos de la política docente institucional. El análisis de la información se hace siguiendo la propuesta de Glaser y Strauss (1967) de comparación constante, como un proceso fuertemente inductivo de construcción de categorías y metacategorías. Como consecuencia del mismo los resultados se organizan por medio de cuatro informes. Cada uno de los tres primeros profundiza la mirada en la particularidad y riqueza de cada uno de los tres casos; por el contrario el cuarto informe resalta un análisis transversal de los profesores. Por último cabe resaltar que los resultados revelan un conocimiento práctico docente que se constituye en un entretejido complejo entre lo disciplinar y lo pedagógico-didáctico entre otras dimensiones que se ponen en juego. Además y dada la naturaleza del conocimiento docente, la dimensión disciplinar emerge al servicio de lo pedagógico didáctico, sin que por ello dicha dimensión disciplinar pierda su relevancia, todo lo contrario es fundamental un conocimiento de las estructuras del mismo. / University teaching has been and is already the focus of different researches. In this case the interest is centred on teacher practical knowledge construction within different disciplines. The aim of the research is to comprehend the complexity and particularity of the relationship between personal epistemology frame and pedagogical-didactic approach of teacher knowledge from different knowledge areas, immerse in a socio-cultural and institutional context. This research process has been developed within a Phd thesis work where the methodology was a qualitative instrumental study case (Stake, 1994). Three university teachers participated in the research as instrumental cases, the three of them where positive valued not only by their students but also by their colleagues. Each of them belongs to different knowledge fields: Economy, Mathematics and Medicine. Besides, it is a hermeneutic phenomenological approach, where the interest is focus on the phenomena from the protagonist point of view, and interpret them, (Creswell, 2007) within natural settings. Non- participative classes’ observation was one of the main data gatherings. Also, non formal conversation before and after classes sessions with the professors, two in depth interviews with each of them, and curriculum material and institutional documents analysis completed data instruments gathering. Concerning data analysis it was a constant comparative method (Glaser & Strauss, 1967) where categories and metacategories were constructed in an inductive process. Finally, it is possible to remark that the results show out a practical teacher knowledge where the subject matter knowledge and pedagogical-didactical relationship it is complex and intertwined. The nature of teacher knowledge reveals that discipline dimension is subordinated to pedagogical one. This doesn’t mean that a profound content knowledge is indispensable within this relationship.

The aim of the presented work is to map the issue of pedagogical practice regarding its importance in the decision-making of future teachers about entering or not entering the profession, evaluate its benefits for students and outline possible changes in undergraduate teacher training. The presented text contains two main parts, namely the theoretical part and the practical part. The theoretical part consists of chapters dealing with the training of future teachers. The first chapter defines the key concepts in the field. The second chapter follows the general characteristics of pedagogical practice as an integral part of the study of teaching. The core of the text then consists of a passage, the content of which is specifically focused on the description of the special importance of the training of future teachers. The design of the research survey in the practical part is based on a qualitative methodology, primarily the use of the method of explanatory case study. Data collection is realized through semi-structured interviews with individual students, where a large amount of data is collected from a few respondents. A thorough examination of a small sample of respondents will help to understand similar cases. Furthermore, the theoretical part defined key terms related to the topic. Terms such as...