Submitted by Daniele Amaral (daniee_ni@hotmail.com) on 2016-10-21T16:40:39Z No. of bitstreams: 1 DissAFR.pdf: 2278033 bytes, checksum: c7c90860ad15e7ba874ca20e2461507d (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-11-08T18:58:03Z (GMT) No. of bitstreams: 1 DissAFR.pdf: 2278033 bytes, checksum: c7c90860ad15e7ba874ca20e2461507d (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-11-08T18:58:30Z (GMT) No. of bitstreams: 1 DissAFR.pdf: 2278033 bytes, checksum: c7c90860ad15e7ba874ca20e2461507d (MD5) / Made available in DSpace on 2016-11-08T19:01:16Z (GMT). No. of bitstreams: 1 DissAFR.pdf: 2278033 bytes, checksum: c7c90860ad15e7ba874ca20e2461507d (MD5) Previous issue date: 2016-08-03 / Não recebi financiamento / The student learning obtained by memorizing the information transmitted by the teacher's narrative, for further reproduction in the assessment, shows that the classic way of teaching, leads to a mechanical and not significant learning. The proposal of this study is to report the development and application of a Potentially Meaningful Teaching Unit (PMTU) proposed by Moreira, based on the Theory of Meaningful Learning of Ausubel. The proposal was drawn up using the PMTU steps in which, at first the survey of students' prior knowledge about the theme vectors was performed through the collective construction of a conceptual map and then the content of vectors was presented more generally through problem- situations. From that on, each vector operation was addressed more specifically, aiming the progressive differentiation and the integrative reconciliation. The students' performance was accomplished through their active participation and motivation in solving the problem-situations, in class debates, in the construction of maps, in simulations and video productions, that is with the use of The Information and Communication New Technologies of (ICNT). The concepts that were discussed and presented in accordance with the steps of PMTU: scalar greatness, vector greatness, trigonometric relationships in the triangle rectangle, vector addition by the polygon, the parallelogram and components methods, scalar product (real number) by one vector, scalar product and vector product of two vectors. The use of this sequence showed the evidence of occurrence of significant learning by the students and, therefore, many of the difficulties of high school students understanding have been overcome, since they are now familiar with the determination of some physical greatness, through operations with vectors presented in analytical geometry. / A aprendizagem do aluno obtida somente através da memorização das informações transmitidas pela narrativa do professor, para posterior reprodução na avaliação, mostra que a maneira clássica de ensinar, leva a uma aprendizagem mecânica e não significativa. A proposta deste trabalho é relatar o desenvolvimento e a aplicação de uma Unidade de Ensino Potencialmente Significativa (UEPS) proposta por Moreira, baseada na Teoria da Aprendizagem Significativa de Ausubel. A mesma foi elaborada seguindo os passos da UEPS onde, num primeiro momento fez-se o levantamento dos conhecimentos prévios dos alunos acerca do tema vetores através da construção de um mapa mental e, em seguida foi apresentado o conteúdo de vetores de forma mais geral, através de situações-problemas. A partir daí, cada operação com vetores foi abordada de maneira mais específica, visando à diferenciação progressiva e à reconciliação integradora. O desempenho dos alunos se deu pela participação ativa e motivação dos mesmos nas resoluções das situações-problemas, nos debates em sala, nas construções de mapas, nas simulações e na produção de vídeo, ou seja, no uso das Novas Tecnologias da Informação e Comunicação (NTIC). Os conceitos que foram abordados e apresentados de acordo com os passos da UEPS: grandeza escalar, grandeza vetorial, relações trigonométricas no triângulo retângulo, adição vetorial pelos métodos do polígono, do paralelogramo e das componentes, produto de escalar (número real) por um vetor, produto escalar e produto vetorial de dois vetores. A utilização dessa sequência apontou evidências da ocorrência de aprendizagem significativa por parte dos alunos e, com isso, muitas das dificuldades de compreensão dos alunos do Ensino Médio foram superadas, uma vez que agora estão familiarizados com a determinação de algumas grandezas físicas, através de operações com vetores, apresentadas na Geometria Analítica.

Notre recherche a pour objectif d’améliorer la didactique de l’argumentation dans les classes de Français langue étrangère au Vietnam. L’étude s’appuie sur l’hypothèse que les étudiants participent à une culture où l’autorité est très importante et qu’il faut, par conséquent, mettre le problème de la relation des étudiants avec l’autorité à la base de leurs difficultés à entrer dans des discussions argumentatives. Dans cette perspective, parler, manifester son désaccord, traiter un désaccord dans une relation d’autorité et, surtout, dans une société marquée par l’autorité et le consensus n’est pas quelque chose d’évident. De même, savoir utiliser et critiquer l’argument d’autorité dans un échange argumentatif est censé être difficile.Notre travail s’articule sur quatre parties. La première repose sur le principe méthodologique selon lequel travailler l’argumentation en français langue étrangère suppose qu’on travaille aussi, en parallèle, la capacité d’argumenter comme capacité linguistique générale et la capacité d’argumenter dans sa propre langue, le vietnamien. Ensuite, la deuxième partie est consacrée à l’étude du langage argumentatif dans une perspective contrastive français-vietnamien. Nous tenterons de traduire en vietnamien des termes et des expressions qui sont, certes, très élémentaires, mais néanmoins susceptibles de poser à nos étudiants des difficultés de compréhension. La troisième partie s’intéresse à l’autorité et au raisonnement par autorité, qui joue un rôle déterminant dans la façon d’argumenter des Vietnamiens. Nous avons essayé d’expliquer pourquoi les Vietnamiens sont « sages » en interaction tout en rendant compte de la prégnance de la « préférence pour l'accord » en vietnamien, ce qui se manifeste clairement à travers des proverbes et des locutions traditionnelles, et de montrer comment cette tendance s'articule avec une pratique « dialectique » du langage, qui pèse toujours le pour et le contre et qui refuse la polémicité. Nous avons analysé une question actuellement très débattue au Vietnam : l’exploitation de la bauxite. Ce travail a un double objectif : il vise d’une part à illustrer la maîtrise de l’argumentation des Vietnamiens, d’autre part sert de fil de conducteur pour la quatrième partie. Cette dernière, par l’élaboration des unités didactiques portant sur des thèmes d’actualité, notamment la question du clonage, vise à proposer une nouvelle démarche d’enseignement/apprentissage en vue d’une amélioration de la didactique de l’argumentation dans les classes de français langue étrangère au Vietnam, démarche fondée sur l’appropriation des contenus argumentatifs, et remettant en cause la trop fameuse « passivité vietnamienne ». / The aim of this dissertation is to improve the teaching of argumentation in classes of French as a foreign language in Vietnam. The study is based on the assumption that the Vietnamese students are influenced by a particular culture where authority is very important; therefore the difficulties in participating to argumentative discussions are attributed to inhibitions produced by a complex system of authority. In this perspective, expressing and taking on a disagreement in an academic context marked by authority and consensus, is never so simple. Similarly, knowing when and how to use or criticize the argument of authority in an argumentative conversation is supposed to be difficult.This dissertation is structured in four parts. The first is based on the methodological principle that to teach argumentation in French as a foreign language we have to teach the argumentation as a general language as well as the ability to argue in one’s mother tongue, here Vietnamese. The second part is devoted to study the argumentation language in a contrastive perspective French / Vietnamese. We have translated in Vietnamese words and expressions which are, although basic, difficult to understand for our students. The third section focuses on study of authority and reasoning by authority. We tried to explain why the Vietnamese are "soft" in interaction while reflecting the predominance of "preference for agreement" in Vietnamese. We have extensively analyzed a disputed issue on the exploitation of bauxite in Vietnam. This analysis aims both to demonstrate the intensity of the arguments in contemporary Vietnam, and, on the other hand, it lays the foundation for the fourth part of the dissertation. This last part develops teaching units on various topics of current interest (e.g. cloning), is to propose a new approach to teaching argumentation in French as a second language, grounded in the necessary appropriation of argumentative contents and casting doubt on the too famous “Vietnamese passivity”.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-11-07T11:51:33Z No. of bitstreams: 1 otaviobatistapereirapraca.pdf: 1403971 bytes, checksum: 7f04c31784bc23fbd3d0d3175b35c34f (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-11-09T14:36:52Z (GMT) No. of bitstreams: 1 otaviobatistapereirapraca.pdf: 1403971 bytes, checksum: 7f04c31784bc23fbd3d0d3175b35c34f (MD5) / Made available in DSpace on 2017-11-09T14:36:53Z (GMT). No. of bitstreams: 1 otaviobatistapereirapraca.pdf: 1403971 bytes, checksum: 7f04c31784bc23fbd3d0d3175b35c34f (MD5) Previous issue date: 2017-07-31 / A proposta deste trabalho é implementar uma metodologia que permita ao aluno vislumbrar uma física que se faça presente em seu dia a dia. Tal metodologia intitulada de Unidades de Ensino Potencialmente Significativas (UEPS), tem embasamento nas teorias de aprendizagem significativa de David Ausubel e de desenvolvimento cognitivo de Jean Piaget. Os aspectos sequenciais para desenvolvimento, aplicação e análise de resultados estão descritos ao longo de todo o trabalho. A UEPS aqui proposta tem como foco de ensino, grandezas físicas, unidades de medidas e suas relações e é dividida em 5 aulas descritas, aplicadas e analisadas para efeito de constatação de efetividade do método. Essa UEPS conta ainda com um aperfeiçoamento visando aumentar a capacidade de concentração, raciocínio lógico e consequentemente desenvolvimento cognitivo através dos módulos de aquecimento lógico. Através dessa metodologia foi possível permitir e constatar um aprendizado em nível bem considerável sobre o processo histórico, aplicação no dia a dia e apresentação de soluções para situações problemas referentes ao tema abordado. Todo o material utilizado se encontra de forma bem detalhada no apêndice A, com textos voltado ao professor e no apêndice B de forma pronta para aplicação em sala de aula. Juntos os apêndices A e B compõe o Produto Educacional ao qual se propõe esse trabalho e tem por finalidade auxiliar na aplicação e no desenvolvimento de novas UEPS no intuito de proporcionar um ensino de Física mais interessante, prazeroso e eficaz. / The proposal of this work is to implement a methodology that allows the student to glimpse a physics that will be present in their daily life. This methodology, entitled Potentially Significant Teaching Units (PSTU), is based on David Ausubel's significant learning theories and Jean Piaget's cognitive development. The sequential aspects for development, application and analysis of results are described throughout the work. The PSTU presented is focused on teaching, physical quantities, units of measures and their relationships and is divided into 5 classes described, applied and analyzed for effectiveness of the method. This PSTU also has an improvement in order to increase the capacity of concentration, logical reasoning and consequently cognitive development through the logical heating modules. Through this methodology it was possible to allow and verify a considerable learning about the historical process, application in the day to day and presentation of solutions to problems situations related to the topic subject. All the material used is detailed in Appendix A, with texts aimed at the teacher and in Appendix B, ready for application in the classroom. Together Appendices A and B compose the Educational Product to which this work is proposed and is intended in the implementation and development of new PSTU in order to provide a more interesting, pleasurable and effective Physics teaching.