The concept of the Canberra Teaching Resources Centre was derived partly from the teachers' centre movement which originated in England and to a lesser extent from the American educational materials centre concept. This field study uses historical method to trace the establishment and development of the Centre with an emphasis on the role of its first Director. The planning initiative lay with the Commonwealth Department of Education and Science from 1968 to 1972 although considerable teacher input was invited and received in 1970. Originally seen as a regional centre in the N.S.W. education systemf the Centre, when its Director took up duty in 1972, was influenced by educational reports of A.C.T. and national significance and in 1974 became part of the Interim A.C.T. Schools Authority. It operated in a limited way in 1973 but was ready by 1974 to act not only as a teachers' centre for the A.C.T. but as an agency of the new education system. The Centre's activities, involving integration of five main functions, expanded rapidly in 1974 and 1975. Demand as a meeting place for teachers soon overtaxed accommodation in the City Education Centre and additional space was acquired in Griffith Infants' School late in 1975. Displays of educational material evoked the least response from teachers. Demands on the multi-media Library's loan service grew so quickly that related services could not be developed. The entrepreneurial in-service education activities expanded quickly in volume and range and played an important part in establishing a new system. Audio-visual services developed more slowly and production of curriculum materials was just beginning in 1976. While teacher demand continued to grow, the Centre's development was held back from late 1975 by government economic policy and in mid-1976 it faced serious staffing and accommodation constraints. Closer integration with the Authority's Curriculum Branch selmed the Centre's most likely future path.

Made available in DSpace on 2014-06-11T19:24:11Z (GMT). No. of bitstreams: 0 Previous issue date: 2001-03Bitstream added on 2014-06-13T19:30:50Z : No. of bitstreams: 1 silva_ja_me_prud.pdf: 6856474 bytes, checksum: 8f28f9abc92cd14cfcc39631792e58dc (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Os objetivos da presente pesquisa foram compreender e verificar o uso, no cotidiano escolar, dos recursos de apoio didático-pedagógico na educação ambiental, fazer uma reflexão sobre a utilização dos mesmos e contribuir com a exemplificação de técnicas e conceitos para produção e adequação de recursos didáticos para abordagem do tema no ensino fundamental, médio e superior. Para alcançar os objetivos procurou-se, através de cursos, assessorias, oficinas pedagógicas e entrevistas, identificar os recursos de apoio didático que são utilizados nas escolas públicas do Pontal do Paranapanema para abordagem da educação ambiental e sugerir, através de capacitação técnica, os recursos didáticos mais adequados para abordagem do tema. Pode-se verificar através das experiências o uso inadequado dos recursos didáticos para abordagem da educação ambiental e falta de uma orientação técnica permanente para capacitação dos professores. No desenvolvimento da pesquisa foi possível fazer a capacitação de 310 professores e coordenadores pedagógicos, além de contribuir para a formação de 78 acadêmicos de cursos de Geografia. A educação ambiental no ensino formal das escolas públicas, precisa de um direcionamento objetivo e uma resposta política para que verdadeiramente seja viabilizada adequadamente. / The main objectives of this research were, firstly, to understand and verify the everyday use of the pedagogical and teaching support resources in the Environmental Education, secondly, to reflect about the use of those resources and, finally, to contribute by giving examples of techniques and concepts to the production and properness of such resources to enable the teaching of the subject on the basic level, high school and university courses. In order to reach those aims there was an attempt to identify the pedagogical support resources which were being used in the western region of São Paulo state - the þþPontal do Paranapanemaþþ. That aim was obtained by means of courses, pedagogical workshops and interviews. Afterwards, it was suggested through technical training, the most adequate teaching forms for the subject. It was possible to verify, through the experiences, the inadequate use of the teaching resources for the mentioned subject as well as a lack of a permanent technical orientation to enable the teachersþ knowledge. During the survey 310 teachers and pedagogical coordinators received the orientations. Beside that, 78 graduating students on geography also took advantage of the techniques. The environmental education as it is taught in public schools needs an accurate direction and a political answer so that it can be properly reached.

Este projeto iniciou-se a partir da constatação de experiências do professor/pesquisador durante as aulas de matemática com relação ao comportamento dos alunos que demonstravam certa de ansiedade devido aos fracassos nas tentativas de aprender da forma tradicional. Para o desenvolvimento do projeto e análise dos resultados foi utilizada a Pesquisa Qualitativa, por ser um instrumento capaz de captar os valores, crenças e sentimentos humanos dando assim um significado às suas ações. Embasado pelas orientações de Lorenzato é relatada a implantação do Laboratório de Ensino de Matemática (LEM) numa escola particular cujas atividades foram realizadas com alunos do 9º ano do ensino fundamental. A proposta contempla a utilização de materiais didáticos, manipulativos e outros recursos pedagógicos para o ensino de função e de trigonometria dentro do LEM. A análise de dados foi embasada nos Registros de Representações Semiótica (RRS) de Duval, foram também consideradas as principais tendências em educação matemática, seus principais autores como D\'Ambrosio, na Etnomatematica; Biembengut, na Modelagem Matemática; Onuchic e Allevato, na Resolução de Problemas; Borba e Penteado nas Tecnologias de Informação e Comunicação (TIC), Smole nos jogos e nas orientações dos Parâmetros Curriculares Nacionais (PCN). A partir dos resultados obtidos foi constatado, por meio de questionários, observação do comportamento e das avaliações, uma melhora no entendimento dos conceitos de função e de trigonometria. Além disso, observou-se um aumento na compreensão de problemas matemáticos colocados pelo professor/pesquisador, amenizando a ansiedade em relação à matemática. / This project started from the teacher observation report in Mathematic lessons which had shown certain degree of anxiety in student\'s behavior in relation to failures of traditional method of learning. To develop the project and the outcome of analysis was employed Qualitative Research, to be an instrument capable to grasp the values, beliefs and human feelings thus giving signification to their actions. Based upon the Lorenzato guidelines is reported the implementation of the Mathematics Teaching Laboratory in a private school which activities were carried out with students from 9th grade of elementary school.The bringing considers the use of teaching materials, manipulatives and other teaching methods for teaching function and trigonometry in the Mathematics Teaching Laboratory. Data assays was based on semiotics representations records (RRS) Duval, were considered the major trends in mathematics teaching, its main authors like D\'Ambrosio, in Ethnomathematics; Biembengut in Mathematical Modeling; Onuchic and Allevato in Troubleshooting; Borba and Penteado in Information and Communication Technologies; Smole in classroom games and the guidelines of the National Curriculum Parameters. From the results it was found, by means of questioning, report of students behavior and tests, an improving in learning the concepts of function and trigonometry. In addition, there was an increase in understading mathematical problems posed by the teacher/ researcher, which reduced anxiety in relation to mathematics.

Abstract Since 1995, the Ministry of Education has been campaigning for the establishment of a teaching resources center of local culture in every county and city across Taiwan, and the center in Penghu, founded by Dongwei Elementary School under a Dec. 1998 command by Penghu county government, started to run on the first day of August in 1999. However, due to the failure of the local authority of educational administration to pose a reasonable and durable mechanism of management, in recent years the operation of the center has almost come to a complete stop. From an eco-philosophical point of view, the center focuses on the realization of the relationships built up amongst people, their local environment, and the nature. Located in a community rich in humanity and culture as well as natural resources, Penghu Teaching Resources Center of Local Culture should bring the school and the community tightly together, leading the teaching of local culture right into the community, the land where everything the center itself is about comes from. On the other hand, as museology evolves into its new form, ecomuseological theories and their successful applications have gradually taken the place of traditional, stereotypical operations of exhibitions. In this study, considering the nature of local culture teaching, the researcher has explored every possibility of bringing Penghu Teaching Resources Center of Local Culture back to prosperity again by introducing the element of ecomuseology. Digging deep into the literature concerning local culture teaching as well as ecomuseology and analyzing pools of data gathered from depth interviews, the researcher has come to the following conclusions: 1. The center should be ecologically combined with its community resources so that local culture teaching can always stay alive and up to date. 2. Following the 21st century museological trend, the center should offer its full services to cover areas of not only displaying but also education and recreation, turning static exhibitions into live experiences. 3. From an ecomuseological point of view, the center can be constructed as a whole exhibition network with a variety of routes extended out from the community. 4. Under the threats of other exhibition places that serve similar purposes, the center should secure its uniqueness by focusing on its specialty in education, turning competition into cooperation and creating a win-win situation. 5. The localism center should have full financial and human resources support from the authorities with its rank and power properly promoted. 6. Participation of local residents should be encouraged with volunteers recruited from the community to work as tour guides and commentators. This way, the center gets to live on with tours going deep from superficial sightseeing into the marrow of the local culture.

Orientador: Arlete Aparecida Correia Meneguette / Resumo: Os objetivos da presente pesquisa foram compreender e verificar o uso, no cotidiano escolar, dos recursos de apoio didático-pedagógico na educação ambiental, fazer uma reflexão sobre a utilização dos mesmos e contribuir com a exemplificação de técnicas e conceitos para produção e adequação de recursos didáticos para abordagem do tema no ensino fundamental, médio e superior. Para alcançar os objetivos procurou-se, através de cursos, assessorias, oficinas pedagógicas e entrevistas, identificar os recursos de apoio didático que são utilizados nas escolas públicas do Pontal do Paranapanema para abordagem da educação ambiental e sugerir, através de capacitação técnica, os recursos didáticos mais adequados para abordagem do tema. Pode-se verificar através das experiências o uso inadequado dos recursos didáticos para abordagem da educação ambiental e falta de uma orientação técnica permanente para capacitação dos professores. No desenvolvimento da pesquisa foi possível fazer a capacitação de 310 professores e coordenadores pedagógicos, além de contribuir para a formação de 78 acadêmicos de cursos de Geografia. A educação ambiental no ensino formal das escolas públicas, precisa de um direcionamento objetivo e uma resposta política para que verdadeiramente seja viabilizada adequadamente. / Abstract: The main objectives of this research were, firstly, to understand and verify the everyday use of the pedagogical and teaching support resources in the Environmental Education, secondly, to reflect about the use of those resources and, finally, to contribute by giving examples of techniques and concepts to the production and properness of such resources to enable the teaching of the subject on the basic level, high school and university courses. In order to reach those aims there was an attempt to identify the pedagogical support resources which were being used in the western region of São Paulo state - the þþPontal do Paranapanemaþþ. That aim was obtained by means of courses, pedagogical workshops and interviews. Afterwards, it was suggested through technical training, the most adequate teaching forms for the subject. It was possible to verify, through the experiences, the inadequate use of the teaching resources for the mentioned subject as well as a lack of a permanent technical orientation to enable the teachersþ knowledge. During the survey 310 teachers and pedagogical coordinators received the orientations. Beside that, 78 graduating students on geography also took advantage of the techniques. The environmental education as it is taught in public schools needs an accurate direction and a political answer so that it can be properly reached. / Mestre

Made available in DSpace on 2014-06-11T19:24:20Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-02-11Bitstream added on 2014-06-13T18:20:39Z : No. of bitstreams: 1 lambertucci_h_me_rcla.pdf: 1033049 bytes, checksum: aea621229d811427d00f115bf1550b5d (MD5) / Secretaria de Educação do Estado de São Paulo / Levando-se em consideração que entre outras ações, o Estado brasileiro tem produzido materiais didáticos, resultado de políticas públicas, que são colocados à disposição dos educadores para subsidiar a sua prática no desenvolvimento de atividades e/ou projetos de Educação Ambiental nas escolas, torna-se de grande importância o desenvolvimento de pesquisas que analisem estes materiais de maneira crítica. Nesta pesquisa buscou-se analisar os materiais didáticos produzidos pelos governos Federal e do Estado de São Paulo, no período de 1988 a 2005, para as Escolas Públicas de Ensino Fundamental, Ciclo II, buscando identificar as concepções de Educação Ambiental, bem como as práticas pedagógicas presentes nestes materiais. Trata-se de uma pesquisa documental, de natureza qualitativa, cuja metodologia utilizada é a da “análise de conteúdo”. Os resultados revelaram três concepções de Educação Ambiental presentes nos materiais analisados, a saber: concepção que relaciona a Educação Ambiental à resolução de problemas, concepção que relaciona a Educação Ambiental à conscientização para o uso racional dos recursos naturais e/ou consumo sustentável e concepção que relaciona a Educação Ambiental a conflitos socioambientais. Em relação às práticas pedagógicas presentes nos materiais, a análise revelou que, de maneira geral, tais práticas estão comprometidas com uma concepção de ensino-aprendizagem em que o aluno é o sujeito e o professor é o mediador deste processo. Embora, as práticas pedagógicas sugeridas nos materiais adotem em relação ao processo de ensino-aprendizagem uma postura que pode ser entendida como “inovadora”, é importante destacar que, contraditoriamente, a natureza dos materiais privilegia uma abordagem prescritiva. / Considering that the Brazilian State has published teaching resources which are a result of public policies and are put at the educator’s disposal to subsidize the development of Environmental Education activities and/or projects in the schools, it is very important to develop researches that analyze these materials in a critical way. This research aims at analyzing the resources published to be used in Elementary Public Schools by the Federal Government and São Paulo State Government between 1988 and 2005, trying to identify the conceptions of Environmental Education as well as the pedagogic practices which are present in these materials. It is a documental and qualitative research, based on a “content analysis” methodology. The results revealed three conceptions of Environmental Education which are present in the analyzed material: a conception that relates the Environmental Education to problem solving; a conception that relates the Environmental Education to the awareness for the rational use of natural resources and/or sustainable consumption and the conception that relates the Environmental Education to social and environmental conflicts. Concerning the pedagogic practices which are present in these teaching resources, the analysis showed that, in general, such practices are related to a teaching-learning conception in which the Student is the subject and the Teacher is the mediator. Although the pedagogic practices suggested in the materials present an “innovative” proposal, it is important to emphasize that, contradictorily, the nature of these materials privilege a prescriptive approach.

Orientador: Rosa Maria Feiteiro Cavalari / Banca: Angela Maria Zanon / Banca: Luiz Carlos Santana / Resumo: Levando-se em consideração que entre outras ações, o Estado brasileiro tem produzido materiais didáticos, resultado de políticas públicas, que são colocados à disposição dos educadores para subsidiar a sua prática no desenvolvimento de atividades e/ou projetos de Educação Ambiental nas escolas, torna-se de grande importância o desenvolvimento de pesquisas que analisem estes materiais de maneira crítica. Nesta pesquisa buscou-se analisar os materiais didáticos produzidos pelos governos Federal e do Estado de São Paulo, no período de 1988 a 2005, para as Escolas Públicas de Ensino Fundamental, Ciclo II, buscando identificar as concepções de Educação Ambiental, bem como as práticas pedagógicas presentes nestes materiais. Trata-se de uma pesquisa documental, de natureza qualitativa, cuja metodologia utilizada é a da "análise de conteúdo". Os resultados revelaram três concepções de Educação Ambiental presentes nos materiais analisados, a saber: concepção que relaciona a Educação Ambiental à resolução de problemas, concepção que relaciona a Educação Ambiental à conscientização para o uso racional dos recursos naturais e/ou consumo sustentável e concepção que relaciona a Educação Ambiental a conflitos socioambientais. Em relação às práticas pedagógicas presentes nos materiais, a análise revelou que, de maneira geral, tais práticas estão comprometidas com uma concepção de ensino-aprendizagem em que o aluno é o sujeito e o professor é o mediador deste processo. Embora, as práticas pedagógicas sugeridas nos materiais adotem em relação ao processo de ensino-aprendizagem uma postura que pode ser entendida como "inovadora", é importante destacar que, contraditoriamente, a natureza dos materiais privilegia uma abordagem prescritiva. / Abstract: Considering that the Brazilian State has published teaching resources which are a result of public policies and are put at the educator's disposal to subsidize the development of Environmental Education activities and/or projects in the schools, it is very important to develop researches that analyze these materials in a critical way. This research aims at analyzing the resources published to be used in Elementary Public Schools by the Federal Government and São Paulo State Government between 1988 and 2005, trying to identify the conceptions of Environmental Education as well as the pedagogic practices which are present in these materials. It is a documental and qualitative research, based on a "content analysis" methodology. The results revealed three conceptions of Environmental Education which are present in the analyzed material: a conception that relates the Environmental Education to problem solving; a conception that relates the Environmental Education to the awareness for the rational use of natural resources and/or sustainable consumption and the conception that relates the Environmental Education to social and environmental conflicts. Concerning the pedagogic practices which are present in these teaching resources, the analysis showed that, in general, such practices are related to a teaching-learning conception in which the Student is the subject and the Teacher is the mediator. Although the pedagogic practices suggested in the materials present an "innovative" proposal, it is important to emphasize that, contradictorily, the nature of these materials privilege a prescriptive approach. / Mestre

Este projeto iniciou-se a partir da constatação de experiências do professor/pesquisador durante as aulas de matemática com relação ao comportamento dos alunos que demonstravam certa de ansiedade devido aos fracassos nas tentativas de aprender da forma tradicional. Para o desenvolvimento do projeto e análise dos resultados foi utilizada a Pesquisa Qualitativa, por ser um instrumento capaz de captar os valores, crenças e sentimentos humanos dando assim um significado às suas ações. Embasado pelas orientações de Lorenzato é relatada a implantação do Laboratório de Ensino de Matemática (LEM) numa escola particular cujas atividades foram realizadas com alunos do 9º ano do ensino fundamental. A proposta contempla a utilização de materiais didáticos, manipulativos e outros recursos pedagógicos para o ensino de função e de trigonometria dentro do LEM. A análise de dados foi embasada nos Registros de Representações Semiótica (RRS) de Duval, foram também consideradas as principais tendências em educação matemática, seus principais autores como D\'Ambrosio, na Etnomatematica; Biembengut, na Modelagem Matemática; Onuchic e Allevato, na Resolução de Problemas; Borba e Penteado nas Tecnologias de Informação e Comunicação (TIC), Smole nos jogos e nas orientações dos Parâmetros Curriculares Nacionais (PCN). A partir dos resultados obtidos foi constatado, por meio de questionários, observação do comportamento e das avaliações, uma melhora no entendimento dos conceitos de função e de trigonometria. Além disso, observou-se um aumento na compreensão de problemas matemáticos colocados pelo professor/pesquisador, amenizando a ansiedade em relação à matemática. / This project started from the teacher observation report in Mathematic lessons which had shown certain degree of anxiety in student\'s behavior in relation to failures of traditional method of learning. To develop the project and the outcome of analysis was employed Qualitative Research, to be an instrument capable to grasp the values, beliefs and human feelings thus giving signification to their actions. Based upon the Lorenzato guidelines is reported the implementation of the Mathematics Teaching Laboratory in a private school which activities were carried out with students from 9th grade of elementary school.The bringing considers the use of teaching materials, manipulatives and other teaching methods for teaching function and trigonometry in the Mathematics Teaching Laboratory. Data assays was based on semiotics representations records (RRS) Duval, were considered the major trends in mathematics teaching, its main authors like D\'Ambrosio, in Ethnomathematics; Biembengut in Mathematical Modeling; Onuchic and Allevato in Troubleshooting; Borba and Penteado in Information and Communication Technologies; Smole in classroom games and the guidelines of the National Curriculum Parameters. From the results it was found, by means of questioning, report of students behavior and tests, an improving in learning the concepts of function and trigonometry. In addition, there was an increase in understading mathematical problems posed by the teacher/ researcher, which reduced anxiety in relation to mathematics.

This essay aims to compare two EFL (English as a Foreign Language) textbooks by using a multimodal discourse analysis in order to find out how EFL textbooks have changed in design and visually. In this essay the textual content is treated as one of several pillars making up design, this essay is interested in the visual changes. This analysis is done using two EFL textbooks with twenty years in between them, both are used in the same school by different teachers. A study like this is going to be published later this year but that study includes three subjects (English being one of them) and starts with textbooks from the 1930s up until now. In this essay, two chapters of each textbook will be looked at  in a closer analysis to represent each textbook; every page is analyzed without first reading the text. The conclusion of this essay is that the written communication still seem to be the most credible of the different communicative methods of making meaning, however, it is no longer the only credible way of making meaning.

Orientador: Sérgio Ferreira do Amaral / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T08:14:17Z (GMT). No. of bitstreams: 1 Maddalena_TaniaLucia_M.pdf: 3560884 bytes, checksum: 2abeea4f014bd99d7e400725d8e721c9 (MD5) Previous issue date: 2013 / Resumo: Novas práticas de ensino-aprendizagem de línguas estrangeiras em espaços virtuais vêm se estabelecendo a partir do acesso e do uso criativo das Tecnologias da Informação e Comunicação (TIC). Frente ao novo contexto, a formação continuada de professores numa diversidade de linguagens (visuais, audiovisuais, hipermediais, digitais) e nas práticas de Letramento Digital é um desafio da educação do século XXI. A presente pesquisa, pensada e concebida como pesquisa-ação, nos termos de Barbier (2002), pretendeu avançar numa contextualização da utilização, criação e autoria de Recursos Educativos Digitais para o ensino do espanhol no Brasil, focando na concepção do professor-autor do seu próprio material educativo mediatizado pelas TIC no atual contexto contemporâneo da Cibercultura. O trabalho de campo, realizado entre setembro 2012 e junho 2013, se constituiu em um curso de formação continuada para professores de espanhol oferecido na modalidade de educação a distância. O grupo discente do curso foi composto por 60 professores de Espanhol como Língua Estrangeira (ELE) de escolas públicas das regiões sul, sudeste e centro-leste do Brasil. A proposta curricular foi oferecer a oportunidade de aperfeiçoamento no uso crítico das TIC, edição digital, e participação ativa na Internet, numa lógica de propostas didático-pedagógicas que promoveram a autoria de Recursos Educativos Digitais para o ensino do espanhol nas redes virtuais / Abstract: New practices of teaching and learning of foreign languages in virtual spaces are being established from the access and creative use of Information Technology and Communication (ICT). Compared to that new context, the training of teachers in a variety of languages (visual , audio, hypermedia , digital) and practices of Digital Literacy is a challenge for XXI century education . This research , designed and conceived as action research ( BARBIER, 2002 ) sought to advance a contextualization and the use , creation and authorship of Digital Educational Resources for teaching Spanish in Brazil , focusing on the concept of teacher - author of his educational material itself mediated by ICT in the current contemporary Cyberculture. The fieldwork , conducted between September 2012 and June 2013 , was offered as continuing distance education course for Spanish teacher. There were 60 students of Spanish as a Foreign Language (ELE ) in public schools of South, Southeast and Central -West of Brazil . The proposed curriculum was to provide the opportunity for improvement in the critical use of ICT , digital editing and active participation on the Internet, in the logic of didactic pedagogical proposals that promote authorship of Digital Educational Resources for teaching Spanish in Virtual Networks / Mestrado / Ciencias Sociais na Educação / Mestra em Educação