A presente tese discute e analisa a importância da inclusão de temas como gênero e sexualidade na formação de professores/as da Região da Campanha na perspectiva de uma Educação para a sexualidade, que contemple um viés mais amplo, levando em conta os aspectos culturais, sociais e históricos em relação a esses temas. A pesquisa de abordagem qualitativa, com aporte teórico nos Estudos Culturais e Estudos de Gênero, a partir da perspectiva pós-estruturalista, utilizou a técnica de grupo focal com aluno/as formando/as do Curso de Pedagogia da Universidade da Região da Campanha. Ao longo de seis encontros foram propostas discussões com o intuito de refletir e expor alguns conceitos relacionados com uma Educação para a Sexualidade e as representações expressas através de artefatos culturais como músicas e obras literárias que, de alguma forma, mostravam modos de ser e de viver de homens e mulheres nesta região do Rio Grande do Sul. Também foram pesquisados os currículos dos cursos de Pedagogia, bem como os currículos dos cursos de formação docente em nível médio da região, a fim de verificar se os mesmos possuíam disciplinas voltadas para as questões de gênero, sexualidade e diversidade. Os resultados apontaram a importância de entender as escolas como espaços fundamentais de formação e que os discursos e práticas por elas veiculados afetam modos de ser e de estar no mundo, trazendo a responsabilidade de refletir sobre tais espaços educativos, revendo suas ações, sua estrutura, seus conceitos e poderes. Diante da dificuldade do corpo docente em trabalhar questões em sala de aula no campo da sexualidade e das relações de gênero, esta tese pretende suscitar o debate e levantar subsídios para pensarmos de que forma podemos pensar um currículo de formação que atenda às demandas existentes nas escolas da Região da Campanha. A partir disso, seria interessante propor uma educação que pudesse incorporar as perspectivas que tematizem, exponham e discutam a sexualidade em sua complexidade, como uma construção social, cultural e histórica, ultrapassando assim a dimensão apenas biológica, como geralmente é tratada nos cursos de formação docente e nos diferentes níveis de ensino. / This paper discusses and analyses the importance of including themes like gender and sexuality in the teaching formative process of teachers in the Região da Campanha [The Southernmost Plains Area] within the viewpoint of education for sexuality to be overviewed under a broader bias, taking into account the cultural, social, and historical aspects related to these themes. This was a qualitative-approach research, including technical supplies from Cultural Studies and Gender Studies after a poststructuralist perspective, employing focal group techniques with undergraduate students in the Pedagogy Major of Universidade da Região da Campanha [Southernmost Plains Area University] . Across six meetings discussions were proposed aiming toward musing upon and exposing some concepts related to the field of Education for Sexuality and those representations expressed by means of cultural artifacts like tunes and literary works that somehow showed the ways of being and living in this area of the Rio Grande do Sul state. The curricula in the Pedagogy major was also researched, as well as those of middle-level teaching formation courses in order to spot whether those included courses focused on gender, sexuality, and diversity issues. Results pointed to the importance of understanding schools as ground spaces for the formative years and that discourses and practices carried out by them affect the ways of being and facing the world, allowing for the surfacing of the responsibility of looking upon the aforementioned educational spaces in the way of reviewing its actions, structures, concepts, and powers. After pinpointing the difficulties presented by the faculty bodies when working with sexuality and gender relations issues at class, this thesis intends to raise a debate and gather subsidies to allow for the thinking about a formative curriculum able to satisfy those demands now extant in the schools of the Campanha region. Departing from this it would be interesting to propose a sort of teaching that might embody those viewpoints that would bring up the thematic, exposing and discussing sexuality as a social construction and not as something exclusively biological, subjected to norms and bound to be discarded or left out of the school environment.

La recherche a porté sur les perceptions des apprentissages scolaires d'enseignants de l'Enseignement agricole dans le rapport à leur activité. Nous avions fait l'hypothèse que les enseignants produisent, reproduisent voire réactivent leurs perceptions des apprentissages scolaires, quels que soient les composants, chaque fois que dans l'exercice de leur métier, il est question de ces apprentissages, voire qu'ils les associent à un bien-être, un mal-être dans leur travail. Pour saisir quel pouvait être le lien entre ces apprentissages et leur activité, nous sommes partie de plusieurs théories qui pourraient s'emboîter, ou s'additionner entre ce qui contribue à la formation des perceptions des apprentissages scolaires de l'enseignant et à leur expression dans son environnement professionnel. Il y a production ou reproduction d'apprentissages scolaires quand l'enseignant mobilise l'habitus (legs familial), quand il met en abîme (effet de miroir) sa formation scolaire dans les situations de transmission, quand il met en scène les influences de son environnement (familial, scolaire, social) agissant durant sa formation scolaire. Enfin quand des conditions de travail plus ou moins délétères catalysent des réminiscences d'apprentissages scolaires. Les résultats de notre étude ont montré que selon le contexte, les situations professionnelles rencontrés, l'enseignant compose ou négocie ou confronte ses perceptions des apprentissages scolaires. Cependant chaque enseignant reste singulier dans ses perceptions des apprentissages scolaires et dans les formes de liens qui peuvent s'opérer (conduites sociales, logiques) avec son activité. / The research concerned the perceptions of teachers' school learnings of the Agricultural education, in the report in their activity. We had made the hypothesis which the teachers produce, reproduce even reactivate their perceptions of the school learnings, whatever are components, every time in the exercise of their job, it is about these learnings, even that they associate them with a well-being, an ill-being in their work. To seize what could be the link between these learnings and their activity, we left several theories which could fit, or add up between what contributes to the training of the perceptions of the school learnings of the teacher and to their expression in its professional environment.There is production or reproduction of school learnings when the teacher mobilizes the habit (domestic legacy), when he puts in abyss (effect of mirror) his school training in the situations of transmission, when he stages the influences of his environment (family, school, social) acting during his school training. Finally when the more or less noxious working conditions catalyse recollections of school learnings.The results of our study showed that according to the context, the professional situations met, the teacher makes up, either negotiates or confronts his perceptions of the school learnings. However every teacher remains singular in his perceptions of the school learnings and in the forms of links which can take place ( social, logical conducts) with his activity.

In twenty-first (21st) century tertiary education, undergraduate study is intended to not only to teach the subject knowledge through direct instruction or lecturing, but also to cultivate and foster students' skills and literacies to suit societal needs. For this reason, it is increasingly important to introduce new teaching and learning (T&L) strategies and web applications (apps) into students' undergraduate study. The introduction of collaborative inquiry learning (CIL) is intended to enhance students' communication and collaboration skills throughout their learning. In addition, by introducing social annotation (SoAn) tools, students are able to bookmark, highlight, annotate, share, discuss, and collaborate on information sources collected by students for their collaborative inquiry learning assignments (CILA). In this study, a self-developed SoAn tool known as the Web Annotation and Sharing Platform (WASP) was introduced to investigate how the SoAn tool can facilitate students' CIL. The study included 377 students (freshmen or sophomores) from three different courses at a Hong Kong University, Hong Kong Christian University. A mixed-method research approach was employed using four data collection methods. Quantitative data were collected from all participating students through a questionnaire survey, WASP log file (students' actions on WASP), and CILA marks. Furthermore, qualitative data were gathered from selected students in individual face-to-face interviews. The study aimed to ascertain how students integrate and use the SoAn tool in their CIL. This study also investigated whether students think a SoAn tool is useful and effective for their CIL. Moreover, this study examined the correlations between students' perceptions of CIL and WASP, usage of WASP, and their CILA mark. Finally, this study examined the challenges students encountered when they integrate and use WASP in their CIL. The results reveal that the integration and usage of a SoAn tool were concentrated in the early stages of students' CIL. Furthermore, the results illustrated how the 'able other (s)' arise in the CIL group to provide information sources that initiate the discussion and collaboration among group members. Based upon the student perceptions collected in this study, the results suggested that students agreed that the WASP functions were useful and effective for CIL in courses that teach elementary Information and Communications Technology knowledge content (ICT-related courses). Moreover, student perceptions on the WASP functions highly correlated with their perceptions of CL before this study and any respective group process experiences. The results also indicated that students' perceptions, SoAn tool usage and learning outcomes (CILA mark) are not correlated, there is a higher chance of reaching correlation between the perceived usefulness of the WASP functions and their CILA mark in ICT-related courses. Lastly, the results suggested that low motivation for learning and using a SoAn tool, the functionality and recognition of a SoAn tool, and methods of processing, discussing, and collaborating on collected information sources were the challenges encountered when students integrate and use a SoAn tool in their CIL. The implications and limitations of this study are discussed in Chapter 8. Directions for future research and suggestions are provided, which includes introducing SoAn tools in ICT-related courses and enhancing the functions of SoAn tools both for better user experiences and research purposes.

A presente tese discute e analisa a importância da inclusão de temas como gênero e sexualidade na formação de professores/as da Região da Campanha na perspectiva de uma Educação para a sexualidade, que contemple um viés mais amplo, levando em conta os aspectos culturais, sociais e históricos em relação a esses temas. A pesquisa de abordagem qualitativa, com aporte teórico nos Estudos Culturais e Estudos de Gênero, a partir da perspectiva pós-estruturalista, utilizou a técnica de grupo focal com aluno/as formando/as do Curso de Pedagogia da Universidade da Região da Campanha. Ao longo de seis encontros foram propostas discussões com o intuito de refletir e expor alguns conceitos relacionados com uma Educação para a Sexualidade e as representações expressas através de artefatos culturais como músicas e obras literárias que, de alguma forma, mostravam modos de ser e de viver de homens e mulheres nesta região do Rio Grande do Sul. Também foram pesquisados os currículos dos cursos de Pedagogia, bem como os currículos dos cursos de formação docente em nível médio da região, a fim de verificar se os mesmos possuíam disciplinas voltadas para as questões de gênero, sexualidade e diversidade. Os resultados apontaram a importância de entender as escolas como espaços fundamentais de formação e que os discursos e práticas por elas veiculados afetam modos de ser e de estar no mundo, trazendo a responsabilidade de refletir sobre tais espaços educativos, revendo suas ações, sua estrutura, seus conceitos e poderes. Diante da dificuldade do corpo docente em trabalhar questões em sala de aula no campo da sexualidade e das relações de gênero, esta tese pretende suscitar o debate e levantar subsídios para pensarmos de que forma podemos pensar um currículo de formação que atenda às demandas existentes nas escolas da Região da Campanha. A partir disso, seria interessante propor uma educação que pudesse incorporar as perspectivas que tematizem, exponham e discutam a sexualidade em sua complexidade, como uma construção social, cultural e histórica, ultrapassando assim a dimensão apenas biológica, como geralmente é tratada nos cursos de formação docente e nos diferentes níveis de ensino. / This paper discusses and analyses the importance of including themes like gender and sexuality in the teaching formative process of teachers in the Região da Campanha [The Southernmost Plains Area] within the viewpoint of education for sexuality to be overviewed under a broader bias, taking into account the cultural, social, and historical aspects related to these themes. This was a qualitative-approach research, including technical supplies from Cultural Studies and Gender Studies after a poststructuralist perspective, employing focal group techniques with undergraduate students in the Pedagogy Major of Universidade da Região da Campanha [Southernmost Plains Area University] . Across six meetings discussions were proposed aiming toward musing upon and exposing some concepts related to the field of Education for Sexuality and those representations expressed by means of cultural artifacts like tunes and literary works that somehow showed the ways of being and living in this area of the Rio Grande do Sul state. The curricula in the Pedagogy major was also researched, as well as those of middle-level teaching formation courses in order to spot whether those included courses focused on gender, sexuality, and diversity issues. Results pointed to the importance of understanding schools as ground spaces for the formative years and that discourses and practices carried out by them affect the ways of being and facing the world, allowing for the surfacing of the responsibility of looking upon the aforementioned educational spaces in the way of reviewing its actions, structures, concepts, and powers. After pinpointing the difficulties presented by the faculty bodies when working with sexuality and gender relations issues at class, this thesis intends to raise a debate and gather subsidies to allow for the thinking about a formative curriculum able to satisfy those demands now extant in the schools of the Campanha region. Departing from this it would be interesting to propose a sort of teaching that might embody those viewpoints that would bring up the thematic, exposing and discussing sexuality as a social construction and not as something exclusively biological, subjected to norms and bound to be discarded or left out of the school environment.

É destacada a importância de uma atualização da Física abordada na escola média, através da inserção de temas de Física Moderna e Contemporânea. Toma-se como pressuposto que um dos principais fatores com potencial para promover essa inserção é a atenção à formação inicial de professores. Assim, pretende-se investigar como disciplinas de conhecimento científico específico, em cursos de licenciatura, estão ou poderiam estar contribuindo para a prática futura de seus alunos. Para essa análise, buscou-se partir de um diagnóstico concreto, levantando características, propostas e dificuldades de aprendizado, em uma disciplina de Física Moderna. Dessa abordagem, emergiu a percepção de que os problemas observados podem ser mais estruturais do que conjunturais. Isso conduziu as investigações para as questões relacionadas à própria organização e seleção de conteúdos, através da análise dos livros didáticos de física moderna no ensino superior e no ensino médio. O entendimento sobre tal estrutura e organização ultrapassa a natureza do conhecimento e revela a existência de relações implícitas com a dinâmica cultural nas instituições de ensino. O aprofundamento dessas questões nos levou a propor que grande parte das dificuldades tem origem no descompasso de finalidades formativas do ensino superior e médio, o que exigiria uma atenção especial à autonomia docente já nos cursos de formação. Dessa forma, uma ressignificação do aprendizado poderia vir a se estabelecer a partir da desnaturalização dos conteúdos apresentados e do reconhecimento da autonomia do professor. Isso implica ter presente o espaço de ação na futura atuação docente, no que diz respeito às formas pelas quais virá a contemplar e estruturar os conhecimentos de Física Moderna e Contemporânea. / The introduction of modern and contemporary Physics in high school curriculum requires these topics to be deeply considered in teachers\" initial formation. In this way, we investigated how specific physics contents, in modern physics undergraduate classes, could be considered in the way of contributing to teachers\" future professional action. We analyzed learning difficulties and students perceptions, as a case study, in a one semester modern physics class, in physics teaching courses at the University of São Paulo. Special attention was taken to wave-particle duality comprehension. Also, the selection and sequence of physics contents in modern physics undergraduate textbooks were analyzed, discussing history approaches and confronting them with high school textbooks. Our results indicated that the problems involved were mainly concerned to curriculum design. They seem to be more strictly related to the approaches and topics selected than only to learning difficulties. In this framework, our reflections suggest that the ideas about teaching formative aims need to be clear and well discussed with students, indicating and allowing their future choices in their high school classes. Topic sequence and choices presented in undergraduate courses must not be taken as natural and unique. In this way, teachers\" autonomy is allowed to be practiced in their own initial formation, preparing them to exert it also in their professional action.

A presente tese discute e analisa a importância da inclusão de temas como gênero e sexualidade na formação de professores/as da Região da Campanha na perspectiva de uma Educação para a sexualidade, que contemple um viés mais amplo, levando em conta os aspectos culturais, sociais e históricos em relação a esses temas. A pesquisa de abordagem qualitativa, com aporte teórico nos Estudos Culturais e Estudos de Gênero, a partir da perspectiva pós-estruturalista, utilizou a técnica de grupo focal com aluno/as formando/as do Curso de Pedagogia da Universidade da Região da Campanha. Ao longo de seis encontros foram propostas discussões com o intuito de refletir e expor alguns conceitos relacionados com uma Educação para a Sexualidade e as representações expressas através de artefatos culturais como músicas e obras literárias que, de alguma forma, mostravam modos de ser e de viver de homens e mulheres nesta região do Rio Grande do Sul. Também foram pesquisados os currículos dos cursos de Pedagogia, bem como os currículos dos cursos de formação docente em nível médio da região, a fim de verificar se os mesmos possuíam disciplinas voltadas para as questões de gênero, sexualidade e diversidade. Os resultados apontaram a importância de entender as escolas como espaços fundamentais de formação e que os discursos e práticas por elas veiculados afetam modos de ser e de estar no mundo, trazendo a responsabilidade de refletir sobre tais espaços educativos, revendo suas ações, sua estrutura, seus conceitos e poderes. Diante da dificuldade do corpo docente em trabalhar questões em sala de aula no campo da sexualidade e das relações de gênero, esta tese pretende suscitar o debate e levantar subsídios para pensarmos de que forma podemos pensar um currículo de formação que atenda às demandas existentes nas escolas da Região da Campanha. A partir disso, seria interessante propor uma educação que pudesse incorporar as perspectivas que tematizem, exponham e discutam a sexualidade em sua complexidade, como uma construção social, cultural e histórica, ultrapassando assim a dimensão apenas biológica, como geralmente é tratada nos cursos de formação docente e nos diferentes níveis de ensino. / This paper discusses and analyses the importance of including themes like gender and sexuality in the teaching formative process of teachers in the Região da Campanha [The Southernmost Plains Area] within the viewpoint of education for sexuality to be overviewed under a broader bias, taking into account the cultural, social, and historical aspects related to these themes. This was a qualitative-approach research, including technical supplies from Cultural Studies and Gender Studies after a poststructuralist perspective, employing focal group techniques with undergraduate students in the Pedagogy Major of Universidade da Região da Campanha [Southernmost Plains Area University] . Across six meetings discussions were proposed aiming toward musing upon and exposing some concepts related to the field of Education for Sexuality and those representations expressed by means of cultural artifacts like tunes and literary works that somehow showed the ways of being and living in this area of the Rio Grande do Sul state. The curricula in the Pedagogy major was also researched, as well as those of middle-level teaching formation courses in order to spot whether those included courses focused on gender, sexuality, and diversity issues. Results pointed to the importance of understanding schools as ground spaces for the formative years and that discourses and practices carried out by them affect the ways of being and facing the world, allowing for the surfacing of the responsibility of looking upon the aforementioned educational spaces in the way of reviewing its actions, structures, concepts, and powers. After pinpointing the difficulties presented by the faculty bodies when working with sexuality and gender relations issues at class, this thesis intends to raise a debate and gather subsidies to allow for the thinking about a formative curriculum able to satisfy those demands now extant in the schools of the Campanha region. Departing from this it would be interesting to propose a sort of teaching that might embody those viewpoints that would bring up the thematic, exposing and discussing sexuality as a social construction and not as something exclusively biological, subjected to norms and bound to be discarded or left out of the school environment.

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No. of bitstreams: 1 carlapatriciaquintanilhacorrea.pdf: 2499433 bytes, checksum: 66da22cb80e0476ddb6c7c07bdc22244 (MD5) Previous issue date: 2017-11-06 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta pesquisa objetivou identificar e analisar a relação entre a trajetória formativa e as concepções de formação dos professores formadores de Matemática, Física e Química participantes do Programa Institucional de Bolsa de Iniciação à Docência (PIBID) em um município do estado do Rio de Janeiro. Nesta política educacional voltada à formação docente – PIBID – licenciandos exercem atividades pedagógicas em escolas públicas de educação básica, sendo conhecidos bolsistas de iniciação à docência. Acompanham esta ação um professor do curso de Licenciatura, chamado de coordenador de área, e um professor da escola onde o licenciando atua, denominado de supervisor. Todos os envolvidos no programa recebem uma bolsa de auxílio financeiro. Os professores que participam da iniciação à docência dos licenciandos envolvidos no programa são reconhecidos neste estudo como professores formadores. A pesquisa está voltada à formação dos formadores, entendendo que essa formação incidirá na preparação de novos professores. Estabelecemos como objetivos específicos: 1) mapear a formação dos professores formadores de Matemática, Física e Química que participam do PIBID em instituições de um município do Estado do Rio de Janeiro; 2) identificar como se desenvolve o processo formativo no âmbito do PIBID, por meio das práticas relatadas nesse contexto; e 3) analisar potencialidades e limites do PIBID em relação à formação continuada dos professores formadores participantes do programa. Levantamos a seguinte questão de pesquisa: quais os efeitos da participação no PIBID para a formação continuada dos formadores, de acordo com a visão desses profissionais? Para atingir os objetivos propostos e responder à questão de pesquisa, apoiamo-nos na abordagem filosófica do Realismo Crítico, estabelecida como diretriz norteadora deste estudo, pois possibilita a compreensão mais aprofundada do objeto de investigação, desdobrando-se em uma perspectiva metodológica. Realizamos dois levantamentos bibliográficos das produções científicas sobre o PIBID e uma entrevista com o Professor Hélder Eterno da Silveira, ex-Gestor do programa. O público-alvo da pesquisa refere-se aos professores da Licenciatura, da escola de educação básica e licenciandos das áreas de Matemática, Física e Química participantes do PIBID em instituições de ensino de um município do Estado do Rio de Janeiro. Foi aplicado um questionário a todos os integrantes do programa nas áreas delimitadas – 72 participantes. Os dados foram analisados por meio da Análise de Conteúdo - L. Bardin - e apresentados com o auxílio do programa SPSS (Statistical Package for Social Sciences). Os resultados apontam que i) o PIBID é muito bem avaliado pelos participantes; ii) os formadores do estudo vivenciaram um modelo de formação inicial inspirado, principalmente, no modelo da racionalidade técnica; iii) a concepção de docência que os formadores veiculam apresenta traços da racionalidade técnica, mas indícios de racionalidade prática e de racionalidade crítica também foram encontrados; iv) a natureza da relação estabelecida entre os formadores apresenta indícios de verticalidade; v) a estrutura disponibilizada para o desenvolvimento do programa nas escolas apresenta dificuldades, o que aponta para a precariedade das condições de trabalho nas escolas públicas, indicando a relevância da bolsa para os participantes; vi) a carência de professores na área de exatas constitui um difícil problema a ser enfrentado; vii) a quase totalidade dos professores formadores afirma que o programa constitui um importante meio de formação continuada. Apesar da formação inicial mais voltada à influência da racionalidade técnica, os formadores participam de um programa cuja intencionalidade formativa é estabelecida a partir da interação entre instituição formadora e escola. Essa interação vem acentuando seu potencial para a ressignificação da concepção de formação, compreendendo o fenômeno educacional em sua complexidade e multidimensionalidade. / This research aimed to identify and analyze the relationship between the formative trajectory and the conceptions of the formation of Mathematics, Physics and Chemistry teachers participating in the Institutional Program of the Initiation to Teaching Grant (PIBID) in a municipality in the state of Rio de Janeiro. In this educational policy focused on teacher education - PIBID - licenciandos carry out pedagogical activities in public primary schools, being known scholarship recipients for teaching. Accompanying this action is a professor of the degree course, called an area coordinator, and a teacher of the school where the licenciando acts, called supervisor. Everyone involved in the program receives a scholarship grant. The teachers participating in the teaching initiation of the licensees involved in the program are recognized in this study as training teachers. The research is focused on the training of trainers, understanding that this training will focus on the preparation of new teachers. We set specific objectives as follows: 1) to map the training of Mathematics, Physics and Chemistry teachers participating in PIBID in institutions of a municipality in the State of Rio de Janeiro; 2) to identify how the training process is developed within the PIBID, through the practices reported in this context; and 3) analyze the potential and limits of PIBID in relation to the continuing training of the training teachers participating in the program. We raise the following research question: what are the effects of participation in the PIBID for the continued formation of trainers, according to the vision of these professionals? In order to reach the proposed objectives and answer the research question, we support the philosophical approach of Critical Realism, established as guiding guideline of this study, since it allows a more in-depth understanding of the object of investigation, unfolding in a methodological perspective. We carried out two bibliographical surveys of the scientific productions on PIBID and an interview with Professor Hélder Eterno da Silveira, former Manager of the program. The target audience of the research is the professors of the Licenciatura, the school of basic education and licenciandos of the Mathematics, Physics and Chemistry areas participating in PIBID in educational institutions of a municipality of the State of Rio de Janeiro. A questionnaire was applied to all members of the program in the delimited areas - 72 participants. The data were analyzed through the Content Analysis - L. Bardin - and presented with the help of the SPSS program (Statistical Package for Social Sciences). The results indicate that i) the PIBID is very well evaluated by the participants; ii) the formators of the study experienced a model of initial formation inspired, mainly, in the model of technical rationality; iii) the conception of teaching that the trainers convey presents traces of technical rationality, but indications of practical rationality and critical rationality were also found; iv) the nature of the relationship established between the trainers shows signs of verticality; v) the structure made available for the development of the program in schools presents difficulties, which points to the precariousness of working conditions in public schools, indicating the relevance of the scholarship to the participants; vi) the lack of teachers in the exact area is a difficult problem to be faced; vii) almost all training teachers state that the program is an important means of continuing training. Despite the initial training more focused on the influence of technical rationality, the trainers participate in a program whose formative intentionality is established through the interaction between training institution and school. This interaction has accentuated its potential for the re-signification of the conception of formation, understanding the educational phenomenon in its complexity and multidimensionality.

Made available in DSpace on 2015-09-25T12:18:35Z (GMT). No. of bitstreams: 1 RUTH BRITO DE FIGUEIREDO MELO.pdf: 2114788 bytes, checksum: 679b6abb86319d25d6c4a2a9179b02fe (MD5) Previous issue date: 2011-07-25 / This research study had as objective to analyze the use of the software Modellus in the process of teaching and learning of the Uniform rectilinear motion and the Varied rectilinear motion. The theoric fundamentation adopted was based on the theories of David Ausubel about significative learning, Papert‟s about the computer mediated learning and on Bassanezzi‟s and Biembengut‟s about mathematical modeling. The target population of the research consisted of twelve students from a public state class on the 1st year of High School in Campina Grande, Paraíba, where the researcher teacher is also docent. The methodology that was used in the research was the qualitative, observational and participant research, through the use of the case study. The research results points that were significative improvements of the students, in the comprehension of the physical concepts related to the matters in discussion, when exposed to the activities developed with the software Modellus once that through relates of the own students, there was a higher motivation to learn, provided by the activities, and also a great recepitivity to the used software. / Esta pesquisa teve como objetivo analisar o uso do software Modellus no processo de ensino e aprendizagem do Movimento retilíneo uniforme e do Movimento retilíneo uniforme variado. A fundamentação teórica adotada foi baseada nas teorias de David Ausubel sobre aprendizagem significativa, Papert sobre a aprendizagem mediada por computador e em Bassanezzi e Biembengut sobre modelagem matemática. A população alvo da pesquisa foi constituída por doze alunos de uma turma do 1ºano do Ensino Médio de uma escola da rede Pública Estadual em Campina Grande, na Paraíba, na qual a professora pesquisadora é docente. A metodologia utilizada na pesquisa foi à pesquisa qualitativa, observacional e participante, através da utilização do estudo de caso. Os resultados da pesquisa apontaram que houve melhorias significativas dos alunos, na compreensão dos conceitos físicos relacionados com os conteúdos em questão, quando expostos as atividades desenvolvidas com o software Modellus, uma vez que através de relatos dos próprios alunos, houve uma maior motivação para aprender, gerada pelas atividades, como também uma grande receptividade ao software utilizado.

Este trabalho visa entender como se configura a identidade profissional docente durante a formação inicial, especificamente a identidade dos docentes formados no curso de pedagogia da Universidade de São Paulo. Ao realizar uma pesquisa com estudantes de pedagogia, buscamos conhecer melhor sua realidade e analisar como, durante a formação profissional inicial, ocorre o início da formação de uma identidade profissional e como esse processo se relaciona com as transformações educacionais (leis, projetos, papel atribuído e imag`em associada ao professor) presentes em diferentes momentos da história brasileira. Por meio de uma revisão bibliográfica e histórica foi possível compreender de que forma ocorreram mudanças estruturais nesta área e como a identidade docente modificou-se a partir delas. Realizamos também uma revisão do conceito de identidade a partir de diferentes perspectivas e adotamos neste trabalho a abordagem da psicologia sócio-histórica como fundamentação teórica. Além disso, foram realizadas entrevistas e questionários com estudantes do curso de pedagogia. Os dados obtidos a partir desses instrumentos são analisados a partir de dois conceitos principais: o conceito de vozes, de Bakhtin (1997, 1998), e o de gênero, de Clot(2007). Utilizamos a ideia de papéis docentes como referência a representações sociais históricas sobre a profissão docente e o trabalho de Campos (2004) sobre formação por competências, é utilizado para a apresentação de um novo tipo de professor ideal o professor polivalente ideia presente no discurso dos estudantes entrevistados. Assim, pudemos identificar aspectos presentes no curso de graduação em pedagogia da Universidade de São Paulo que contribuem para a constituição de uma identidade profissional docente em seus alunos. As análises dos dados elucidaram uma função primordial das instituições universitárias: a aproximação dos estudantes com o gênero docente, processo que ocorre durante o curso de graduação, constitui a identidade universitária desses sujeitos e continua a acompanhá-los em sua atividade profissional. / This work seek to understand how teachers professional identity is developed during undergraduate courses. Researching students of Pedagogy course at São Paulo University , we intent to know their reality and understand how, during their initial teaching education, the begining of a professional identity is developed and how that process is related to educational legal changes, teachers representation and professionality. It presents a theoretical discussion on the concept of identity , and we adopt, in this work, the social historical approach. The investigation includes an empirical study and bibliographical review. The data of enterviews and surveys are analysed based on two concepts: voices, by Bakhtin (1997, 1998), and professional framework (genre), by Clot (2007). The idea of teachers roles refers to social and historical representations about teaching and the paper of Campos (2004) about the concept of competences on teachers education presents a new ideal role: the polyvalente teacher. In conclusion, this work identify the main function of university on teachers professional education: the students access to professional framework (genre), witch is an essencial aspect of the constitution of students identity and remain in teachers professional identity.

The focus of this enquiry was to enable student teachers to engage with children’s views to construct meaningful classroom learning experiences. The underpinning assumption was that learning is socially constructed. Issues addressed were: what pupils thought helped/hindered their learning in classrooms, how heeding children’s views of barriers to/facilitators of their learning can be used by student teachers for lesson evaluation, planning and reflective practice, to what extent children’s views can support student teachers’ understanding of children’s learning and the development of their pedagogical practices (this includes both curriculum planning and teaching), the development and learning of initial teacher education students as student teachers engaged in reflective practice. The research comprises two case studies; pilot and subsequent larger-scale project. It incorporated action research designed as iterative spirals of research, evaluation and development in classrooms where the student teachers were teaching children. New learning accumulated in one cycle was intended to be taken into the next. Bespoke pedagogical tools were used to create dialogic spaces and also as research data collection techniques. They scaffolded inter and intra- personal exchanges to enable student teachers to understand children’s learning from a socio-cultural perspective. These tools mediated children’s reflection on their learning and then feedback to the student teacher about what they had learnt; how they had learnt it and what would enable them to learn better. The results indicated: enhanced student teachers’ understanding of how children learn as they adapted their practice in response to children’s views, enhanced learning by the children owing to their exchanges on the interpersonal plane, with peers in the dialogic space created by the bespoke pedagogical tools, mentors require development to support student teachers to engage meaningfully with children’s learning. Outcomes cannot easily be generalised from case studies. This study found: children can express learning needs when appropriate scaffolds enable them to articulate abstract concepts, when student teachers respond to children talking about learning they can develop their practice. Implications for Initial Teacher Education are that it should: highlight the importance of children’s voice to support student teachers in developing their pedagogy, model ways in which teachers can create dialogic spaces for children’s interthinking, consider what development mentors require to support student teachers’ understanding of children’s learning in classrooms. Mediating the construction of dialogue with the Thinking Fish provided a way into both the process of interthinking for children, and also student teachers’ understanding of such interthinking as expressed through their dialogue in the focus groups. Thus the Thinking Fish may be considered to be the vicarious presence of the teacher. This may be a useful approach for teachers and student teachers to adopt as the experience for the participants in this study was meaningful and replicable in future practice, using real classroom activity as research data.