Orientador: Eduardo Galembeck / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T19:06:58Z (GMT). No. of bitstreams: 1 Barbosa_TercioAugustoPenteado_M.pdf: 4688716 bytes, checksum: 2bb450c8f464324b5c030e751371737d (MD5) Previous issue date: 2014 / Resumo: Considerando a importância das células como unidades fundamentais da vida, estas se tornam uma questão central no ensino de ciências, sendo um dos conceitos mais complexos para o aluno de ensino fundamental ao se iniciar o estudo dos seres vivos. A dificuldade de abstração dos estudantes para compreendê-las e contextualizá-las se torna frequentemente um problema, pois estes estão acostumados ao que é concreto em seu cotidiano, mas as células, pelo seu tamanho, somente são vistas com auxílio de microscópios. Portanto, é necessária uma ruptura com as ordens de grandeza e o senso comum dos estudantes, sendo essencial que entendam a importância das células para os seres vivos também através de uma perspectiva histórica. Para que isso ocorra, os estudantes devem substituir sua visão da ciência como uma coleção de fatos e teorias estagnadas pela compreensão de que o conhecimento científico é passível de contínua correção temporal. Atualmente diversas pesquisas mencionam a importância e a relevância da história da ciência nas salas de aula, nos diversos níveis de ensino, podendo esta ser um instrumento importante ao professor que, utilizando-se de fontes adequadas e atualizadas, pode promover aos seus alunos uma visão mais crítica em relação à ciência e a construção do conhecimento científico. Constatamos, nesta investigação, que ainda é pequena a presença desses conteúdos nas escolas. Isto se deve, principalmente, à escassez de material disponível, tanto ao professor quanto às escolas. Buscando superar esse hiato, realizamos uma extensa pesquisa bibliográfica da história do descobrimento das células, suas estruturas e funções, estabelecendo uma linha do tempo com diversos episódios históricos que permitiram o avanço do conhecimento sobre as células, evitando um recorte histórico comparativo entre os episódios. Em seguida, fizemos uma análise do conteúdo das coleções didáticas de ciências melhor avaliadas pelo PNLD do período 2011/2013, objetivando descrever a estrutura e o padrão de distribuição do conteúdo sobre células, destacando suas características e propriedades. Além disso, buscamos descrever as unidades e/ou capítulos específicos dessas obras didáticas que tratem a história do descobrimento e desenvolvimento dos estudos sobre células, buscando identificar o tipo de abordagem histórica (internalista ou externalista) presente nessas unidades e/ou capítulos, quando houve. Em nossa avaliação dos livros didáticos verificamos que há uma grande deficiência de conteúdos contextualizados sobre as células e sua historicidade. Acreditamos que uma abordagem que considere uma perspectiva histórica, e que relacione descobertas importantes com tecnologias presentes em nosso cotidiano, poderia contribuir de forma significativa com a compreensão dos conceitos fundamentais relacionados à biologia da célula compatíveis com o currículo de ciências do Ensino Fundamental / Abstract: Considering the importance of cells as the fundamental units of life, they become a central issue in science education, being one of the more complex concepts for student teaching in the beginning of living things study. The student's abstraction difficulty in understanding and contextualizing cells often becomes a problem, because they are accustomed to what is concrete in their daily lives, and cells, because of their size, are only seen with the aid of microscopes. Therefore, to break these orders of magnitude and common sense, it is essential that students understand the importance of the cells also through a historical perspective. Thus, it must be avoided the exclusive study of cell structures and teaching just the scientific results. For this to occur, students must replace their vision of science as a collection of facts and stagnant theories by a comprehension that scientific knowledge is subject to continuous temporal correctness. Currently, several studies mention the relevance and importance of science history in the classroom in various levels of education, which may be an important tool to the teacher that, using updated and appropriate sources, can promote in the students a more critical vision of science and the construction of scientific knowledge. We noticed, in this research, that such contents are poorly present in schools. This is mainly due to the scarcity of available material, both to teachers and schools. In order to overcome this gap, we conducted an extensive literature review of the history of cells discovery, their internal structures and functions, establishing a timeline with several historical episodes that allowed the advancement of knowledge about cells, avoiding a comparative historical view. Then we did a content analysis of the school textbooks best evaluated by the brazilian government PNLD science program (2011/2013), aiming to describe the structure and pattern of distribution of content over cells, highlighting its characteristics and properties. In addition, we seek to describe the units and/or chapter specific to those textbooks that address the history of the discovery and development of studies on cell, seeking to identify the type of historical approach (internalist or externalist) present in these units and/or chapters, when there. In our review of the textbooks we find that there is a great deficiency of contextualized content on cells and its historicity. We believe that an approach that considers a historical perspective, and linking major breakthroughs with technologies present in our daily lives, could contribute significantly to the understanding of the fundamental concepts related to cell biology compatible with the curriculum of elementary school science / Mestrado / Ensino de Ciencias e Matematica / Mestre em Multiunidades em Ensino de Ciências e Matemática

Orientador: Eloísa de Mattos Hofling / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-22T19:57:10Z (GMT). No. of bitstreams: 1 Romanini_MaristelaGallo_D.pdf: 9556267 bytes, checksum: 13c8a0d9f0346956585aeefbe3c29f94 (MD5) Previous issue date: 2013 / Resumo: A análise do processo de implementação de políticas foi o tema central desta tese, tendo como foco o Programa Nacional do Livro Didático (PNLD) em sua trajetória, do contexto inicial ao contexto final de implementação e utilização - a unidade escolar e a sala de aula - no interior da Secretaria de Estado de Educação de São Paulo (SEESP) nos anos de 2009 a 2012. A abordagem analítica dos diseños prospectivo e retrospectivo possibilitou investigar a trajetória proposta para o Programa nas diferentes esferas, o papel descrito para os sujeitos, as orientações e materiais que dispunham as unidades escolares para realizarem a escolha dos livros didáticos pelos docentes, o recebimento do material e a utilização deste ao longo do período de vigência da escolha, além de, indagar de que forma as ações desencadeadas pela política educacional federal e estadual, na última década, tem tratado a questão pedagógica de produção e distribuição de materiais editoriais nos anos iniciais (Ciclo I) do Ensino Fundamental. Ao final, a investigação permitiu constatar a importância do processo de implementação para o ciclo de políticas; o entrecruzamento de políticas e orientações e outras intercorrências durante o percurso; as ações dos sujeitos que influenciam na implementação de políticas e programas nas diferentes esferas; a pertinência e a necessidade do PNLD no contexto atual da SEESP, que nos últimos anos elaborou, produziu e distribuiu materiais didáticos (livros para o professor e para o aluno, manuais, guias) do Programa Ler e Escrever (PLE) para suprir as escolas sob sua jurisdição como parte da política educacional estadual; e ainda que, o modo como estão estruturadas as relações de cooperação entre os entes federados União, Estado e Municípios, pode afetar significativamente as estratégias para a implementação de políticas nacionais nas diferentes esferas. / Abstract: The analysis of the process of politics implementation was the main theme of this thesis, its foccus is the National Textbook Program (NTP) in its trajetory, from the initial context to the last implementation and use context - the school unit and the classroom - inside the São Paulo Department of the State of Education (SPDSE) from 2009 to 2012. The analytical approach of prospective and retrospective designs enables to investigate the trajectory proposed to the Program in different spheres, the role described to the subjects, the guidelines and materials that the school units had to get the textbooks choice by the teachers, the material receipt and the application during the choise term period, besides, it inquires how the triggered actions by the federal and state educational politics, during the last decade, has been adressed the pedagogical questions about the production and distribution of editorial materials in the Elementary School early years (Cycle I). Finally, the investigation allowed to verify: the implementation process importance for the politics cycles; that the lathing of the politics and guidelines and others intercurrents during the route, beyond the subjects actions, influenced the politics and programs implementation in the different spheres; the NTP relevance and the necessity in the current context in the SPDSE, which in the recent years has elaborated, produced and distributed textbooks (teacher's books and sutdent's manuals, guidelines) from the Reading and Writing Program (RWP) to supplement the school under its jurisdiction as part of the state educational politics; and, that, the way as the cooperation relationships are structured among the federal entities Union, State and Conties, can affect the possible strategies for the national politics implementation. / Doutorado / Ciencias Sociais na Educação / Doutora em Educação

Submitted by Fabiano Vassallo (fabianovassallo2127@gmail.com) on 2017-05-16T18:47:01Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Maria Gabriella M. de Castro.pdf: 1036892 bytes, checksum: adcd72938fe952356a38ed6e73f927a7 (MD5) / Approved for entry into archive by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-05-23T14:16:48Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Maria Gabriella M. de Castro.pdf: 1036892 bytes, checksum: adcd72938fe952356a38ed6e73f927a7 (MD5) / Made available in DSpace on 2017-05-23T14:16:48Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Maria Gabriella M. de Castro.pdf: 1036892 bytes, checksum: adcd72938fe952356a38ed6e73f927a7 (MD5) / Esta pesquisa investiga, sob uma perspectiva feminista, a construção de noções de gênero nos livros didáticos de inglês do 9° ano aprovados pelo PNLD 2014. Situado no campo da Linguística Aplicada Transgressiva (PENNYCOOK, 2007) e com o aporte teórico de letramentos críticos (CERVETTI, PARDALES e DAMICO, 2001; BISHOP, 2014; KALANTZIS e COPE, 2012) e multiletramentos (COPE e KALANTZIS, 2000), este estudo examina as personagens de textos e imagens e as atividades dos livros didáticos. Compreendo gênero como performatividade (BUTLER, 1988) que permeia todas as práticas de letramento, e analiso a construção de noções de gênero com base no feminismo enquanto epistemologia do Sul (SOUSA SANTOS e MENESES, 2009), levando em conta elementos do feminismo radical, interseccional e descolonial (GALVÁN, 2014; CASTILLO e NAVAZ, 2008; ANZALDÚA, 1987; DWORKIN, 1976, CRENSHAW, 1994). Este estudo tem caráter subjetivo e inscreve-se no contexto da Modernidade Líquida (BAUMAN, 2000). Logo, a pesquisa posiciona-se diante do fluxo intenso e seletivo de informações, relações, de pessoas, de capital e de recursos semióticos, e busca relacionar gênero, identidade, escola e Estado, a partir do livro didático. Revisando políticas públicas históricas como os Parâmetros Curriculares Nacionais (PCN), as Orientações Curriculares para o Ensino Médio (OCEM) e o Programa Nacional do Livro Didático (PNLD), até movimentos antagônicos atuais como o Escola Sem Partido, este estudo se situa em um momento histórico de acirramento de conflitos políticos e ideológicos no que tange a construção de noções de gênero no espaço público e escolar, e busca contribuir com entendimentos sobre essas construções / This dissertation investigates gender identities in 9th grade English textbooks approved by the National Program of Textbooks (Programa Nacional do Livro Didático - PNLD), from a feminist perspective (GALVÁN, 2014; CASTILLO e NAVAZ, 2008; ANZALDÚA, 1987, DWORKIN, 1976; CRENSHAW, 1994). Situated in the field of Transgressive Applied Linguistics (PENNYCOOK, 2007), and the theoretical approaches of Critical Literacies (CERVETTI, PARDALES e DAMICO, 2001; BISHOP, 2014; KALANTZIS e COPE, 2012) and Multiliteracies (COPE e KALANTZIS, 2000), I examine the characters in texts and images, as well as the textbook activities. Taking gender as performativity (BUTLER, 1988), which permeates all literacy practices, I rely on intersectional, decolonial and radical feminist theories in order to examine notions of gender, seeking to build epistemologies of the South (SOUSA SANTOS, MENESES, 2009). This research has a subjective character, and is situated in Liquid Modernity (BAUMAN, 2000). Thus, it is constructed in the context of an intense and selective flux of information, people, relations, capital and semiotic resources worldwide, permeated by power relations. This work relates gender, identity, school and State in the analysis of textbooks. Revisiting historical education policies such as the National Curricular Parameters (Parâmetros Curriculares Nacionais - PCN), the National Orientations for High School (Orientações Curriculares para o Ensino Médio - OCEM) and the National Program of Textbooks (PNLD), as well as antagonistic projects such as the School Without Party (Escola Sem Partido), this study rises in a moment of intense political and ideological conflict concerning gender constructs and education, and therefore, it aims at creating understandings on such matters

The aim of the study was to compare the wording of assignments in two textbooks in Swedish with the focus on their level of linguistic difficulty. The textbooks are intended for grade 3 and grade 4 respectively. The comparison considers factors that affect the difficulty of a text, and the study is based on the following analytical categories: parts of speech, word length, compound words, sentence length, noun quota, and readability index. The results of the study indicate that the assignment descriptions in grade 4 are at a textually higher level of difficulty in five of six analytical categories, since the assignment descriptions in grade 3 can be perceived as more colloquial, with a lower readability index and a lower density of information than the textbook for grade 4. However, the analysis of compound words shows that the assignment descriptions for grade 3 contain a larger proportion of compounds; unlike the other factors, this does not suggest a textual progression from grade 3 to grade 4. Despite this discrepant result, one can observe a linguistic progression between the assignment descriptions in the textbooks based on the other categories, and from the factors that have been studied it may be assumed that the assignment descriptions in the textbook for grade 4 are at a higher level of linguistic difficulty. / Studiens syfte är att jämföra uppgiftsformuleringar i två läroböcker i svenska med fokus på deras språkliga svårighetsnivå. Läroböckerna är avsedda för årskurs 3 respektive årskurs 4. Jämförelsen sker utifrån faktorer som påverkar en texts svårighetsgrad och de analyskategorier som studien baseras på är ordklasser, ordlängd, sammansatta ord, meningslängd, nominalkvot och läsbarhetsindex. Studiens resultat tyder på att uppgiftsformuleringarna i årskurs 4 har en textuellt högre svårighetsnivå i fem av sex analyskategorier eftersom uppgiftsformuleringarna i årskurs 3 kan upplevas mer talspråkliga, har ett lägre läsbarhetsindex samt har en lägre informationstäthet jämfört med läroboken för årskurs 4. Dock visar analysen av sammansatta ord att uppgiftsformuleringarna för årskurs 3 innehåller en större andel sammansatta ord, vilket till skillnad från de övriga faktorerna inte talar för en textuell progression från årskurs 3 till årskurs 4. Trots det avvikande resultatet kan en språklig progression mellan uppgiftsformuleringarna i läroböckerna konstateras utifrån de övriga kategorierna och det kan, utifrån de faktorer som undersökts, antas att uppgiftsformuleringarna i läroboken för årskurs 4 har en högre språklig svårighetsnivå.

The purpose of this study was to analyze texts from four English textbook series for Swedish school years 7-9 as regards their readability and to investigate whether the text difficulty progresses within series with grade level and with each assigned difficulty level. The study also wished to make comparisons between these textbook series to determine if they are equivalent as regards their average readability level. The readability formulas Flesch Reading Ease and Flesch-Kincaid in Microsoft Word 2007 was used for calculation of the readability grade levels of a selection of 231 texts from the series Good Stuff, Happy, Time and Wings. The results from both formulas indicated that the texts in general become more difficult for each school year and with assigned level. However, the study showed that there are differences among the four series as regards their average difficulty levels and that there is a great difficulty range among texts.

Cette étude fait l’objet d’un double traitement des manuels de français utilisés en Grèce : d’une part, l’étude de leur histoire et, d’autre part, le recensement et l’analyse de leur dimension culturelle. Cette rétrospective nous permet de mieux cerner les lignes directrices des manuels, d’en dégager des constantes, des éléments communs, au cours des diverses époques étudiées et d’en confronter les données.Les manuels de notre recherche sont classés en deux catégories, les manuels du XIXe siècle et ceux qui sont datés principalement de la première décennie du XXIe siècle ou plus précisément ont été publiés entre 1998 et 2008.Nous voulons montrer par l’étude de la naissance de l’enseignement du français en Grèce qu’il y a un rapport étroit entre l’introduction du français en tant que discipline dans les cursus des écoles publiques grecques et les événements historiques des époques de référence. Ce travail permet de retrouver ainsi, les premières racines de la disciplinarisation du français langue étrangère en Grèce.À travers notre analyse des manuels contemporains, qui s’appuie sur l’observation d’un corpus de plus de vingt manuels de français en usage en Grèce dans les écoles de l’enseignement secondaire et primaire publics, nous nous interrogeons aussi sur le rôle de l’image en tant que porteur de culture dans les manuels et sur la façon de rendre l’acte didactique interculturel plus clair au moyen du traitement des dialogues. Est également posée la question de la valeur des dialogues qui figurent dans les manuels de FLE en tant que documents authentiques ou fabriqués et du métalangage utilisé. Le recensement des aspects culturels des manuels de notre corpus nous permet d’élaborer une grille d’analyse et d’évaluation d’un manuel de FLE. Cette grille sert à comparer les manuels quant à leur pertinence sur certains points précis et met en avant leurs rubriques consacrées aux aspects culturels. / This research intends to make a double study of Greek textbooks for French as a foreign language: on the one hand it examines the history of these textbooks in Greece and on the other hand it records and analyses their cultural dimension. This flashback allows us to distinguish more clearly the books’ guidelines, to deduce their constancy, the common elements of the different eras as well as to compare and contrast this data.The textbooks are divided into two categories, the 19th century textbooks and those dating mostly at the first decade of the 21st century, more specifically those published between 1998 and 2008.We would like to point out by studying the birth of the French language teaching in Greece that there is an unbreakable connection between the introduction of French as a taught subject in the curriculum of the Greek public schools and the historical events of that time period. This study allows us to find the origins of disciplinarization of the French language teaching in Greece.The examination of the contemporary textbooks, which is based on the analysis of a selection of more than twenty textbooks used in primary and secondary Greek schools, focuses firstly on the role of image as culture conveyor in the textbooks and secondly on the way we could make the teaching cultural act clearer through the study of dialogues. It refers also to the question of the value of the dialogues we come across often in the textbooks as authentic or fabricated productions as well as to the metalanguage used by them.The recording of the cultural aspects in the textbooks of our selection allows us to develop a chart which analyses and evaluates those which are used in teaching French as a foreign language. This chart serves in comparing and contrasting the textbooks concerning the accuracy of specific points and in demonstrating the rubrics dedicated to cultural elements.

Title: Electronic Textbook in Mathematical Methods of Physics Author: Bc. Petr Kolář Department: Department of Physics Education FMP CU Supervisor: RNDr. Vojtěch Žák, Ph.D., Department of Physics Education FMP CU Abstract: The objective of this work is to continue in Electronic Textbook in Introduction of Mathematical Methods of Physics and to create an other studing text not only for the first grade students (future physics teachers) at FMP CU but also for other students of physical and technical domains at universities which should help them with an introduction into mathematic necessary in physics. The main matter of this work is based on preparations and texts of dr. A Hladík, prof. J. Podolský and dr. V. Žák for lectures and exercises of subject Introduction of Mathematical Methods of Physics and Mathematical Methods in Physics I. The author's experience are also reflected. Equally, a small recherche of an existence and an availability of other sources pursuing given matters has been done. Some of these sources are recommended in this work. The created text should help readers with elementary matter of antiderivatives and Riemann integrals, double and triple integrals and integrals of the first kind with a special consideration to their applications in physics. A contribution of this and previous work for...

The main aim of this paper is to analyze geographic textbooks for high schools in terms of interpretation of global issues. Semantic units that are related to global issues will be sorted into groups according to the paradigm to which it belongs (national, humanistic and global). Most of semantic units contained in textbooks were included into a global direction, which is characterized by its neutrality. Keywords: textbook evaluation, global issues, geographical education, globalization, global thinking

In the contemporary world, when the whole world is connected, the fact saying that anything what happens on the other side of the world does not have influence to our lives is not truthful anymore. We live in an era of globalization. Therefore, it is important to focus on the global issues already at school and also on the way in which they concern us. However, it should be borne in the mind that, the most important thing is the way, how teachers explain it to their students. The main aim of this paper is to analyze geographic textbooks for high schools in terms of interpretation of global issues. Semantic units that are related to global issues will be sorted into groups according to the paradigm to which it belongs (national, humanistic and global). Most of semantic units contained in textbooks were included into a global direction, which is characterized by its neutrality. Keywords: textbook evaluation, global issues, geographical education, globalization, global thinking

This diploma thesis focuses on the reading literacy and its problematics in the textbooks and workbooks for highschool students. The aim of the thesis is to find out whether the textbooks and workbooks contain exercises concerning this area and also if they contain exercises similar to these at the Graduation Exam. At first, the concepts literacy, functional literacy and reading literacy are defined. The components of the reading literacy are characterized as well as the influencing factors, especially the school environment. The influence of the schoolbooks is defined as well. Secondarily, the thesis includes two analysis. The first relates to the representation of the reading literacy in the test at the Graduation Exam 2016. The second focuses on the number of this type of exercises in the selected school books and workbooks for highschool students. Key words : reading literacy, graduation test, school books, high school